Titlebook: Resilience and Responsiveness; Alfred’s Schutz’s Fi Michael Barber Book 2024 The Editor(s) (if applicable) and The Author(s), under exclusi

creditor

STEER

出生

The Experience of Music: Embodied, Holistic, and Intersubjective,ual communication of others (composers or performers). Music exemplifies the mutual tuning-in?at the root of We-relationships. Further, the mimetic, passive synthetic linkages occurring in musical communication parallel the pre-reflective interruption of the other evoking our Thou-orientation. Moreo

faction

Religious/Spiritual Ritual and Intersubjective Responsiveness,y and excluded from it. The waiting for a revelation, which a personal, not-to-be coerced God is free to give or not, a God who alone occupies the absolute sphere of value,?can?instill?a respect for . persons that?is able to offset,?to a degree, the violence towards others that religious and cultura

V切開(kāi)

Conclusion: Phenomenological Intentionality and Looking-Glass Sociality,pontaneous understanding of sociality, epitomized by the concept of the “l(fā)ooking-glass,” an interpersonal entwinement contrasting with the Sartrean idea that one person acting alone objectifies another who also acting alone objectifies the first in response. Resilience and responsiveness reflect the

Firefly

千篇一律

Michael Barberaphy is a key discipline for learning within these new and evolving worldviews. Geography education can play a critical role in the quest for global understanding in this complex and dynamic world. Sustainable lifestyles, managing natural systems, hybridity and maintaining a sense of place as a citi

發(fā)展

LAPSE

Michael Barberprocesses, environmental and cultural diversity and interdependence in the discussion, so as to explain how geography as a subject connects science to students’ everyday action. The chapter will also provide recommendations on how school geography curricula can empower students to move beyond knowle

小步舞

Michael Barberon in Japan, addressing some fundamental questions. What is the nature of the geography educational systems in Japan? How does the focus on content and skills in Japanese schools differ from that in other countries? This book includes 25 authors from diverse geography instruction and research experi