Source: Journal of Teacher Education, Vol. 58, No. 3, 231-244 (2007)
In this article, the authors examine "meaning" and "action" within the "good" work of teaching and learning. One premise of the authors' argument is that teachers and students deserve to experience this good. The second premise is that meaning is part and parcel of Being; the debate about meaning must include attention to meaning as a question/project of Being.
The authors offer their experiences as an educational anthropologist, educational philosopher, and teacher educator who strive to retrieve and pursue meaning and Being as common resources and aspirations.