A revised translation of Heidegger's most important work.

This book explores how four of Heidegger's most influential Jewish students came to grips with his Nazi association and how it affected their thinking.

Heidegger presciently diagnosed the current crisis in higher education. Contemporary theorists like Bill Readings extend and update Heidegger's critique, documenting the increasing instrumentalization, professionalization, vocationalization, corporatization, and technologization of the modern university, the dissolution of its unifying and guiding ideals, and, consequently, the growing hyper-specialization and ruinous fragmentation of its departments. Unlike Heidegger, however, these critics do not recognize such disturbing trends as interlocking symptoms of an underlying ontological problem and so they provide no positive vision for the future of (...) higher education. By understanding our educational crisis 'ontohistorically', Heidegger is able to develop an alternative, ontological conception of education which he hopes will help bring about a renaissance of the university. In a provocative reading of Plato's famous 'allegory of the cave', Heidegger excavates and appropriates the original Western educational ideal of Platonic paideia, outlining the pedagogy of an ontological education capable of directly challenging the 'technological understanding of being' he holds responsible for our contemporary educational crisis. This notion of ontological education can best be understood as a philosophical perfectionism, a re-essentialization of the currently empty ideal of educational 'excellence' by which Heidegger believes we can reconnect teaching to research and, ultimately, reunify and revitalize the university itself. (shrink)

In this article I elucidate a conception of small worlds, or ‘ontological’ contexts, within the curriculum that stand out and beyond the horizon of technological‐scientific reality, which might be linked with forgotten, marginal ways of being and thinking. As I attempt to demonstrate, it is possible that such ontological worlds apart from technology's ‘Enframing’ effect might inspire the type of meditative thinking in our classrooms that is consistent with Heidegger's notion of authentic worldly dwelling as it appears in the later (...) writings of the 1930s, or the ‘turn’. (shrink)

Being and Time, by Martin Heidegger, has had a direct impact on philosophers, artists, writers, and filmmakers. This guide takes readers through the book, section by section, idea by idea. It provides a much-needed and jargon-free introduction to this key text.

Several commentators on Kierkegaard and Heidegger have noted the similarity between Heidegger's account of authentic temporality in Being and Time and Kierkegaard's discussion of time in The Concept of Dread. By drawing attention to a not very well known essay of Kierkegaard's, ?The Decisiveness of Death?, I attempt to show that there is a very close connection between Heidegger's and Kierkegaard's entire views on authentic human existence. In the second part I try to locate in The Present Age, not just (...) the equivalent of das Man in Heidegger as numerous commentators have done, but the presence of the entire temporal structure of inauthenticity with equivalents for each of the ?fallen? modes of inauthentic being described by Heidegger in Being and Time. The result is that the previous attempts by commentators to restrict early Heidegger's originality vis?à?vis Kierkegaard begin to look like masterpieces of understatement. In the process of reaching this conclusion I try to shed light on several often misunderstood aspects of Kierkegaard's thought. (shrink)

The relationship of Marxist thought to the phenomena of everyday life and utopia, both separately and in terms of their intersection, is a complex and often ambiguous one. In this article, I seek to trace some of the theoretical filiations of a critical Marxist approach to their convergence (as stemming mainly from a Central European tradition), in order to tease out some of the more significant ambivalences and semantic shifts involved in its theorization. This lineage originates in the work of (...) Karl Marx and Friedrich Engels, then stretches to Georg Lukács and the so-called ‘Gnostic Marxism’ of Walter Benjamin (as mediated by the important figure of Georg Simmel), and culminating most recently in the work of Agnes Heller. Such a Marxist theory is inseparable from a political project that seeks to unveil and critique what it takes to be the debased, routinized and ideological qualities of daily existence under the auspices of modern capitalist society, but also attempts to locate certain emancipatory tendencies within this selfsame terrain, an orientation that can be summed up in the phrase ‘everyday utopianism’. Although there are occasional lapses into dualistic modes of thinking in the work of these writers, the key insight they present to us is the need to overcome the pervasive dichotomy between the everyday/immanent and the utopian/transcendental, of a sort that has bedevilled the work of many other theorists and intellectual traditions. (shrink)

