Martin Heideggers Holzwege erschien 1950 und präsentierte dem Publikum seine Überlegungen zum "Ursprung des Kunstwerkes", zur "Zeit des Weltbildes", zu "Hegels Begriff der Erfahrung", zu "Nietzsches Wort 'Gott ist tot'", zur Frage "Wozu Dichter?" und zum "Spruch des Anaximander". Damit liegen in diesem Band einige der wichtigsten Beiträge aus Heideggers Spätwerk vor, in dem er sich kritisch mit der Geschichte der Metaphysik auseinandersetzt und sich in der Begegnung mit Kunst, Dichtung und der vorsokratischen Philosophie um neue Wege des Denkens bemüht. (...) Seit seinem Erscheinen hat dieser Band, der in zahlreichen Übersetzungen vorliegt, die Rezeption von Heideggers Denken maßgeblich geprägt. Mittlerweile liegen zahlreiche andere Texte Heideggers gerade aus den 1930er und 1940er Jahren vor. Diese erlauben eine bessere Einordnung der in Holzwege veröffentlichten Texte und somit auch eine vertiefte Interpretation des Heidegger'schen Spätwerkes. Genau darum bemüht sich der vorliegende Band, der die Aufsätze aus Holzwege sowohl vor dem Hintergrund von Heideggers eigenem Denkweg als auch im weiteren Rahmen der Philosophiegeschichte diskutiert Dieser Band eignet sich zur allgemeinen Einführung in Heideggers Spätwerk als auch zu einer vertieften Auseinandersetzung mit Detailfragen zu seinem Denken. (shrink)

This paper addresses ethical questions surrounding death given imagined but not unlikely technological advancements in the near future. For example, how will highly detailed interactive simulations of deceased personalities affect the way we deal with dying and interact with the dead? Most cultures have at least a vague sense of duties to the dead, and many of these duties are related to the memorial preservation of decedents. I worry that our advances might be paralleled by a deteriorating grasp of what (...) proper preservation is all about. With the phenomenological assistance of the 19th and 20th century philosophers Søren Kierkegaard, Martin Heidegger, and Jean-Paul Sartre, we can get a sense of some potential problems for what we ordinarily call ‘progress’. (shrink)

Being and Time argues that we, as Dasein, are defined not by what we are, but by our way of existing, our “existentiell possibilities.” I diagnose and respond to an interpretive dilemma that arises from Heidegger's ambiguous use of this latter term. Most readings stress its specific sense, holding that Dasein has no general essence and is instead determined by some historically contingent way of understanding itself and the meaning of being at large. But this fails to explain the sense (...) in which Being and Time is a work of fundamental ontology, concluding in Heidegger's claim to have found the meaning of Dasein's being in the concept of originary temporality. On the other hand, readings that stress the general sense of “existentiell possibilities” find Heidegger on a fruitless quest for the transcendental conditions necessary for Dasein's existence, which seems to founder on the claims that Dasein is constitutively thrown, factical, and “in-each-case-mine” [jemeinig]. Both readings are problematic and, I contend, result from a failure to disambiguate and explain the ontologically unique relationship between the specific and general aspects of Dasein's essence. I argue that we can better explain this relationship, Heidegger's method for investigating it, and the sense in which Dasein has an essence that is open to philosophical investigation, if we read Being and Time's ontology of Dasein in terms of what Anton Ford calls “categorial” genus-species relationships. (shrink)

This essay offers a new reading of Heidegger’s early “formally indicative” view of religious life as a broad critique of popular representations of religious life in the human sciences and public discourse. While it has frequently been understood that Heidegger’s work aims at the “enactment” of religious life, the logic and implications of this have been rather unclear to most readers. Presenting that logic, I argue that Heidegger’s point parallels that of Alfred Schutz in suggesting that typical academic discussions of (...) religion constitute a determinate, deficient way of relating to religious individuals and groups and their concerns. Those concerns appear to the researcher herself in a way that they would not if the theorist were actually entertaining them as states of affairs in the real world, leading her to attribute beliefs to a hypothetical “nobody.” Heidegger’s early notion of formal indication explains the logic behind our lack of “realism” toward certain topics of research, and his comments on the study of religious life are a paradigm case for the descriptive fallacies that phenomenology can help to address. (shrink)

This paper considers prominent forms of discourse in educational research, the nature of their appeal and the force of the idea of freedom within that appeal. For this, two different aspects of research are juxtaposed, aspects in which the value of freedom is articulated in contrasting ways. First, evidence-based education is considered as a prominent manifestation of faith in scientific method in education: in this, it might be said, there is an obsession with freedom – the freedom of the research (...) from bias. Second, and by contrast, in humanistic forms of educational research, freedom assumes a position of central importance, in the idea of autonomy. Here are two contrasting ethical priorities, respectively, the supposed neutrality that is achieved by excising individual judgement, and the vision of the good life that prioritises the rational exercise of that judgement. In this paper, I wish to discuss the kind of aura that is attached to these ideas, embedded as they are in a western metap... (shrink)

Inspired by Heidegger’s philosophy, this article calls for revisiting the role of education and offers an educational goal of examining the meaning of being a human being. Through interpreting the ontological difference, awareness of wholes is suggested as a crucial means for discovering new meanings about ourselves, and Heidegger’s perception of art is examined as a source for developing this attentiveness. Hermeneutic implications for this educational approach are discussed.

