Date of Award

2-28-2012

Document Type

Restricted Access Dissertation

Degree Name

Doctor of Education in Learning, Leadership, and Community

Department

Department of Educational Leadership, Learning, and Curriculum

Committee Chair

Marianne M. True

Committee Member

Allan DiBiase

Committee Member

Cynthia Vascak

Abstract

For a long time my ears were pricked whenever came across the term lived life in Maxine Greene's writings. In reviewing the works of Greene scholars I was unable to find any mention of this term. I was motivated to write this dissertation as a means of coming to understand the possible meaning of lived life though a review of Greene's books: Teacher as Stranger (1973), Landscapes of Learning (1978), The Dialectic of Freedom (1988), Releasing the Imagination (1995) and Variations on a Blue Guitar (2001). My inquiry uses a hybrid of qualitative methodologies (Alvesson & Skoldberg, 2000; Richardson & St. Pierre, in Denzin & Lincoln, 2005; Sinner, Leggo, Irwin, Gouzouasis & Grauer, 2006; Smith, 1992; Sullivan, 2010) that assembles autobiography, inquiry, and reflexive writing as a meta-analytic exhibition of possibility (Sullivan, 2010). My inquiry concludes that Greene's use of lived life is a further developed pre-reflective state whose antecedents include Husserl's (1954) life-world and Merleau-Ponty's (1945) primordial silence. Through my findings I determine that lived life is emblematic of Greene's distinction within the field of philosophy given the inter-subjective and human qualities of the term that catalyze an individual's choice in creating the existential project of change. I also conclude that lived life is characterized by its presence for the aesthetic encounter to occur. These findings have considerations for leadership in considering how opportunities can be made for students, colleagues, and citizens to engage their lived lives in constructing change in education, the workplace, and the community at large.time my ears were pricked whenever came across the term lived life in Maxine Greene's writings. In reviewing the works of Greene scholars I was unable to find any mention of this term. I was motivated to write this dissertation as a means of coming to understand the possible meaning of lived life though a review of Greene's books: Teacher as Stranger (1973), Landscapes of Learning (1978), The Dialectic of Freedom (1988), Releasing the Imagination (1995) and Variations on a Blue Guitar (2001). My inquiry uses a hybrid of qualitative methodologies (Alvesson & Skoldberg, 2000; Richardson & St. Pierre, in Denzin & Lincoln, 2005; Sinner, Leggo, Irwin, Gouzouasis & Grauer, 2006; Smith, 1992; Sullivan, 2010) that assembles autobiography, inquiry, and reflexive writing as a meta-analytic exhibition of possibility (Sullivan, 2010). My inquiry concludes that Greene's use of lived life is a further developed pre-reflective state whose antecedents include Husserl's (1954) life-world and Merleau-Ponty's (1945) primordial silence. Through my findings I determine that lived life is emblematic of Greene's distinction within the field of philosophy given the inter-subjective and human qualities of the term that catalyze an individual's choice in creating the existential project of change. I also conclude that lived life is characterized by its presence for the aesthetic encounter to occur. These findings have considerations for leadership in considering how opportunities can be made for students, colleagues, and citizens to engage their lived lives in constructing change in education, the workplace, and the community at large.

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