This essay offers the reader a unique interpretation of Heidegger’s notion of authentic destiny as it develops in the Hölderlin lectures and essays written in the 1930s through the 1950s. Ultimately, for Heidegger, the destiny of Germany, and perhaps beyond, that of humanity, is contingent on the receptivity of a people to the founding and grounding words of the “poet of poets” Hölderlin, who calls Dasein to participate in the awakening to a future that is as of yet indeterminate and (...) historical in the highest degree, wherein, attuned by Hölderlin’s poetry, participants resolutely anticipate the potential “historical” arrival of Being as destiny. (shrink)

Analyzing the fundamental ontology of Dasein in Martin Heidegger's Being and Time, this essay details the essential relation ship between the mood of "anxiety" and Dasein's authentic comportment to existence. Although a highly disturbing experience, anxiety holds the potential for enlightenment, as it opens Dasein to the fundamental characteristics of its temporal authenticity. Dasein assents to its Selfhood and enacts its freedom in a "resolute," authentic manner only when it grasps the difficult and burdensome aspects of life revealed by way (...) of Angst's attunement. Thus, I argue that anxiety is the single most important mode of human attunement that Heidegger describes. (shrink)

This paper focuses on three interrelated topics: (1) Literature as an art form that is philosophical by nature; (2) Literature as an art form that reveals truth in the form of perceptual knowledge, which is autonomous (sensuous) knowledge, likened to “cognitive emotionality,”and (3) Literature as philosophically inspiring our effective and legitimate thinking on moral issues. I attempt to show that engaging literature as a philosophical endeavor can prove more rewarding from the perspective of moral discourse than the traditional modes of (...) philosophical speculation found in formal treatises on morals. These forms of discourse, functioning deductively (e.g., the moral philosophy of Kant), tend to limit or exclude outright the creative, imaginative, and emotional ("sympathetic") aspects of our moral constitution. Ethics must strive to close the gap between theory and practice by contemplating, and ultimately inspiring, modes of authentic moral comportment. Importantly, the novel, as a genre of literary fiction holds the potential to inspire authentic moral discourse on an expansive interpersonal level by more effectively cutting across the boundaries of race, culture, and gender than traditional philosophy or religious writings. (shrink)

This paper explores how the conception and valuation of the knowledge within our educational practices determines the planning, writing, and implementation of the curriculum. There is a pressing need for educators to philosophically and systematically understand the relationship between the foundational epistemological beliefs that ground a curriculum and its relationship to forming the notions of competency, pedagogy, and the methods for evaluating and assessing student progress. These issues are not only relevant, but crucial when attempting to justify a particular conception (...) of education, which relates directly to the student's potential for intellectual growth and social development. It may be argued that the comprehensive theory of curriculum planning manifests the intersection of philosophical critique, social inquiry, and psychological theory, and the author believes that bringing philosophy, and a formal methodology, to bear on the problems of education represents an instance where philosophy might contribute in a direct manner to the active and ongoing process of current educational reform. (shrink)

This article takes a critical look into Heidegger’s reading of Nietzschean metaphysics in the context of art and finds certain discrepancies in Heidegger’s texts. Heidegger’s claim is that Nietzsche has had some difficulty in discussing the problem of truth, being, and becoming in terms of how the Western tradition of philosophy has understood it. In the context of art, Magrini traces the path that Heidegger took in understanding Nietzsche’s notion of nihilism and finds that Heidegger’s reading of Nietzsche is actually (...) an attempt to elevate the latter as a timely philosophical force whose thought moves away from the rote and dogmatic tradition of Western philosophy. Magrini is also able to point out that Heidegger’s reading moves through the usual rational and structured philosophy via a sensuous use of metaphors that is much closer to life, which is a noticeable change in the writing style of Heidegger from his Nachlass lectures and his posthumous work the Beiträge zur Philosophie. Despite some misgivings, Magrini lauds Heidegger’s work as a strict close reading of Nietzsche that brings out the best of the thinker’s radical thoughts. (shrink)

