David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Educational Philosophy and Theory 44 (5):500-521 (2011)
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’
|Keywords||Heidegger art education technology|
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References found in this work BETA
Martin Heidegger (1967). Being and Time. Oxford, Blackwell.
Martin Heidegger (1962). Being and Time. London, Scm Press.
Hubert L. Dreyfus (1990). Being-in-the-World: A Commentary on Heidegger's Being in Time, Division I. A Bradford Book.
Martin Heidegger (2000). Introduction to Metaphysics. Monograph Collection (Matt - Pseudo).
Citations of this work BETA
Matthew Kruger-Ross (2015). Raising the Question of Being in Education by Way of Heidegger's Phenomenological Ontology. Indo-Pacific Journal of Phenomenology 15 (2):1-12.
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