Jeff Malpas’ Philosophy of Place and Its Implications for Place Pedagogy: Take the Curriculum Project of “ Exploring Chiayi” as an Example

• Main Authors: Chia-Ping Chen, 陳佳萍
• Other Authors: Ruyu Hung
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/vmrwp7

博士 === 國立嘉義大學 === 教育學系研究所 === 103 === This dissertation discusses Jeff Malpas’s philosophy of place, and a case study, “Exploring Chiayi,” is introduced in order to understand how a curriculum project of place education is practiced. “Exploring Chiayi” is interpreted in a way of phenomenological hermeneutic, and the researcher intends to reinterpreted“Exploring Chiayi” from the philosophical perspective of Malpas. Firstly, Jeff Malpas’s philosophy of place is explained. Secondly,“Exploring Chiayi” is presented and reconstructed through Malpas’s philosophy of place. Malpas’s place education is to emphasize the intersubjectivity, phenomenological hermeneutic and place experience. There are three conclusions: 1. Due to the multiple dimensions of Malpas’s concept of space, time, subject and object in place education, teachers have to expand the place meaning in order to develop the place education; 2. Teachers have to learn that in place education, time is also an important factor that needs to be concluded to gain a multiple and rich interpretation while instructing place education; 3. Teachers have to increase the place actions in order to mature the sense of place. Finally, after the empirical practices of “Exploring Chiayi,” teachers have to expand on body images and common sense in place education.