This paper unifies the disparate analyses in Heidegger's lecture course, The Fundamental Concepts of Metaphysics: World, Finitude, Solitude, in a single therapeutic and philosophical project. By taking seriously the text's claim to lead us towards authenticity, I show how Heidegger's analysis of boredom works together with his comparative analysis of man and animal to diagnose and lead us out of our contemporary complacency about being. This reading puts both analyses in a new light, reveals the hidden strategic unity of the (...) lecture course, and brings out the therapeutic dimension of Heidegger's phenomenology. (shrink)

Phenomenology of practice is formative of sensitive practice, issuing from the pathic power of phenomenological reflections. Pathic knowing inheres in the sense and sensuality of our practical actions, in encounters with others and in the ways that our bodies are responsive to the things of our world and to the situations and relations in which we find ourselves. Phenomenology of practice is an ethical corrective of the technological and calculative modalities of contemporary life. It finds its source and impetus in (...) practical phenomenologies of reading and writing that open up possibilities for creating formative relations between being and acting, self and other, interiorities and exteriorities, between who we are and how we act. (shrink)

This article develops Thomson’s post-Heideggerian view that ontological education is centrally concerned with disclosing being creatively and responsibly. To disclose being creatively and responsibly is to realize the meaning of being, developing our historical understanding of what being means along with our consequent understanding of what it means for us to be, both communally and in the many facets of our own individual lives. As ontological educators, we disclose our own being by becoming who we are, which we do best (...) by learning-in-public, that is, by ‘teaching learning’. In the teaching and learning that belong together in ontological education, we come into our own by helping others to come into their own as well. Thomson explains and develops the crucially meaningful difference between creatively and responsibly disclosing inchoate meanings, on the one hand, and technologically imposing pre-existing plans and ideas, on the other. Responding to five recent essays on Heidegger allows Thomson to elaborate a non-nihilistic way of understanding education, teaching, learning, and being in our late-modern age of increasing technology. This article thereby articulates and embodies some of the important educational possibilities opened up by a more genuinely meaningful postmodern understanding of being. (shrink)

This paper provides an exposition and critical assessment of a fundamental disagreement between Løgstrup’s and Levinas’s otherwise closely aligned ethical phenomenologies. The disagreement concerns the putative compatibility of ethics and ontology, where in stark contrast to Levinas’s ethics, which proceeds from a critique of the ‘primacy of ontology’ in Western thought, Løgstrup brands his own ethical project as ‘ontological ethics’. First, I provide an interpretation of Løgstrup’s ontological ethics, clarifying in particular the influence of hermeneutic and existential analysis on Løgstrup’s (...) methodology. Second, I bring Løgstrup’s ontological ethics into critical dialogue with Levinas’s thought. Here, I home in on two Levinas-style worries that appear to have traction against Løgstrup’s ontological ethics. However, ultimately, I argue that both can be defused. (shrink)

Spengler’s work is typically represented as speculative philosophy of history. However, I argue that there is good reason to consider much of his thought as preoccupied with existential and phenomenological questions about the nature and ends of human existence, rather than with history per se. In this paper I consider Spengler’s work in comparison with Heidegger’s history of Being and analysis of technological modernity. I argue that Spengler’s considerable proximity to much of Heidegger’s thought compels us to reconsider the nature (...) and scope of Spengler’s philosophical project. (shrink)

De Mul’s central thesis is that Dilthey’s Critique of Historical Reason can be understood as a radicalization of Kant’s recognition of the contingency and finitude of human reason.

This article is an exploration of whether education can be considered a beast-like being, developed by utilising Heidegger’s philosophy to consider education from an ontotheolgical perspective. Education is a hypernym for its constituent elements; this article is exploring this hypernym as a being, whilst arguing that the growing importance of education is causing it to gain a ‘monstrous anatomy’. This argument is parallel with the Heideggerean question of ontological difference: the divide of being and Being. Ideas about education’s formation as (...) a technology and its God-like status are used to further illustrate the monstrosity of education. The theory of hyperobjects is also utilised to illuminate understanding of this being. Finally, this article explores the ways we are losing control of Education, as we have become too reliant on it to shape our view of the world. (shrink)

This paper examines the relationship between Heidegger’s critique of educational comportment and his analysis of space in Being and Time. It posits that providing an educational corrective to the practice of tacit rational, described as ‘circumspection’ in Being and Time, would provide an opportunity to reorient Dasein toward clearer awareness of the spatial context. A phenomenological approach to education might be framed as a process that reorganizes how changes are anticipated by comported expectations. Addressing conditions of spatial comportment in education (...) reveals that while models of learning illusorily claim to provide infinite opportunities, contingent upon mastery of delimited knowledge, a phenomenological approach to education begins by first delimiting illusions of possibility. (shrink)

In this article, the differences between Jean-Luc Marion, Emmanuel Levinas and Martin Heidegger’s approaches to ontotheology are discussed. Whereas Marion argues for a historical approach to this question, i.e., testing whether ontotheology can be detected in this or that thinker in this history of philosophy, this article aims, with Levinas and Heidegger, for an ontological approach to the question concerning ontotheology. In this regard, this text expresses wonder about Marion’s claim that Medieval theology would not have succumbed to ontotheology whereas (...) ancient and modern did. It is shown that ontotheology, for Levinas as well as Heidegger, might not be overcome with a simple command but rather belongs to the very structure of thought. The article concludes with offering some corrections to the Levinasian ‘God outside of onto-theology’ by a more phenomenological account of being-in-the world. (shrink)