Philosophers of education writing on teaching for social justice and student empowerment have suggested various theories for enacting a "democratic" learning environment within our schools. Strategies that have been suggested include classroom management stressing student-centered learning, peer-interaction, and the inclusion of diverse learning needs and styles grounded in a pedagogy composed of instructor-student initiated "discourse." Building on "social meliorist," or Social Reconstruction curriculum theory, I attempt to define the notion of authentic "critical pedagogy" through the analysis of classroom instruction in (...) the humanities, and literature in particular. There is the potential for the emergence in praxis of an authentic "democratic" pedagogy if educators are attuned to a unique method of instruction that allows for an original and ontological form of knowledge that is traditionally excluded from the curriculum to emerge within a communal context of inclusive group discussion, which is constituted in such a way that appropriate social values manifest in its unfolding. To this end, the theories of Gadamer and Habermas will contribute to the formalization of a notion of authentic democratic instruction, which will allow me to: (a) elucidate the notion of "philosophical" hermeneutic interpretation and introducing a non-traditional theory of truth, which is irreducible to a technical epistemological framework, (b) explicate the context, or "horizon," of meaning from out of which our interpretations emerge by means of the dialogue between educators and students, and (c) analyze the ‘communicative ethics’ of reading that emerge from our participation in hermeneutic interpretation, which embodies in form and function authentic democratic ideals, i.e., it is possible to experience authentic democratic virtues, such as equality, equity, and justice within the classroom when engaged in the activity of interpreting great works of literature. In addition to providing themes that are intellectually, emotionally, and socially relevant, literature affords the opportunity for the original and unique experience of truth through hermeneutic interpretation as a participatory member of an egalitarian community of "democratic" learners. (shrink)

James T. Hong’s experimental documentary, The Denazification of MH is neither anapology for Heidegger’s involvement with National Socialism nor a condemnation of thatinvolvement. Rather, the film is a critical philosophical confrontation with Heidegger’s thought and the issue of his involvement withNational Socialism. The film addresses the perennial concern as old as philosophy itself: therelationship between the philosopher’s life and his philosophy. While the film does notadopt a definitive position regarding Heidegger, Nazism, and the issue of personalresponsibility, it does suggest an (...) affirmative response to the question posed by bothLevinas and Blanchot regarding the possibility of philosophizing after Auschwitz.Considering Heidegger’s influence on contemporary philosophy and literary studies,inspiring such films as The Denazification of MH and The Ister , it appears as though it is not only possible, but necessary, to carefully andcritically approach Heidegger in the effort to continue to philosophize in the wake of themost catastrophic event of the 20thcentury, the Holocaust. In his thoroughly researched biography of Martin Heidegger, Rudiger Strafaski states the following regarding thepotential of Heidegger himself to do philosophy in the wake of the German death camps, amatter about which Heidegger remained conspicuously silent. (shrink)

It is the aim of this paper to explicate the temporal phenomenon of “historicality” as related specifically to the work of art by reading Heidegger’s philosophy of the 1930s, as presented in “The Origin of the Work of Art,” in relation to Being and Time (1927). There exists a critical link between the two works, which manifests in the relationship between the work of art, temporality, and the notion of authentic, historical Dasein as Being-in-the-world. This notion includes the understanding and (...) reinterpretation of such concepts as “fate,” “heritage,” and “destiny,” as integral modes of Dasein’s “historicality.” The work of art for Heidegger, during the period after Being and Time, serves as a newfound source of truth (aletheia). As a powerful and legitimate mode of aletheuein, or movement into the open region of the “there,” art is the disclosure in which Being happens and is given to Dasein as historical. According to Heidegger, in its most profound manifestation, “great art” represents a cultural founding force, a temporal phenomenon, which facilitates Dasein’s movement into the work’s revelation of truth, serving as “the origin of a people’s authentic historical existence.”. (shrink)

Violence dominates the landscape of our present world. Prejudice and sectarianism threaten human rights, putting our hopes for the authentic possibility of humane ethical/moral interaction on a global scale in serious question. Ours is a world where epistemological and ethical relativism appear to rule the day. In these extremely “hard times,” as Nietzsche was fond of saying, it would benefit us, as philosophers, informed thinkers, and concerned human beings, to revisit with a discerning eye and charitable heart the philosophy of (...) Bertrand Russell as it appears in The Problems of Philosophy (1912), wherein Russell reminds us in a powerfully persuasive manner just how important philosophy can be in offering hope for a better world during dark, turbulent times. In this paper is an examination of the unique way in which Russell responds to the following question: What is philosophy good for, what is the value of philosophy for the world and its inhabitants? (shrink)

Reading Heidegger’s Being and Time, “The Origin of the Work of Art,” and the 1934-35 lecture courses Hölderlin’s Hymns“Germania” and “The Rhine,” the aim of this essay is twofold. First, the essay attempts to elucidate the manner in which the work of art functions as a superlative event of “ truth -happening”, which facilitates the movement of Dasein into the truth of Being as a legitimate member of a community, serving as, “the origin of a people’s authentic historical existence.”1 Second, (...) it explains why this notion of art as the historical manifestation of Being is crucial to understanding the shift, or “ turn,” in Heidegger’s philosophy of the 1930s and 1940s, i.e., it examines the philosophical problems Heidegger rectified when moving from Being and Time, and the conceptual-linguistic constraints of metaphysics and the subject-centered model of Dasein, to the later works on art and poetry. (shrink)

