Abstract
The purpose of this article is to examine two philosophical accounts of thinking—yet examine them anew by considering what I take to be their under-examined relationship. These are the accounts of Gilbert Ryle and Martin Heidegger. It is often supposed that these two philosophers belong to differing, even conflicting, philosophical traditions. However, this article will seek to demonstrate that an unrecognised affinity exists between them on account of their shared endeavour to venture ahead of the ‘beaten tracks’ of Modern Philosophy. In this way, I will seek to challenge a number of preconceptions that inform the way these thinkers are interpreted and utilised by philosophers of education—particularly preconceptions about Ryle that appear to be active in much ‘thinking skills’ literature. Through exploring certain under-attended-to aspects of Ryle's work this article will seek to offer a renewed investigation into these two philosophical accounts of thinking, in terms of both their limitations and the ways of thinking they open.
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DOI 10.1111/j.1467-9752.2012.00889.x
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References found in this work BETA

Poetry, Language, Thought.Martin Heidegger - 1971 - Journal of Aesthetics and Art Criticism 31 (1):117-123.
Introduction to Phenomenology.Dermot Moran - 2002 - Philosophical Quarterly 52 (209):649-651.
Kinds of Thinking, Styles of Reasoning.Michael A. Peters - 2007 - Educational Philosophy and Theory 39 (4):350–363.

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Citations of this work BETA

Out of the Ordinary: Incorporating Limits with Austin and Derrida.Emma Williams - 2014 - Educational Philosophy and Theory 46 (12):1-16.
The Inner Violence of Reason: Re‐Reading Heidegger Via Education.Vasco D'Agnese - 2015 - Journal of Philosophy of Education 49 (3):435-455.

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