Abstract No one doubts the radically transformative power of contemporary technologies and technoscientific practices over the material dimensions of our experience. Yet with the coming of all the exciting changes and the promise of ever better material conditions, what kinds of lives are we implicitly being encouraged to live? One would think that current philosophical studies of technology would make this a central question, and indeed, a few have done so. But many do not. Following the lead of thinkers who (...) have made the so-called “empirical turn,” many demur, usually with some remarks about the question being too abstract and general—too likely to suck us into utopian or dystopian speculations—when what is called for are truly informative and “concrete” studies of what it is like to be with actual technologies. My paper considers the good life question—and the philosophical price one pays for not asking it—in light of Auguste Comte’s theory of the three stages of intellectual development. Comte’s depiction of the third, positive scientific stage is much less dated than one might assume. In fact, it is useful to think of our own era as arriving with a Comtean story attached, that is, a story of life in the “developed” world becoming ever better thanks to modern science and technology. Because this story now seems less deserving of the unqualified optimism Comte had about it, I argue that thinking of our own experience as permeated by Comte’s conception of third-stage life gives us a fresh way to consider our misgivings about this default position without either lapsing into utopian or dystopian speculation, or confining one’s focus to purely postphenomenological or pragmatic studies of technoscientific life as it now “appears.” Content Type Journal Article Category Research Article Pages 1-25 DOI 10.1007/s13347-011-0047-2 Authors Robert C. Scharff, Department of Philosophy, University of New Hampshire, Durham, NH 03824-3574, USA Journal Philosophy & Technology Online ISSN 2210-5441 Print ISSN 2210-5433. (shrink)

In this paper I highlight the significance of Maurice Merleau-Ponty’s contribution to the study of teacher learning. I particularly draw on his notion of embodiment to show that professional knowledge is embodied knowledge and that teachers make sense of their professional world through their embodied action. I contrast my interpretation with a professional learning model that has been influential in Canada, the US, the UK, Australia and other countries. I suggest that policy makers interested in education reform initiatives would benefit (...) from interrogating the nature of professional practices in education. (shrink)

The quickening pace of technological development on a global scale and its increasing impact on the relation between human beings and their lifeworld has led to a surge in philosophical discussions concerning technology. Philosophy of technology after the “empirical turn” has been dominated by three approaches: actor-network theory, critical theory of technology and postphenomenology. Recently, scholars have started to question the philosophical roots of these approaches. This paper critically questions Ihde’s early adoption of Heidegger’s philosophy of technology in postphenomenology. First, (...) the paper clarifies the central contributions of Heidegger’s philosophy of technology to postphenomenology. It then uses Heidegger’s early work on Aristotle to argue that Ihde’s notion of “use context” is based on a distorted account of Heidegger’s notion of the “totality of relevance”. Correspondingly, it contends that this has led to a misinterpretation of Heidegger’s technology critique. Second, an alternative reading of Heidegger’s ideas concerning technology is offered. This reading traces Heidegger’s use of the concept of telos in the totality of relevance to his discussion of Aristotelian virtue. It is subsequently shown how the question of the temporality of the mode of being of virtue is related to the notion of authenticity, which lies at the heart of Heidegger’s philosophy. Finally, the paper argues that postphenomenology could gain from philosophers who targeted Heidegger’s central notion of authenticity, notably Arendt and Ricoeur. (shrink)

Clinical ethics consultation (CEC) has become all about right technique. When we encounter a case of conflict or confusion, clinical ethicists are expected to deploy a standardized, repeatable, and rationally defensible method for working toward a recommendation and/or consensus. While it has been noted previously that our techniques of CEC often foreclose on its internal goods, there remains an assumption that we must just find the _right_ efficient technique and the problem would be solved. In this paper, I question that (...) assumption, arguing that any standardized, identically repeatable model of CEC will pull us counterproductively away from ethical reflection, and toward the values of modern _techne_: primarily efficiency, efficacy, and repeatability. This is because standardized techniques of CEC pull the dynamism of being into what Catherine Pickstock calls “identical repetition,” a technologized ontology, which is fundamentally at odds with what being is. And, since ethics is a search for the good of being, avoiding the ontological heart of being severely restricts ethics. (shrink)

RESUMEN En este artículo problematizo el protagonismo del comprender en Ser y tiempo, para demostrar que la modificación conceptual que hace Nancy de la relación como remisión a la estructura relacional "ser-a" es el elemento clave para su transformación de la ontología heideggeriana en una ontología de los cuerpos. Para realizarlo, primero evalúo las implicaciones de la interpretación del lenguaje como dóxa en Heidegger. Luego, a partir de Nancy desarrollo la noción de sentido como transitividad del ser, soportada en la (...) estructura "ser-a". En tercer lugar, expongo otra noción de mundo correspondiente a la aperturidad ontológica sin ser apriorística, que atenta contra la preeminencia ontológica del humano y enfatiza la fundamentalidad del ser-con. Finalmente, resalto dos consecuencias de este cambio metodológico: la transformación de la existencia en creación de mundo en lugar de comprensión y de la comunidad como régimen ontológico singular-plural. ABSTRACT In this paper, I problematize the prominence of understanding in Being and Time. In order to demonstrate that the conceptual modification that Nancy does of the relation as "reference" to the relational structure "being-to" is the key element to transform the Heideggerian ontology into an ontology of bodies. To do it, first, I evaluate the implications of the interpretation of language as doxa in the first Heidegger. Then, departing from Nancy, I develop the notion of sense as transitivity of being, supported by the structure "being-to". In third place, I expose another notion of the world, corresponding to the ontological opening without being aprioristic; which works against the ontological preeminence of the human and emphasizes the fundamentality of being-with. Finally, I explain two consequences of this methodological change: the transformation of the existence as creation, instead of comprehension, and of the community as a singular-plural ontological regime. (shrink)