Margonis (1986) criticizes Heidegger’s philosophy and those who would attempt to adopt his views for the purpose of thinking education because of the "abstract nature of his discussions," which suggest "proposals regarding our political, economic and educational lives from the place of metaphysical argumentation" (p. 125). To the contrary, Dwyer, et al (1988) claim the Heidegger’s philosophy, "clearly suggests an educational theory" (p. 100). This, is perhaps an overly optimistic claim, for it glosses over the difficulty associated with plumbing the (...) depths of Heidegger’s vast corpus in order to speculate on the legitimate potential his philosophy has for contemporary educational practices. It is possible, I suggest, to find meaning in Heidegger’s text as it relates to curriculum study, most specifically in the direction of conceiving educational practices that inspire lucid and legitimate thinking on our ontological potential as humans, which includes our unique possibilities as individuals understood in relation to our solicitous interpersonal relations with others with whom we share the world: Our Being-in-the-world in terms of Being-with-others. This paper falls into three divisions, and unfolds in the attempt to: (1) understand what an authentic existence from an ontological perspective entails; (2) explicate the detrimental effects of das Gestell, or the Enframed "attunement" of modern technology, on our current educational practices and our ontological "potentiality-for-Being"; and (3) analyze literature and English teaching, forms of ontological education (inquiry), as potential means by which to overcome the negative effects of this "technological" trend in contemporary education through understanding what Heidegger wrote about the grounding poietic attunement of art. For according to Heidegger (1971), art opens worlds apart from the ordinary, the everyday; it holds the power to transform us by putting in touch with our "potentiality-for-Being." Indeed, the essence of art lies in "a change, happening from out of the work, of the unconcealedness of what is, and this means, of Being" (p. 72). (shrink)

The French nineteenth century artists Henry Toulouse-Lautrec (1864-1901) is known for his distinctive style and bold character portraits of the theatrical scene of the gaslight era in Paris. The paper examines some of the formative influences of eighteenth century Japanese art on the development of visual characters, with specific focus on a lithograph entitled Divan Japonais. Alluding to the refined representation of Japanese courtesans, subtle nuanced reminiscences to an ideal of elegance create an allusion to highly respected courtesans in the (...) Japanese ‘Green Houses’ of the Asian Yoshiwara the famous “Good Luck Meadow” in Edo, present day Tokyo. I argue that Lautrec draws on techniques in Asian art, effectively creating a visual language that suggests a carefully crafted reevaluation of values. Lautrec’s visual language promotes sensibilities characteristic for a Japanese aesthetic and lifestyle that are also intrinsic to a traditional cultivation of moral virtues in Asia. The argument will be developed in conjunction with an analysis of diverse forms of visual language apparent in two works of Lautrec, a print by the Japanese artist Kitagawa Utamoro (1753-1806), and a photo of the dancer Jane Avril (1868—1943). (shrink)

The relation between seeing, knowledge, and language has concerned philosophers and artists throughout history. The current article examines the relation between word, image, and knowledge in some prominent Renaissance artworks. It is argued that the shift from revelatory truth in the word to evidence in “seeing the real” as Leonardo da Vinci (1452 -1519) argues in his writings, marks a moment in history in which the human being takes center stage as the interpreter of knowledge. In the search for perfect (...) proportionality and beautiful harmony, Renaissance artists, therefore, did not just create an aesthetic dimension yet were central in a process leading to a reevaluation and alternative modes of knowledge about the human being. (shrink)

A study of an avant-garde artist’s theory through the frames of the first surreal film: The Seashell and the Clergyman, made in 1927.

This article examines the relation between the biblical Word and visuality in one of the surviving early thirteenth century manuscripts of the Bible moraliseé, the codex Vindobonensis 2554 today housed in Vienna. The analysis focuses specifically on the relations between word and visuality. The goal is to investigate the vitality that may set the Word into motion. It is argued that the matrix of textual visuality in the Vienna codex 2554 is used as an effective tool that adds vitality to (...) the biblical passages while simultaneously creating a firm hierarchy of representation and resemblances that enforces not only certain norms but also a particular world order in 13th century French society. (shrink)