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Heidegger and the Recovery of Education
In Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.), International Handbook of Philosophy of Education. Springer Verlag. pp. 211-224 (2018)
Abstract
Why Heidegger? Heidegger’s work bears on education in multiple ways. His thinking gives reason to think again about human subjectivity and about the nature of knowledge, matters that have a bearing on the substance of the curriculum itself. I propose to draw out these and other implications by selecting three aspects of Heidegger’s work, Dasein, Being-in-the world, and Finitude, for each of which I shall provide an explanation followed by some remarks about its educational import. Heidegger helps us to see the problems in the basic metaphysical assumptions rooted in educational theories and practices. In particular, this chapter draws attention to the way modern discourse refers to time in education. Heidegger’s reach account of technology and freedom shall lead us to seek new possibility of subjectivity. Lastly, further questions and some limitations of Heidegger shall be briefly considered.My notes
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Citations of this work
Exploring mindfulness in/as education from a Heideggerian perspective.Rodrigo Brito, Stephen Joseph & Edward Sellman - 2021 - Journal of Philosophy of Education 55 (2):302-313.
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