Is physical presence an essential aspect of a rich educational experience? Can forms of virtual encounter achieve engaged and sustained education? Technophiles and technophobes might agree that authentic personal engagement is educationally normative. They are more likely to disagree on how authentic engagement is best achieved. This article argues that educational thinking around digital pedagogy unhelpfully reinforces this polarising debate by failing to recognise that digitalisation is, as Stiegler has argued, pharmacological: both a poison and a cure. I suggest that (...) Biesta’s critique of learnification can be applied to online learning, but that any such application does not sufficiently acknowledge the pharmacological nature of modern technology. While Stiegler has something important to contribute on the relation between technology, attention and education, I suggest his account is rather too bound up with critical theories of technology. In the end I turn to philosophers of religion, such as Eliade and Smith to suggest different ways of conceiving the role of attention in education that does set technologies up over/against the formation of attention essential to education. (shrink)

The aim of what follows is to explore how to raise the question of Being by way of Heidegger’s phenomenological ontology. Phenomenological ontology is a way of approaching and conducting philosophy exemplified in the work of German philosopher Martin Heidegger’s, and specifically in his magnum opus Being and Time. In preparation to raise the question of Being a more nuanced understanding of Heidegger’s phenomenological analyses on truth and language are summarized. Following, the manner in which Being is referenced is analyzed (...) before considering the way of Heidegger’s phenomenological ontology. In conclusion, existing attempts and continuing efforts into the question of Being in education through phenomenological ontology are shared. At a time when decontextualized and reductive ways of knowing and being are becoming the norm within education, phenomenological ontology offers new possibilities for scholarship and practice. The present inquiry does not offer solutions in the traditional sense but rather traces a path that opens and keeps in tension the question of Being in education in order to support further study. (shrink)

Despite their strong spatial connotations, nearness, remoteness and distance are terms discussed in Martin Heidegger in connection to technology, interpretation, difference and lived time. In this paper, I investigate the nature of nearness, the possibility of its elimination and the meaning of such contingency via Bernard Stiegler's critique. In order to do this, I look into the nature of interpretation as a process of time-synthesis that brings the world near and is conditioned by technology. At the same time, I give (...) special attention to childhood as a unique but telling stage of this process. Furthermore, I look into technologies of nearness, now instantiated as digital technologies, and interpret them as processes that challenge the very notion they appear to promote, that is nearness and difference. Finally, I discuss these technologies in connection to education's possible response and impossible responsibility. Education is discussed as a technology of nearness that forms the child and their interp.. (shrink)

Heidegger’s discussion about the rise of the arbitrary power of “machination” in his late 1930s writings does not just echo his well-known later thinking on technology, but also affords a profound insight to the ontological mechanism of oblivion behind the history of Western thinking of being. The paper shows how this rise of the coercive power of ordering signifies an emergence of historically and spatially significant moment of completion: outgrowth of the early Greek notions of tekhne and phusis in terms (...) of globally expanding systems of calculative orderings. The paper thus aims to show how the condition of machination marks a fundamental implementation of the hidden consummation of the mechanism of oblivion now being re-adopted into the operational clarity of calculative rationality. It is argued that the rise of machination became possible through the historical process of replacing the early Greek disposition of existence, the wonder, with calculative rationality of ordering. (shrink)

It is clear that we have to do something in our time concerning global warming yet before we can actually change the world, we must first understand our world. According to Heidegger, technology itself is not good or bad, but the problem is, that technological thinking (calculative thinking) has become the only form of thinking. Heidegger saw that the essence of technology nowadays is enframing – Ge-stell, which means that everything in nature is ‘standing-reserve’ (Bestand). Enframing (as apparatus) is one (...) way of uncovering, which for Heidegger meant truth. Truth can appear in many ways and the danger is that this truth of representational-calculative thinking becomes the only truth. We claim that the calculative way of thinking must be changed and we posit that Gelassenheit (slow thinking, releasement, letting-go) is the remedy. It does not mean some kind of mysticism or irrationality. The notion of Gelassenheit includes the idea of to let learn. We as teachers and educators have to learn how to think outside of the technological ‘Ge-stell’ and start thinking and acting in radically new ways. Like Arne Naes and Michael Zimmerman we connect the overcoming of technological ‘Ge-stell’ with so called deep ecology. We have to ‘learn to think’ and act within the deep ecology. We call for an educational ecological imperative. Every teacher and educationalist has to think what they can do (not as private person but as professionals) in order to prevent the coming eco-catastrophe. (shrink)

