Can Boredom Educate Us? Tracing a Mood in Heidegger’s Fundamental Ontology from an Educational Point of View

Studies in Philosophy and Education 28 (3):255-268 (2008)
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Martin Heidegger was convinced that we can learn something about the way we inhabit the world by turning attention to our fundamental moods. It was one important theme of his fundamental ontology in the 1920s. There is, according to Heidegger, an intricate connection between awakening our moods and developing a reflexive stance. He provides us with a rich phenomenological description of different forms of boredom. In this article I approach Heidegger’s conception of boredom from an educational point of view. I am suggesting a reading where the experience of boredom has transformative potentialities that also can illuminate our cultural situation as a whole. By turning away from boredom there is always a possibility of turning away from ourselves.



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