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"[In Being and learning he offers an account of learning as an attunement with Being’s dynamic presencing and unconcealment, which Duarte explores as the capacity to respond and attend to the matter that stands before us, or, in Arendtian terms, to love the world, and to be with others in this world. This book of ‘poetic thinking’ is a chronicle of Duarte’s ongoing exploration of the question of Being, a philosophical journey that has been guided primarily through a conversation with Heidegger, and which also includes the voices of Plato, Aristotle, Heraclitus, Nietzsche, as well Lao Tzu and the Buddha, among others. In Being and learning, Duarte undertakes a ‘phenomenology of the original’: a writing that consciously and conspicuously interrupts the discursive field of work in philosophy of education. With this work Eduardo Duarte is initiating new pathways of thinking about education.;In Being and learning he offers an account of learning as an attunement with Being’s dynamic presencing and unconcealment, which Duarte explores as the capacity to respond and attend to the matter that stands before us, or, in Arendtian terms, to love the world, and to be with others in this world. This book of ‘poetic thinking’ is a chronicle of Duarte’s ongoing exploration of the question of Being, a philosophical journey that has been guided primarily through a conversation with Heidegger, and which also includes the voices of Plato, Aristotle, Heraclitus, Nietzsche, as well Lao Tzu and the Buddha, among others. In Being and learning, Duarte undertakes a ‘phenomenology of the original’: a writing that consciously and conspicuously interrupts the discursive field of work in philosophy of education. With this work Eduardo Duarte is initiating new pathways of thinking about education., In Being and learning he offers an account of learning as an attunement with Being’s dynamic presencing and unconcealment, which Duarte explores as the capacity to respond and attend to the matter that stands before us, or, in Arendtian terms, to love the world, and to be with others in this world. This book of ‘poetic thinking’ is a chronicle of Duarte’s ongoing exploration of the question of Being, a philosophical journey that has been guided primarily through a conversation with Heidegger, and which also includes the voices of Plato, Aristotle, Heraclitus, Nietzsche, as well Lao Tzu and the Buddha, among others. In Being and learning, Duarte undertakes a ‘phenomenology of the original’: a writing that consciously and conspicuously interrupts the discursive field of work in philosophy of education. With this work Eduardo Duarte is initiating new pathways of thinking about education.]"

"Hermeneutic phenomenology is a combination of theory, reflection and practice that interweaves vivid descriptions of lived experience. This book, hermeneutic phenomenology gives voice to everyday aspects of educational practice, particularly emotional, embodied and empathic moments. By explicating, illustrating and demonstrating hermeneutic phenomenology as a method for research in education specifically."

"This book is a collection of essays advancing the discourse in well-being science, authored by key thought leaders in positive psychology and its variants, including positive education, character education, and positive organizational scholarship. The authors address topics such as the next big ideas in well-being research and practice, potential strategies , as well as current gaps and limitations of the field. This book will be of particular interest for policy makers, educators and practitioners, as well as researchers."

"Filsafat merupakan sebuah metode yang berbeda dengan ilmu pengetahuan di dalam upayanya memahami realitas, termasuk pendidikan. Ilmu pengetahuan bagi Heidegger dinilai menyediakan sebuah finalitas definisi yang menyebabkan proses pendidikan berhenti dipahami sejauh tujuan dari pendidikan telah tercapai. Finalitas definisi merupakan bentuk kontradiksi untuk menciptakan manusia auntentik. Konsekuensi tidak mengenalnya manusia pada bentuk auntentiknya tidak hanya mengakibatkan manusia tidak memahami eksistensinya sendiri melainkan menciptakan sebuah kondisi krisis pada pendidikan. Untuk itu, pada saat ini fenomenologi Heidegger menjadi sebuah metode yang diperlukan di dalam memahami pendidikan.

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Philosophy and science are a different methode to gain understanding towards reality, one example is their understanding in education. Heidegger, thought that science methode produce a final definition towards something that makes education process stopped being understood as far as the purpose of education achieved. A final definition is a contradiction to achieved mans authencity. Forgetfullness of mans autencity not only maked man do not understood their existens but also it can make other effect like created a crisis in education. According to it, Heidegger Phenomenology is a methode that can be used as a philosophy methode to understand education."

"The following personal and poetic inquiry examines Indonesian objects, art, and cultural expressions through the lensing of coloniality (A. Benítez Rojo 1992; A. Quijano and M. Ennis 2000; W.D. Mignolo 2011). The inquiry interacts with the objects, art, and cultural expressions through the creation of ekphrastic poetry – poems which describe works of art. Specifically, this inquiry examines my experiences with Dutch coloniality as a white cisgendered man with a Dutch heritage/inheritance who was born and raised in a predominantly Dutch immigrant community in West Michigan in the United States. Building from the work of Gloria Wekker and given my positionality, I am interested, “in the landscape that underlies the question, the cultural archive, and what it tells us about the continuities of the imperial construction of a dominant white Dutch self”(2016: 74). The personal, poetic aspects of this work engage the practices and experiences which have led me to where I am both in my professional and personal life. These aspects of my life within and beyond the academy allow me to examine histories critically and consider my entanglements with whiteness and within the matrix of coloniality of power through ekphrastic poetry."

"ini membahas mengenai hubungan antara tingkat pendidikan dengan kebahagiaan individu di Indonesia. Studi ini bertujuan untuk melihat pengaruh tingkat pendidikan terhadap kebahagiaan sehingga dapat mengetahui perbedaan antara individu yang menempuh pendidikan rendah dengan individu yang menempuh pendidikan tinggi terhadap kebahagiaan yang dirasakan individu tersebut. Dalam studi ini, tingkat kebahagiaan individu diukur berdasarkan indeks kebahagiaan. Indeks kebahagiaan dibentuk berdasarkan tiga dimensi yang telah ditentukan oleh Badan Pusat Statistik (BPS). Ketiga dimensi tersebut diantaranya dimensi kepuasan hidup yang terbagi atas kepuasan hidup personal dan kepuasan hidup sosial, dimensi perasaan, serta dimensi makna hidup. Unit analisis dalam penelitian ini adalah individu yang berusia 15-65 tahun. Penelitian ini bersifat kuantitatif dengan data sekunder, yaitu IFLS 5 (2014/2015) untuk melakukan analisis statistik deskriptif dan inferensial. Hasil dari analisis statistik deskriptif menunjukkan bahwa dengan tingkat pendidikan yang semakin tinggi maka kebahagiaan individu dapat semakin meningkat. Kemudian, hasil analisis inferensial juga menemukan hasil yang sesuai bahwa lama tahun sekolah yang ditempuh individu signifikan mempengaruhi tingkat kebahagiaan individu.

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This thesis discusses the relationship between education level and individual happiness in Indonesia. This study aims to see the effect of education level on happiness so that it can determine the difference between individuals with low education and individuals with higher education on the individual's perceived happiness. In this study, the individual's level of happiness was measured based on the happiness index. The happiness index is formed based on three dimensions that have been determined by the Badan Pusat Statistik (BPS). The three dimensions include the dimension of life satisfaction which is divided into personal and social life satisfaction, the dimension of feeling, and the dimension of the meaning of life. The unit of analysis in this study was individuals aged 15-65 years. This research is quantitative with secondary data, namely IFLS 5 (2014/2015) in conducting descriptive and inferential statistical analysis. The results of the descriptive statistical analysis show that with the higher level of education, individual happiness can increase. Then, the results of the inferential analysis also found the appropriate results that the length of the school year taken by the individual significantly affected the individual's level of happiness."