This paper claims that the argument Heidegger leveled at Husserl in his Marburg lecture courses trades on a confusion. Heidegger confused neglecting the question of being with presupposing an answer to the question of being. No reasons have been given for thinking that the former is objectionable, and the latter is only as objectionable as the thing presupposed. This paper does not, thereby, show Heideggerian phenomenology is inferior to Husserlian phenomenology; but it does show that Heidegger's so-called “immanent critique of (...) Husserl” was anything but, and hence that Husserlian phenomenology was not (as Heidegger claimed) “unphenomenological”. (shrink)

As part of a religiously-oriented analysis, Martin Buber associates Martin Heidegger’s later philosophy with magic. The present article is dedicated to explicating and evaluating this association. It does so, first, by fleshing out how Buber comes to depict Heidegger as an advocate of magic. Then, by examining other appearances of the category of magic in the wider context of Buber’s dialogical oeuvre, it demonstrates that what he has in mind when he invokes this category is a specific manner of human (...) appeal to the divine marked by manipulation, utility and control. Finally, it evaluates the affiliation of Heidegger with magic: first, by comparing the metaphysical presuppositions undergirding the logic of magic—specifically the conceptions of, and interrelations between, ‘language’ and ‘being’—with Heidegger’s views, and second, by judging whether the claim that Heidegger promotes manipulative, utilitarian, and power-laden attitudes can be justified in light of his analysis of ‘technology’. The article ultimately argues that Buber misattributes magic to Heidegger, and that this misattribution better reflects the theoretical framework through which Buber justifies his dialogical position than an apt assessment of Heidegger’s thought. (shrink)

The paper suggests a critique of scientism by revealing the existential genesis of knowledge-constitutive interests in scientific research. This scenario of overcoming scientism is spelled out in terms of the doctrine of cognitive existentialism. On the doctrine?s central claim, a knowledge-constitutive interest is not fixed and determined by a strongly situated epistemic position that is distinguished by invariant norms of theorizing, methodological devices, cognitive aims, goals, and values. In reflecting upon its situated transcendence, scientific research has a potentiality for discarding (...) that form of objectivist realism which is pre-supposed by the ideology of scientism. The paper develops arguments against the essentialist picture of scientific research shared by philosophers as different as Heidegger and Habermas. (shrink)

This paper recognizes that we become bored in our post-modern, consumerist Western world and that boredom is related to this existence and hidden within it. Through Heidegger, it seeks to provide a way to structure our understanding of boredom and suggest ways of acknowledging its cause, and then to allow it to liberate our authentic appreciation of the world of our workplace and what can be learnt through it. Using the approach of focusing on being in a societal workplace environment, (...) and the link to Heidegger’s notion of mood, revealed in Being and Time, boredom’s fundamental role is shown as a complex temporal manifold. Our superficial attempts to deal with things in datable time means that we miss the essential importance of the temporal manifold through which our being is revealed and where the Augenblick, (moment of vision) is the authentic present and temporalises itself of the authentic future (Heidegger in Being and time (trans: J. Macquarrie and E. Robinson). Blackwell, Oxford, 1962 , p. 338). For Heidegger this is to be understood as ecstasis (ibid, p. 338) when the resolute Dasein “is carried away to whatever possibilities and circumstances are encountered (ibid, p. 338). Such resoluteness enables the private capabilities to arise in public practice, not, however, in the conformity of what ‘one does’ (Das Man) but as an authentically choosing being. The challenge of an ontological pedagogy, regardless of its place of revelation that this prescribes a possibly be edifying mission for Dasein. Instead of chasing away boredom through busyness, a moment of vision could produce creative and authentic ways of being. (shrink)

Postphenomenologists and performativists criticize classical approaches to phenomenology for isolating human subjects from their socio-material relations. The purpose of this essay is to repudiate their criticism by presenting a nuanced account of phenomenology thus making it evident that phenomenological theories have the potential for meshing with the performative idiom of contemporary science and technology studies. However, phenomenology retains an apparent shortcoming in that its proponents typically focus on human–nonhuman relations that arise in localized contexts. For this reason, it seems to (...) contrast with one of the core assumptions behind practical ontologies: that socio-practical significance extends beyond an agent’s immediate situatedness in a localized context. Turning to Heidegger’s phenomenology and his notion of ‘de-distancing’, the essay explores how localized phenomena that pertain to human experience connect with global practices and, thus, the possibility of consilience between phenomenological research and present-day STS. (shrink)

My objective in this paper is to write a pharmacology of the university by thinking about its relationship to systemic stupidity, intelligence, and the possibility of becoming. Starting with an exploration of the contemporary dystopia of drive-based stupidity imagined by the French philosopher Bernard Stiegler, which I seek to capture through the idea of the humiliation of thought, I look to deepen his response to this situation by suggesting a return to the work of two of his key sources, Martin (...) Heidegger and Gilles Deleuze. My objective here is to use their work in relation to Stiegler’s in order to suggest a utopia of educational becoming. Following my exploration of Stiegler’s dystopia, in the second part of the article I read Heidegger’s philosophy in order to formulate a utopian theory of education becoming, which is sensitive to the possibility of authoritarianism contained in his catastrophic decision to become a member of the Nazi party. Against the dystopic humiliation of thought Heidegg... (shrink)