Essays discuss the themes of worldliness, affectedness, understanding, and the care-structure found in Heidegger's work on the nature of existence.

abstract An appeal to children's authenticity is widespread in major debates in the philosophy of education. However, no evident uniform conception of authenticity informs the dialectic. We begin with examples that confirm this multiplicity. We then uncover a common strand that unifies these seemingly differing conceptions: authenticity is exemplified by motivational elements, such as the agent's desires, when these elements are, in a manner to be explicated, ‘truly the agent's own’. It is this view of authenticity that is the mainstay (...) of a predicament in the philosophy of education: if education entails intentional instilment of certain motivational elements in the child but such intentional moulding, in the absence of the agent's consent, is generally incompatible with authenticity, how is an authentic education possible? We respond by developing a relational account of authenticity that denies that motivational elements are authentic in their own right; they are authentic only relative to ensuring certain ends. (shrink)

"This is a remarkable book: wide-ranging, resonant, and well-written; it is also reflective and personable, warm and engaging." —Philosophy and Literature "With this book Caputo takes his place firmly as the foremost American, continental post-modernist... " —International Philosophical Quarterly "One cannot but be impressed by the scope of Radical Hermeneutics." —Man and World "Caputo’s study is stunning in its scope and scholarship." —Robert E. Lauder, St. John’s University, The Thomist For John D. Caputo, hermeneutics means radical thinking without transcendental justification: (...) attending to the ruptures and irregularities in existence before the metaphysics of presence has a chance to smooth them over. Radical Hermeneutics forges a closer collaboration between hermeneutics and deconstruction than has previously been attempted. (shrink)

Recognized as a landmark of twentieth century intellectual history, I and Thou is Buber's masterpiece.

Develops a theory of contemporary culture that relies on displacing economic notions of cultural production with notions of cultural expenditure. This book represents an effort to rethink cultural theory from the perspective of a concept of cultural materialism, one that radically redefines postmodern formulations of the body.

"... die Augen hat mir Husserl eingesetzt.,,1 he aim of Twentieth century phenomenology is to provide a non T psychologistic interpretation of subjectivity. Husserl agrees with Frege; to adopt psychologism is to give up truth. But this should not prevent us from investigating the subjective perspective. On the contrary, Husserl thinks that an appropriate rejection of psychologism must be able to show how propositions are correlated to and grounded in subjective intuitions without thereby reducing them to psychological phenomena. Obviously this (...) calls for an interpretation of subjectivity that makes a sharp distinction between the subjective perspective and the psychological realm. Phenomenology is devoted to the development of a notion of subjectivity that is in accordance with our experience of the world. A fundamental tenet of phenomenology is that philosophy should not dispute this experience but rather account for it. Hence, phenomenology must avoid a notion of subjectivity in which it becomes a problem to account for how a subject can ever hook up with the world. In other words, a phenomenological interpretation of subjectivity must radically disassociate itself from what is often referred to as a worldless, Cartesian subject, a res cogitans. But neither can an interpretation of SUbjectivity consistently advocate a position according to which the human order is described only in the categories appropriate to the physical order. Such an interpretation is obviously not compatible with the phenomenal basis for undertaking this very interpretation, that is, our experience of the world. (shrink)

In 1969, Bill Pinar was privileged to study with Dwayne Huebner at Teachers College. In a large room with 70 others, he watched an extraordinary figure in the distance--speaking a tongue few of them grasped--whom they all found compelling. They knew they were in the presence of a most remarkable and learned man. Huebner helped create the world which contemporary curriculum scholars now inhabit and labor to recreate as educators and theoreticians. His generative influence has been evident in many discourses, (...) including the political, the phenomenological, the aesthetic, and the theological. This volume situates Huebner's work historically, emphasizing the ways it foreshadowed the reconceptualization of the field in the 1970s. (shrink)

Introduction: Fundamental Ontology as a "Fundamental Ethics" In his "Letter on Humanism" Martin Heidegger claims that the fundamental ontology he works out ...

