Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19759
Title: 
Authors: 
Subjects: 
Doctorate
Temporality
Ethics
Heidegger
Finnis
Issue Date: 
2018
Citation: 
Chua, J. S. M. (2018). Being written: Thinking the normative in the EdD. London Review of Education, 16(1), 456-462. https://doi.org/10.18546/LRE.16.1.06
Abstract: 
In this paper I give various reasons why the EdD programme helpfully heightens our normative senses. The writing of a thesis in time and hence the realisation that the same time – that window of opportunity – to do other things and enjoy other experiences is traded off, comports the students in a manner which heightens his or her sense of one's temporality and invites reflexive consideration of what is it that truly matters. Thus embarking on an graduate programme and writing an EdD is an invitation to theorize no doubt – we are invited to read, think, to reason, discuss and to write down our thoughts. But at the end of the day, it is the EdD that writes us. In the midst of our scholarly striving, it shapes us and graces us with the keen sense of what it is that ultimately matters. Such grasp of what truly matters ought then to inform our own reform of our scholarly and professional discourses in our field.
Description: 
This is the final draft, after peer-review, of a manuscript published in London Review of Education. The published version is available online at https://doi.org/10.18546/LRE.16.1.06
URI: 
ISSN: 
1474-8460 (print)
1474-8479 (online)
DOI: 
File Permission: 
Open
File Availability: 
With file
Appears in Collections:Journal Articles

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