Repository | Book | Chapter
(2018) International handbook of philosophy of education, Dordrecht, Springer.
Heidegger and the recovery of education
pp. 211-224
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 (consciously or unconsciously) 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.
Publication details
DOI: 10.1007/978-3-319-72761-5_18
Full citation:
(2018)., Heidegger and the recovery of education, in P. Smeyers (ed.), International handbook of philosophy of education, Dordrecht, Springer, pp. 211-224.
This document is unfortunately not available for download at the moment.