In his new introduction, "Note on a Missing Text," Richard Wolin uses the absence from this edition of an interview with Jacques Derrida as a springboard for ...

Martin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought.

Given the significant attachment of the philosopher to the climate and intellectual mood of National Socialism, it would be inappropriate to criticize or exonerate his political decision in isolation from the very principles of Heideggerian philosophy itself. It is not Heidegger, who, in opting for Hitler, "misunderstood himself"; instead, those who cannot understand why he acted this way have failed to understand him. A Swiss professor regretted that Heidegger consented to compromise himself with the "everyday," as if a philosophy that (...) explains Being from the standpoint of time and the everyday would not stand in relation to the daily historical realities that govern its origins and effects. The possibility of a Heideggerian political philosophy was not born as a result of a regrettable "miscue," but from the very conception of existence that simultaneously combats and absords the Zeitgeist. (shrink)

Martin Heidegger's impact on contemporary thought is important and controversial. However in France, the influence of this German philosopher is such that contemporary French thought cannot be properly understood without reference to Heidegger and his extraordinary influence. Tom Rockmore examines the reception of Heidegger's thought in France. He argues that in the period after the Second World War, due to the peculiar nature of the humanist French Philosophical tradition, Heidegger became the master thinker of French philosophy. Perhaps most importantly, he (...) contends that this reception - first as philosophical anthropology and later as postmetaphysical humanism - is systematically mistaken. (shrink)

INTRODUCTION Ever since the beginning of the modern phenomenological movement disciplined attention has been paid to various patterns of human experience as ...

_A Heidegger Dictionary_ enables the student to read Heidegger's immensely rich and varied works with understanding, and assigns him to his rightful place in both contemporary philosophy and in the history of the subject.

Martin Heidegger is now widely recognized as one of the greatest philosophers of the twentieth century. He transformed mainstream philosophy by defining its central task as asking the 'question of being'. His thought has contributed to the turn to hermeneutics and to postmodernism and poststructuralism. Moreover, the disclosure of his deep involvement in Nazism has provoked much debate about the relation of philosophy to politics. This edition brings to the fore other works, as well as alternative approaches to scholarship. The (...) essays cover topics such as Heidegger's conception of phenomenology, his relation to Kant and Husserl, his account of truth, and his stand on the realism/anti-realism debate. This edition includes a new preface by the editor, revised versions of several essays from the first edition, and an exhaustive bibliography, providing guidance for both newcomers to Heidegger's work and established scholars. (shrink)

This 2003 book offers an interpretation of Heidegger's major work, Being and Time. Unlike those who view Heidegger as an idealist, Taylor Carman argues that Heidegger is best understood as a realist. Amongst the distinctive features of the book are an interpretation explicitly oriented within a Kantian framework and an analysis of Dasein in relation to recent theories of intentionality, notably those of Dennett and Searle. Rigorous, jargon-free and deftly argued this book will be necessary reading for all serious students (...) of Heidegger. (shrink)

Taking a cue from Philo we may ask: If the adoption of the "seeing" approach from Greek philosophy was a misfortune for theology, does the repudiation or overcoming of that approach in a contemporary philosophy provide a conceptual means for theology to reform itself, to become more adequate to its task? Can it thus lead to a new alliance between theology and philosophy after, e.g., the medieval one with Aristotelianism has broken down? The question assumes that some use of philosophy, (...) i.e., of the elucidation of the nature of reality by secular thought, and of the nature of thinking about reality in secular thought, is desirable and even necessary for theology. This assumption must be granted, since theology, as the logos about things divine, is by definition the discursive, in some sense scientific, elucidation of the contents of faith and thus, for one thing, comes under the rules and norms of elucidation and discourse as such; and since the contents of faith comprise the dealings of God with the world and with man, the elucidation of the mundane and human side of this polarity must be informed by a knowledge of what world and man are, and philosophy is supposed to provide such knowledge. It would then follow that that philosophy is most adequate to theology which is most adequate to being, i.e., which is most nearly true—by the criteria of philosophy itself, i.e., by the criteria of secular reason. But since for a decision on this the theologians cannot wait for the consensus of philosophers, nor even necessarily trust its authority, they may be guided in their choice by the appeal of affinity, the lessons of past experience with philosophical liaisons, the present needs of their discipline, and by appraising which philosophy is most helpful to the discharge of theology's task, or least dangerous to its own trust, to its own genuineness, least seductive, least alienating—by any or all of these considerations, but as little as possible by fashion. On all these counts the theologian would do well to exercise a great deal of caution and mistrust. Especially in the face of tempting similarity: what theology needs in this relationship is the otherness of philosophy, not its similarity. On this I need not elaborate before a theological audience. However, the experiment of relationship itself is inescapable, and the one choice closed is abstention. Thus, the openness to contemporary thought shown by theology in the present experiment—as it was shown at all times—is to be welcomed. (shrink)

