Dr. Andrea English
Assistant Professor
Office: Seton 435
Phone: (902) 457-6711
Fax: (902) 457-4911
E-mail: msvu.ca
Background
Andrea English took up her appointment in Philosophy of Education at MSVU in July 2008. Prior to coming to MSVU, she spent nine years in Berlin, Germany employed as a researcher and instructor in Philosophy of Education in the Education Department at Humboldt University Berlin, where she received her PhD. Professor English’s work focuses on analyzing and developing theories of teaching and learning and examining their broader implications for questions of ethics and democratic education. In her scholarship, she draws on both the Anglo-American and the Continental European traditions of philosophy of education. She has presented internationally at education conferences and has published in refereed journals in both English and German languages.
Research and Teaching Interests
- theories of teaching and learning
- the philosophy of John Dewey
- 19th and 20th Century Continental Philosophy, especially J.F. Herbart
- critical theory
- the notion of ‘negative experience’ in education
- the role of listening in teaching and learning
Selected Publications
English, Andrea. 2011, forthcoming. “Negativity, Experience and Transformation: Educational Possibilities at the Margins of Experience — Insights from the German Tradition of Philosophy of Education.” In Educational Thoughts in and around the Kyoto School of Philosophy: Towards an East-West Dialogue, edited by Paul Standish and Naoko Saito, Springer Publishers.
English, Andrea. 2011, forthcoming. “Critical Listening and the Dialogic Aspect of Moral Education: Herbart on the Teacher as Moral Guide.” Educational Theory (Special Issue ‘Philosophies of Listening’, edited by Sophie Haroutunian-Gordon and Megan Laverty).
English, Andrea, and Barbara Stengel. “Exploring Fear: Rousseau, Dewey and Freire on Fear and Learning.” Educational Theory, in print.
English, Andrea. 2010. "Transformation and Education: The Voice of the Learner in Peters’ Concept of Teaching.” Journal of Philosophy of Education 44 (Special Issue 'R.S. Peters', edited by Stefaan E. Cuypers and Christopher Martin), in print.
English, Andrea. 2009. “Listening as a Teacher: Educative Listening, Interruptions, and Reflective Practice.” Paiduesis: International Journal of Philosophy of Education 18 (1): 69-79.
English, Andrea. 2008. “Wo ‘doing’ aufhört und ‘learning’ anfängt: John Dewey über Lernen und die Negativität im Erfahrung und Denken.” In Dem Lernen auf der Spur, edited by Konstantine Mitgutsch, Elizabeth Sattler, Kristen Westphal and Ines Maria Breinbauer, 145-158. Stuttgart: Klett-Cotta.
English, Andrea. 2007. “Die experimentelle Struktur menschliches Lehren und Lernen: Ein Versuch über die Rolle negativer Erfahrung in den Lehr-Lerntheorien von Herbart und Dewey.” In Johann Friedrich Herbart: 200 Jahre Allgemeine Pädagogik: Wirkungsgeschichtliche Impulse, edited by Rainer Bolle and Gabrielle Weigand, 97-112. Münster: Waxmann Verlag.
English, Andrea. 2007. “Interrupted Experiences: reflection, listening and negativity in the Practice of Teaching.” Learning Inquiry (Special Issue ‘Listening and Reflecting’, edited by Leonard Waks), 1(2): 133-142.
English, Andrea. 2005. “Negativity and the New in John Dewey’s Theory of Learning and Democracy: Toward a Renewed Look at Learning Cultures.” Zeitschrift für Erziehungswissenschaft 1(2) (Special Issue ‘Learning Cultures’, edited by Meinert Meyer): 28-37.
English, Andrea. 2005. “Negativität der Erfahrung und experimentelles Handeln: eine erziehungswissenschaftliche Auslegung des Pragmatismus von Peirce, James, Mead und Dewey.” Zeitschrift für Pädagogik 29 (Special Issue ‘Erziehung—Bildung—Negativität’, edited by Dietrich Benner): 49-61.
Benner, Dietrich and English, Andrea. 2004. “Critique and Negativity: Towards the Pluralisation of Critique in Educational Practice, Theory and Research.” Journal of Philosophy of Education 38 (3) (Special Issue 'Critique and Liberal Society’, edited by Christopher Winch and Frieda Heyting): 409-428.
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