We have a desire to discover and create order, and our constitution, including our rational faculties, indicates that we are predisposed for such productivity. This affinity for order and the establishment of order is fundamental to humans and naturally also leaves its mark on the medical discipline. When this profession is made subject to criticism, frequently in terms of well-used reproofs such as reductionism, reification and de-humanisation, this systematising productivity is invariably involved in some way or other. It is, however, (...) problematic that we rarely delve deeper and ask what order means, or reflect on its underlying, omnipresent and self-evident role. In order to approach this challenge, we initially and briefly place order in a conceptual and historical context. In what follows, we examine order explicitly, i.e. made an object of study, by taking a closer look at extensive multidisciplinary efforts to uncover the secrets of all its facets. Here we also try to identify some systems of order in medical science, including methodological and procedural order, which are indispensable as well as a source of problems. In the sections that follow, order is not defined as an explicit object of study, but comes to light in some exploratory and philosophising projects based on physics, mathematics and phenomenology. Each of these lets order and that which is ordered emerge in ways that may also shed light on opportunities and paradoxes in the medical domain. Key themes here include the Gordian knot of psyche – soma, the order of disorder and the patient as Other. (shrink)

Experts in medical informatics have argued for the incorporation of ever more machine-learning algorithms into medical care. As artificial intelligence research advances, such technologies raise the possibility of an “iDoctor,” a machine theoretically capable of replacing the judgment of primary care physicians. In this article, I draw on Martin Heidegger’s critique of technology to show how an algorithmic approach to medicine distorts the physician–patient relationship. Among other problems, AI cannot adapt guidelines according to the individual patient’s needs. In response to (...) the objection that AI could develop this capacity, I use Hubert Dreyfus’s analysis of AI to argue that attention to the needs of each patient requires the physician to attune his or her perception to the patient’s history and physical exam, an ability that seems uniquely human. Human physician judgment will remain better suited to the practice of primary care despite anticipated advances in AI technology. (shrink)

In my paper, by drawing on the writings Heidegger developed in the late 1920s, I wish to display what we may refer to as the thorough educational nature of Heideggerian reflection. It is my argument that the analysis of Dasein we find in the early Heidegger displays an extraordinary deep and dense reflection on selfhood and subjectivity, a reflection that is rooted in subject’s freedom and transcending. By paying attention to the interplay between these two features, I argue that in (...) the late 1920s, while challenging the notion of an all-encompassing consciousness as the place where everything should be understood and managed, Heidegger built a conception of selfhood and subjectivity in terms of freedom, responsibility, and ongoing transformation. Such a conception, I argue, is in and of itself educational. (shrink)

This essay builds on a review of Iain Thomson’s recent monograph, Heidegger, Art, and Postmodernity, the theme of which is Heidegger’s post-Kehre thinking. Through a series of close textual exegeses, and attentive analyses of concepts, Thomson traces the philosopher’s concern to envisage a means of escaping the late-modern comprehension of being. The latter is characterized, in Thomson’s interpretation, by the ‘technological’ or Nietzschesque understanding of ontology in terms of the eternally recurring will-to-power, according to which objects are identified as intrinsically (...) meaningless, optimifically available, utilitarian resources. Thomson argues that Heidegger’s engagement with modern painting seeks to develop an alternative paradigm, characterized as a concrete, phenomenological attempt to show how modernity can be transcended from within through reflection on art. Thomson amplifies Heidegger’s conviction that modernity implicitly influences the conceptual substrate of modern aesthetics into a critique of the motivating framework that continues to normatively determine the continuing grounding assumptions of the philosophy of art. I show that Thomson’s book, by revisiting Heidegger in this form, importantly intimates a way of transcending the philosophical disenfranchisement of art, by releasing art from its alethic alienation and reversing the inured philosophical narrative that still defines the relationship between representation and truth and, in the process, leads to a potentially radical reevaluation of aesthetic value. (shrink)

In Eckhart, Heidegger, and the Imperative of Releasement, Ian Alexander Moore investigates Martin Heidegger’s use of releasement. Moore argues that this conceptual development was greatly influenced by Meister Eckhart’s thought. In addition to their shared use of releasement, Moore suggests, both Heidegger and Eckhart share similar philosophical strategies. The task of Moore’s monograph is to illuminate how releasement functions in Heidegger’s work and to argue that Eckhart was one of Heidegger’s central influences. This review examines Moore’s method for assessing the (...) function of releasement in Heidegger and Eckhart’s thought, while noting the distinctive and compelling aspects of this monograph. (shrink)

Christians are not immune to psychological and psychiatric illness. Yet, Christians should also be careful not to permit popular cultural trends to shape the way that they think about the use of psychiatric treatment with medication. In this essay, I suggest that the tendencies for default usage of psychiatric medication can be problematic for Christians in contemporary culture where a technological imaginary exists. Modern scientific studies of psychiatric medication are partly constructive of how we imagine ourselves. The typical justification for (...) the usage of technology in contemporary culture is the theme of cocreation with God, where Christians see any usage of technology as equivalent to our participating in God’s ongoing creative activity. I challenge these ideas in the foregoing paper, noting that the modern technological imaginary that animates modern psychiatry is as constricting as it is enabling. I conclude with a different take on what it might mean for Christians to be cocreators with God. (shrink)

This paper provides a phenomenological interpretation of technological and natural childbirth. By using Heidegger’s ontology of technology to think about childbirth I argue that these two types of contemporary childbirth present us with a false dilemma as both reflect the same norms Heidegger associates with modernity, namely order, control, and efficiency. The paper briefly explains Heidegger’s concept of the enframing as the essence of the technological age whilefocusing on how it helps us to avoid falling into a technophilic or technophobic (...) trap. Although the technophobic approach popularized by Lamaze gained some favor with feminists who saw the increased use of reproductive technology as an extension of patriarchal control over women’s bodies, I argue that this natural birthing technique incorporated order and control in ways that are similar to its technophilic counterpart. In order to move beyond what I call the reproductiveenframing, it is necessary to recognize the false dilemma presented by the technological and natural alternatives. (shrink)