IN his recent book on Heidegger's concept of authenticity, Eclipse of the Self, Michael Zimmerman points out Heidegger's life-long attempt to link the theoretical-ontological questions of traditional philosophy with the personal-existential issues of everyday life. The aim of grounding the "question of Being" in a deeper, more authentic way of being human is most strikingly evident in Being and Time. There the seemingly most abstract of all metaphysical questions--What is the meaning of Being?--is posed in terms of the most intensely (...) personal question facing any individual--What is the meaning of human existence? To answer the former question appropriately, Heidegger claims, we must transform our approach to the latter. And this in turn requires a radical alteration in the quality of our lives. Despite Heidegger's insistence that his ontological findings have no evaluative import, the exhortative tone of the account of authenticity is unmistakable. He quotes with full approval Count Yorck's description of his own philosophy: "The practical aim of our standpoint is pedagogical in the broadest sense of the word". Its goal is "to make possible the cultivation of individuality". Emerging out of an age that perceived itself as a time of profound crisis, a period shaken by intellectual currents of relativism, scientific materialism, Darwinism, and the complete secularization of life, Being and Time attempts to combat the "groundlessness" of the contemporary world by uncovering enduring values and meanings within the framework of "worldliness" and human finitude. The "question of Being" is no exercise in arcane speculation; its aim is to restore a sense of the gravity and responsibility of existence by recovering a more profound grasp of what it is to be. (shrink)

Margonis (1986) criticizes Heidegger’s philosophy and those who would attempt to adopt his views for the purpose of thinking education because of the "abstract nature of his discussions," which suggest "proposals regarding our political, economic and educational lives from the place of metaphysical argumentation" (p. 125). To the contrary, Dwyer, et al (1988) claim the Heidegger’s philosophy, "clearly suggests an educational theory" (p. 100). This, is perhaps an overly optimistic claim, for it glosses over the difficulty associated with plumbing the (...) depths of Heidegger’s vast corpus in order to speculate on the legitimate potential his philosophy has for contemporary educational practices. It is possible, I suggest, to find meaning in Heidegger’s text as it relates to curriculum study, most specifically in the direction of conceiving educational practices that inspire lucid and legitimate thinking on our ontological potential as humans, which includes our unique possibilities as individuals understood in relation to our solicitous interpersonal relations with others with whom we share the world: Our Being-in-the-world in terms of Being-with-others. This paper falls into three divisions, and unfolds in the attempt to: (1) understand what an authentic existence from an ontological perspective entails; (2) explicate the detrimental effects of das Gestell, or the Enframed "attunement" of modern technology, on our current educational practices and our ontological "potentiality-for-Being"; and (3) analyze literature and English teaching, forms of ontological education (inquiry), as potential means by which to overcome the negative effects of this "technological" trend in contemporary education through understanding what Heidegger wrote about the grounding poietic attunement of art. For according to Heidegger (1971), art opens worlds apart from the ordinary, the everyday; it holds the power to transform us by putting in touch with our "potentiality-for-Being." Indeed, the essence of art lies in "a change, happening from out of the work, of the unconcealedness of what is, and this means, of Being" (p. 72). (shrink)