This paper contrasts the notion of “willing” in Heidegger’s politics with the notion of “dawning” in Heidegger’s philosophy. It argues that, in the political text, the attunement of Dasein to what-is is centred in the notion of Dasein’s “willing” of what-is, while in the philosophical text it is centred in the notion of what-is “dawning” on Dasein. It maintains that the attitude to anxiety essential to a “dawning” of what-is is not reached in Heidegger’s “The Self-Assertion of the German University”. (...) It concludes by maintaining that, rather than being attuned to what-is, the will in the “The Self-Assertion of the German University” is attuned to its own relationship to what is in a narcissistic rather than a philosophical way; that is, it territorializes “dawning” as a relation to “what is”, and makes “dawning” of “what-is” its “own” in the same way as any nationalism makes a culture, a language or a geographical region its own. In contrast to the narcissism of nationalism, philosophy, as outlined by Heidegger in the essay “What Is Metaphysics?”, is the experience of allowing what-is to “dawn” on Dasein rather than a preoccupation with “willing” of “dawning” as one’s own relation to Being. (shrink)

In this paper, we explore a rationalistic orientation in Western society. We suggest that this orientation is one of the predominant ways in which Western society tends to frame, understand and deal with a majority of problems and questions – namely in terms of mathematical analysis, calculation and quantification, relying on logic, numbers, and statistics. Our main goal in this paper is to uncover the affective structure of this rationalistic orientation. In doing so, we illustrate how this orientation structures the (...) way not only individuals but society as a whole frames and solves problems. We firstly point towards some exemplary instances of the rationalistic orientation, specifically regarding science, society, and lifeworld practice. Crucially, we argue that the rationalistic orientation is not merely based on a set of beliefs we could easily correct; but rather, that it is an affective condition tacitly shaping our engagement with the world in an encompassing way. Relating to the work of Martin Heidegger, we argue that what we have called an orientation in the beginning is in fact a rationalistic attunement. This attunement fundamentally shapes the pre-reflective level of how individuals approach the world. We elaborate this claim by showing how the rationalistic attunement concretely manifests in tangible socio-material affect dynamics. In the end, we motivate a critical stance towards this attunement, providing the ability to reflect upon and question instances where this way of framing and solving problems is counterproductive. (shrink)

German philosopher Martin Heidegger stirred educators when in 1951 he claimed teaching is more difficult than learning because teachers must ‘learn to let learn’. However in the main he left the aphorism unexplained as part of a brief four-paragraph, less than two-page set of observations concerning the relationship of teaching to learning; and concluded at the end of those observations that to become a teacher is an ‘exalted matter’. This paper investigates both of Heidegger's claims, interpreting letting learn in the (...) context of Heidegger's larger philosophical project, and suggesting why in light of that project to become a teacher is an exalted concern. The methodology guiding the inquiry is largely hermeneutic, the purpose of the essay to interpret teaching from a Heideggerian perspective: its nature and general method. (shrink)

El presente artículo tiene por objetivo analizar desde un punto de vista ontológico los retos económicos y existenciales que Europa afronta durante los últimos años, a consecuencia de la crisis económica y de la masiva oleada de refugiados derivada de los conflictos en el mundo Árabe. Cimentando nuestra argumentación en la interpretación de Martin Heidegger del ser humano como δεινόν, asombroso, tratamos de demostrar que el núcleo ontológico de la situación turbulenta que actualmente vivimos puede hallarse en el evento de (...) la ausencia de hogar, en tanto que carencia de una morada propia en Europa. Por último, presentamos la política e ideológicamente convulsa matriz del esquema político europeo moderno, a fin de subrayar la relevancia de redefinir, por una parte, el significado de familiaridad y coexistencia para nosotros, los europeos, y, por otra, Europa en tanto que totalidad.The aim of this article is to analyse from an ontological point of view the challenges, economic and existential, that Europe has been facing the last years as a result of the economic crisis and the incoming human waves of the refugees as a result of the conflicts in the Arab world. Namely, founding our argumentation on the interpretation of the human being as δεινόν, uncanny, made by Martin Heidegger we would like to show that the ontological core of the turbulent situation we are currently living in can be found in the concept of homelessness as the lack of our abode in Europe. Finally, presenting the political and ideologically intense matrix of the modern European political scene we aim at highlighting the importance of redefining what homeliness and cobelonging mean to us, Europeans and Europe as a whole. (shrink)

Canguilhem’s take on the normal and the pathological offers an interesting insight to elaborate on a phenomenological account of illness and the medical encounter within the scope of Heidegger’s Daseinanalysis from Being and Time. Fredrik Svenaeus has drawn from the latter a definition of illness as an “unhomelike being in the world”. In this paper, I will elaborate on these concepts through the tale of Adriana, a cancer fighter that got diagnosed at age 26. Through her story, I will try (...) to illustrate Canguilhem’s main criticism against medicine's current state, as well as describe phenomenologically what it means to be ill, and what illness does to the patient's being-in-the-world. (shrink)

