David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 41 (1):46-59 (2009)
This paper arises out of the transition from a PhD thesis on Heidegger's phenomenology to my attempts to come to terms with 'becoming a teacher'. The paper will provide a phenomenological interpretation of being a teacher in relation to the question of an 'authentic' interpretation of teaching/learning and the possibility of an authentic interpretative praxis. I will argue that being a teacher is a phenomenon of human existence which can be interpreted as a possible way of being with authentic and inauthentic potentialities. This way of being is intrinsically linked to that of learning; of becoming human or becoming the authentic possibilities of being-human. As such, the problem of being a teacher is primarily an ethical question (or a question of ɛτηοσ—dwelling); of who we are as humans and of how being a teacher engages with the in-formation of the becoming of students as authentic human beings. This then leads to the problem of how a phenomenological interpretation of education can be applied or lived; of authenticity in teaching/learning and the possibilities of authentic learning environments (educational dwelling).
|Keywords||Heidegger formation authenticity phenomenology|
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References found in this work BETA
Aristotle (1984). The Complete Works of Aristotle: The Revised Oxford Translation. Princeton University Press.
Jacques Derrida (1982). Margins of Philosophy. University of Chicago Press.
Martin Heidegger (1959). An Introduction to Metaphysics. New Haven, Yale University Press.
Martin Heidegger (1967). Being and Time. Oxford, Blackwell.
Martin Heidegger (1962). Being and Time. London, Scm Press.
Citations of this work BETA
Thuy T. Vu & Gloria Dall'Alba (2013). Authentic Assessment for Student Learning: An Ontological Conceptualisation. Educational Philosophy and Theory 46 (7):1-14.
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