Refereed Journal Articles
Senyshyn, Y. 鈥淯nderstanding and Working with Performance Anxiety in Education鈥� (under review with Journal of Educational Thought).
Senyshyn, Y. (2012). Respecting students, acquiring humility, and ignoring the curriculum. Journal of Educational Thought, 45(2), 145鈥�163.
Abramson, N. and Senyshyn, Y. (2010). Effective Punishment Through Forgiveness: Rediscovering Kierkegaard鈥檚 Knight of Faith in the Abraham Story. Organization Studies, 31, 555鈥�581.
Abramson, N. and Senyshyn, Y. (2009). Punishment and Forgiveness: A Phenomenological Analysis of Archetypal Leadership Patterns and the Implications for Educational Practice. Interchange, 40(4), 1鈥�30.
Senyshyn, Y. (2009). Wittgenstein and the Aesthetics of Educational Administration: Philosophical Biography and Thought. Journal of Educational Administration and Foundations (JEAF), 19(1).
Senyshyn, Y. (2008). The Good and its Relation to Music Education. Philosophy of Music Education Review, 17(2), 80鈥�93.
Senyshyn, Y. (under review). Understanding and Working with Performance Anxiety in Education.
Senyshyn, Y. (in preparation). "Once Upon a time in the West": Opera and Soundscape.
Senyshyn, Y. (2004/2005). The Hegelian Exhaustiblity of Art and Danto鈥檚 End of Philosophy: Existential Thought and Polymetric Music in Di Cicco鈥檚 Poetry. Italian Canadiana, 18 (University of Toronto) 37鈥�48.
Senyshyn, Y. (2005). Rise of Authoritarianism in Higher Education: A Critical Analysis of the Research Assessment Exercise in British Universities. Journal of Educational Thought, 39(3), 229鈥�244.
Senyshyn, Y. (2005). Old Texts and Opera鈥擨nciting Students to Read. Educational Leadership, 62(7), 74鈥�77.
Senyshyn, Y. (2003). Musical Aphorisms and Common Aesthetic Quandaries. Philosophy of Music Education Review, 11(2), 4鈥�21.
Senyshyn, Y. & Vezina, D. (2002). Wittgenstein, Collingwood and the Aesthetic and Ethical Conundrum of the Opera. Philosophy of Music Education Review, 10(1), 27鈥�35.
Senyshyn, Y. & O鈥橬eill, S. (2001). Subjective Experience of Anxiety and Musical Performance: A Relational Perspective. Philosophy of Music Education Review, 9(1), 42鈥�53.
Senyshyn, Y. (1999). A Kierkegaardian Perspective on Society and the Status of the Individual as a Performing Musician. Philosophy of Music Education Review, 7(2), 80鈥�93.
Senyshyn, Y. (1999). The Passionate Teacher and the Curriculum Police: Perspectives on Modes of Subjectivity and the Curriculum as Art. Journal of Educational Thought, 33(2), 153鈥�173.
Senyshyn, Y. (1999). Perspectives on Performance and Anxiety and their Implications for Creative Teaching. The Canadian Journal of Education, 24(1), 30鈥�41.
Senyshyn, Y. (1999). Computational Thinking and Cognitive Hangovers. The International Society for the Study of Music Education: Bulletin of the Council for Research in Music Education, 141, 135鈥�138.
Senyshyn, Y. (1998). Opera and Co-authorship: Implications for Ethics and Aesthetics. Musica-Realta, 55.
Senyshyn, Y. (1998). Kierkegaardian Implications of Punishment, Guilt and Forgiveness for Education. Interchange, 29(4), 425鈥�437.
Senyshyn, Y. (1996). Kierkegaard鈥檚 Aesthetic Stage of Existence and its Relation to Live Musical Performance. Philosophy of Music Education Review, 4(1), 50鈥�63.
Senyshyn, Y. (1995). "The Crisis": The Practical Realization of Kierkegaard鈥檚 Aesthetic Philosophy. Interchange, 26(3), 257鈥�264.
Senyshyn, Y. (1995). Kierkegaard, Musical Performance and the Relation and Differentiation of the Sexes. Interchange, 26(2), 105鈥�126.