This paper attempts to assess the state of the contemporary debate over humanism. Beginning with a brief recap of the main historical meanings of the concept of humanism itself, it details both the most recent articulation of the humanist standpoint in the work of Tzvetan Todorov and his "critical humanism" and the most potent anti-humanist replies in W.G. Sebald and Giorgio Agamben. While concerned to critically evaluate these new constellations of the debate, its main contention is not to wholly endorse (...) either position nor to consign the opposition itself to the past but rather to explain why this has not happened and consider where the figure of humanism stands today. (shrink)

This study examines German educational philosopher Otto Friedrich Bollnow’s (1903–1991) existential-hermeneutic theory of discontinuous forms of education, unstetige formen der Erziehung. At the core of this theory is a view of human being subjected to education that appears disruptive and critical, influencing the development of disclosing the true powers of a person and unfolding of truths about oneself that could not be uncovered otherwise. Typically, this theory has been interpreted on the continuum of hermeneutic philosophy, as hermeneutic pedagogy with an (...) extension of Martin Heidegger’s fundamental ontology, antisubjectivism and especially his theory of truth as unconcealment. According to this line of interpretation, Bollnow’s project brings an existential addition to classical pedagogical theories, as a level of appealing pedagogy. According to this existentialist view, education in a strict sense cannot really take place: it could not affect the true core of a person, nor this person could be subjected under any pedagogical influence in any meaningful way. The only task left for education is to appeal to the conscience of an already autonomous person. However, in this study it is claimed that this line of interpretation falls short to the fact that Bollnow’s philosophy of education builds heavily on his overall philosophical-anthropological project, which springs from Kant’s first critique and especially, as shown in this work, from Edmund Husserl’s transcendental phenomenology. The study shows, that Bollnow’s discontinuous forms of education are not resulted from hermeneutic educational reality, with an extension of existential potentiality to authenticity of a person. In fact, one could not derive such a view from mere hermeneutics. Instead, what Bollnow’s structural view of educational reality indicates, is that it should be understood as a phenomenological description of a priori categorical structures. It is claimed in the work, that the discontinuous forms are the products of phenomenological reduction. They are derived from the direct experience within consciousness, from the essence of what is experienced, from the very nature of what is it like to be in a process of becoming human. From this perspective, from the subject-point, education cannot be described as a paradox of freedom and restriction between educator and educatee, nor transmission of culture between generations, but instead could be described as the subjective experience of being educated or educating oneself, disclosing oneself to oneself, which is constituted only by the necessary conditions of these subjective experiences of discontinuity. (shrink)

Based on an interpretation of the work of martin Heidegger, this article o ers a shi away om social and cultural anthropology, which explores sociocultural aspects, and also om general anthropology, which aims to summarise all dimensions of human being. the author de nes the speci city of existential anthropology: observing and conceiving human beings as they exist and continue to exist towards death. With a few twists in relation to Heidegger’s thought, the author discusses what is theoretically and methodologically (...) at stake in this per‐ spective, opening existential anthropology to a large empirical eld. (shrink)

My thesis concerns the fate of the spiritual capacities of human beings in the time of digital media systems in relation to the work of Bernard Stiegler. Stiegler’s framing of the problem is situated within his ambigious, or pharmacological, approach to technology, in which it is simultaneously poison and cure. It is also founded on his notion of ‘originary technicity’, in which humanity and technology ‘invent’ each other. Both avoid a reductive reading of human-technological relations. Stiegler’s account of subjectivity is (...) one founded on the linguistic, philosophical and sociological notions of agency whereby the self is conceived as a performance within the symbolic and aesthetic order of culture. This performance necessitates a public stage akin to that of the Greek tragic age that allows its audience to reflect upon and question their society in order for the society to remain ethically reflexive. Yet, the growth of mass culture and global consumerism threatens this reflexivity and must be recovered. The generalized proletarianization of the consumer age is one that compromises the acting out of spirit due to the exhaustion of human drives. Furthermore, the social fabric, as with the fabric of the self, is a composition of tendencies, a ‘weaving’ of social bonds that is created by society and its individuals. Therefore, as with the reflexive public stage, society must have the requisite knowledge and ability to interpret and create this production of the social. In a digital age, this must now be a society of ‘image-readers’. By looking at Stiegler’s theorizing of a new contributive economy, I examine the elevating possibilities that can come out of the disindividuating processes of hyper-industrial, consumer-driven technology, and, therefore, what spiritually expressive and transformative performances of self, and society, digital media enable. I argue the aesthetic performance of the self must be one in which the individual is an amateur artist aware of the reflexive social stage that digital platforms provide. (shrink)