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  1. The (In)vocation of Learning: Heidegger’s Education in Thinking.Jonathan Neufeld - 2011 - Studies in Philosophy and Education 31 (1):61-76.
    Emerging research shows that undergraduate students are searching for a deeper meaning in their lives from their university studies. Leading students forth into this kind of meaningful action is the primary responsibility of the Philosopher of Education. This paper describes how such meaningful action can be accomplished by integrating the pedagogical ontology of Martin Heidegger into a course in the history and philosophy of Education. The course challenges students to engage in the cooperative project of what John Sallis calls “world (...)
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  • Raising the Question of Being in Education by Way of Heidegger's Phenomenological Ontology.Matthew Kruger-Ross - 2015 - Indo-Pacific Journal of Phenomenology 15 (2):1-12.
    The aim of what follows is to explore how to raise the question of Being by way of Heidegger’s phenomenological ontology. Phenomenological ontology is a way of approaching and conducting philosophy exemplified in the work of German philosopher Martin Heidegger’s, and specifically in his magnum opus Being and Time. In preparation to raise the question of Being a more nuanced understanding of Heidegger’s phenomenological analyses on truth and language are summarized. Following, the manner in which Being is referenced is analyzed (...)
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  • Revisiting the place of philosophy with Heidegger: Being-in-academia.Onur Karamercan - 2021 - Educational Philosophy and Theory 54 (12):2018-2028.
    In this article, I elucidate the meaning of the act of philosophizing as a research activity in academia. My main thesis is that, as academic philosophers, we need to change our existing relation to thinking in academia, which requires a radical re-evaluation of the ēthos, or, the dwelling-place of philosophy. Drawing on Martin Heidegger’s thought, I offer a place-based thinking, taking up the issue of being-in-academia as part of the question of dwelling. First, I explore the technological nature of being-in-academia (...)
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  • Learning as Existential Engagement With/in Place: Departing from Vandenberg and the Reams.Ruyu Hung - 2014 - Educational Philosophy and Theory 46 (10):1130-1142.
    This article takes Vandenberg’s critique of Ream and Ream’s view on the Deweyan learning environment as a departing point to explore the educational meaning of place. The divergence between Vandenberg and the Reams reminds us that the place is not merely a physical site for learners to be located in but also a horizon to be engaged with. Vandenberg and the Reams provide readers with inspirational understandings of Dewey in different aspects. Yet they both seem to give little attention to (...)
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