This thesis seeks to understand the nature of and relation between science and philosophy articulated in the early work of the French philosopher Gilles Deleuze. It seeks to challenge the view that Deleuze’s metaphysical and metaphilosophical position is in important part an attempt to respond to twentieth century developments in the natural sciences, claiming that this is not a plausible interpretation of Deleuze’s early thought. The central problem identified with such readings is that they provide an insufficient explanation of the (...) nature of philosophy’s contribution to the encounter between philosophy and science that they discern in Deleuze’s work. The philosophical, as opposed to scientific, dimension of the position attributed to Deleuze remains obscure. In chapter 1, it is demonstrated that this question of philosophy’s contribution to intellectual life and of how to differentiate philosophy from the sciences is a live one in Deleuze’s early thought. An alternative, less anachronistic interpretation of the parameters of Deleuze’s early project is offered. The remaining chapters of the thesis examine the early Deleuze’s understanding of the divergence between philosophy and science. Chapter 2 gives an account of Deleuze’s metaphilosophy, alongside a reconstruction of his largely implicit early understanding of science. The divergent intellectual processes and motivating concerns that account for Deleuze’s understanding of the differentiation of science and philosophy are thus clarified. In chapter 3, Deleuze’s use of mathematical and physical concepts is examined. It is argued that these concepts are used metaphorically. In chapter 4, the association between modern science and the Deleuzian concept of immanence that has been proposed by some Deleuze scholars is examined and ultimately challenged. The thesis concludes with some reflections on the significance of Deleuze’s early work for contemporary debates concerning the future of continental philosophy and the nature of philosophy more generally. (shrink)

Martin Heidegger was not only one of the greatest philosophers of the twentieth century but also a supporter of and a contributor to one of the most discriminatory ideologies of the recent past. Thus, "the Heidegger's case" gives us philosophers an opportunity to work on discrimination from a philosophical perspective. My aim in this essay is to question the relationship between freedom and discrimination via Heidegger's philosophy. I will show that what bridges the gap between Heidegger's philosophy and a discriminatory (...) ideology such as the National Socialist ideology is Heidegger's conceptualization of freedom with the aid of a monolithic understanding of history--one that refuses to acknowledge the plurality and heterogeneity in the socio-historical existence of human beings. Accordingly, I will claim that the Heideggerian freedom depends on the social, if not literal, murder of the marginalized segments of a given society. However, I will refuse to conclude that Heidegger's philosophy is a Nazi philosophy and that it should never be appropriated as long as we want to purify our thoughts from discriminatory ideas. Rather, I will re-appropriate Heidegger, against Heidegger, to read and interpret Michel Foucault's and Judith Butler's philosophies. My aim here is to construct a social ontology that may justify anti-discriminatory policies. More specifically, through my Heideggerian readings of Foucault and Butler, I will argue that one's freedom is dependent on the cultural resuscitation of socially, and sometimes literally, murdered racial, sexual, ethnic, religious, and sectarian/confessional minorities. (shrink)

The philosopher Martin Heidegger argued that the truthful life was at risk of being lost in Western technological culture in the name of increasing control, efficiency, and agility. As the risk is actualised, so the human essence as truth maker is obscured and life itself feels poorer. This thesis draws on Heideggerian philosophy to demonstrate the loss in two dominant styles of contemporary strategic management: the world-picturing and, more recent, agile style. It builds a theory of post-agile strategic practice, which (...) I call adaptive, to address this loss. Consistent with Heideggerian philosophy, I utilise a transformative disclosure methodology and a literary, paradigmatic case reading method to address the questions: Why is agile strategic management so unsatisfying? How do Heideggerian scholars shed light on this dissatisfaction? How do Heideggerians understand the emerging style and what strategic management practices can I propose for the future? After introducing agile strategic management and the impoverishment of life that it fosters, I set out how Heidegger’s philosophy of truth, thinking, and the sacred both sheds light on the problem and suggests a remedy for it. I closely read paradigmatic texts of the world-picturing and agile strategic management styles to demonstrate how business strategy theorisation lines up with extraordinary closeness to Heidegger’s philosophical assessment. I then analyse three Heideggerian prototypes for an adaptive style of strategy practice, concentrating on one paradigmatic text to identify their principal weakness: the omission of the sacred. I illustrate and contrast paradigmatic cases of both the agile and adaptive styles drawn from the beer industry and draw on the adaptive case to construct a theory of adaptive strategy practice, which addresses the problem of the loss of truth, suggesting pedagogical and strategic management practices. I conclude by summarising its findings and contributions, noting some limitations and connections to other studies and suggesting further lines of research. (shrink)

This thesis seeks to provide a novel interpretation of Heidegger’s project in the late twenties and of its breakdown and transformation around the turn of the decade. I argue that Heidegger develops a unified project in the late Marburg period that is constructed around the question of the unity of the concept of being in light of its regional multiplicity. Furthermore, I argue that Heidegger’s conception of the framework of this project is highly influenced by his reception of Kant in (...) this same period. Specifically, I identify the elements of the Kantian framework that Heidegger retains and appropriates for his project, as well as those elements that he rejects. In the former case, Heidegger takes up primarily Kant’s framework of a priori transcendental conditions that are to make empirical experience possible, which Heidegger reformulates in terms of the pre-understanding of being that makes possible the apprehension of entities. In the latter case, I isolate two primary criticisms that will serve as desiderata for the execution of Heidegger’s project, namely: that the categories have an excessively subjectivistic status, and that they are based solely on logical functions of judgement. The former constitutes a problem because the location of the categories on the subject side make s difficult their applicability to the objective realm, and lead Heidegger to reject both the quid juris form of posing the question as well as the results of the transcendental deduction in general. The latter, though closely connected, points to a different set of problems, and targets not the applicability claim but the exhaustiveness claim of the metaphysical deduction. In articulating a theory of categories based on logical functions of judgments, Kant’s resulting theory of possible objects of experience is limited merely to objects of explicit judgement, roughly the objects of the natural sciences, at the expense of other kinds of objects. Paradigmatic of these ‘other kinds of objects’, for Heidegger, are ready-to-hand entities, which are neither spatio-temporally individuated, nor fit into the Kantian conditions for what it would be to count as an object of possible experience. I argue that Heidegger develops his late Marburg project as a development of the Kantian-inspired framework of pre-understanding of being in a manner that responds to the two above problems. Specifically, Heidegger seeks to ground the understanding of being in temporal schemata rather than in logical functions of judgement, which is intended to provide both a wider range of possible objects and to provide a unified backdrop against which the subject can apprehend objects. I end with an assessment of Heidegger’s project, arguing that while it is ultimately unsuccessful in its aims, it nonetheless represents a philosophically interesting and innovative post-Kantian project that sheds exegetical light both on Heidegger’s middle period as well as on his later works. (shrink)

The hermeneutical tradition represented by Yorck, Heidegger, and Gadamer has distrusted Dilthey as suffering from the two sins of modernism: scientific “positivism” and individualistic and aesthetic “romanticism.” On the one hand, Dilthey’s epistemology is deemed scientistic in accepting the priority of the empirical, the ontic, and consequently scientific inquiry into the physical, biological, and human worlds; on the other hand, his personalist ethos and Goethean humanism, and his pluralistic life- and worldview philosophy are considered excessively aesthetic, culturally liberal, relativistic, and (...) subjective. This essay involves two tasks in response to this negative evaluation of Dilthey that has shaped our current understanding of his philosophical project; first, an interpretation of the issues at stake in Heidegger’s reception of and struggles with Dilthey. These issues touch upon language, historicity, and the nature of hermeneutics. Second, by pursuing this task in light of Guignon’s interpretation of Dilthey and Heidegger, I hope to question and challenge the “overcoming” of Dilthey’s epistemic and life-philosophical hermeneutics in the “ontological” or “philosophical” hermeneutics of Heidegger. (shrink)

When we talk about things like the 'lost art of letter-writing' or the 'digital communications revolution,' what do we mean? What do we lose and what do we gain as we move towards digital ways of being in the world? Critically engaging with many of the canonical writers in the philosophy of technology , and following what has been termed the 'empirical turn' in that discipline, this thesis answers such questions by means of a philosophical, comparative study of epistolary technics (...) and praxis in the early nineteenth and 21st centuries, making use of Romantic era archival letters and related materials to compare and contrast our own, Internet-enabled experience of communicating over distance. In so doing, it seeks to contribute towards our understanding of the ways in which information and communication technologies influence humanity by taking a long-view of many of the more radical claims for the ways in which the Internet effects change in culture, society and self. The thesis is structured thematically, with chapters examining the experience of distance and presence in these two periods, the potential for meaningful engagements by way of communicative media, the technological reconfiguration of social networks, and shifts in the public/private distinction. In its conclusions it is broadly sympathetic to the somewhat pessimistic positions of Heidegger and Borgmann, finding evidence and supplying argument to support the notion that the Internet does in some circumstances serve to diminish our meaningful involvements with the world and each other. It is, however, critical of many of the more extreme arguments for the substantive impact of the Internet, which very often lean too heavily towards naive technological determinism, neglect the social shaping of technology, overemphasise the radical novelty of the Internet, or simply deny or downplay many of its undoubted benefits. (shrink)

I argue that Heidegger’s account of technology as “enframing” is a helpful lens through which to understand the possible effects and dangers of transhumanism. Without resorting to nebulous concepts such as “dignity;” Heidegger’s analysis can help us understand how new technologies employed to modify the body; brain; and consciousness will enframe our own bodies and identities as something akin to “standing reserve.” Under transhumanism; the body is enframed as an external; technologically modifiable product. I indicate some of the problems that (...) might arise when our own bodies no longer appear as central to our identity as embodied beings. Further; I argue that; by treating aspects of our own consciousness as technologically modifiable; we will be driven into a commodified and inauthentic relation to our identities. By examining the work of prominent transhumanists – including Brad Allenby; Daniel Sarewitz; and Andy Clark – I show how the threat that technology poses can be hidden when the essence of technology is not uncovered in a primordial way. I argue that by threatening to obscure death as a foundational possibility for Dasein; transhumanism poses the danger of hiding the need to develop a free and authentic relation to technology; Truth; and ultimately to Dasein itself. (shrink)