David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
He Kupu 1 (3):31-43 (2007)
Teachers frequently find that their teaching is unsuccessful with a particular group of students. This paper describes how Heidegger’s ontology was useful to teachers as they developed a distance education platform to teach astronomy to culturally diverse Aotearoa New Zealand secondary school students. Māori students do not perform well within their State’s model of normalising education, and academic authors ascribe this “failure” to the effects of cultural difference and imperialism. This paper conjectures that Māori are not merely “culturally different” but that they represent a metaphysical heritage that is akin to that described as Greek metaphysics by Heidegger. There are cultural artefacts and practices that serve for modern Māori in a way that parallels Heidegger’s account of the ancient Greeks. Māori may represent an ontological tradition that stands completely outside of Western metaphysics. If the conjecture is correct, normalising education is unlikely to ever to be satisfactory for Māori.
|Keywords||Teaching Science education Indigenous education Heidegger|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Georgina Stewart (2011). Science in the Māori-Medium Curriculum: Assessment of Policy Outcomes in Pūtaiao Education. Educational Philosophy and Theory 43 (7):724-741.
Elizabeth Rata (2013). Theoretical Claims and Empirical Evidence in Maori Education Discourse. Educational Philosophy and Theory 44 (10):1060-1072.
Deborah Fraser * (2004). Secular Schools, Spirituality and Maori Values. Journal of Moral Education 33 (1):87-95.
Robert Shaw (2013). The Implications for Science Education of Heidegger's Philosophy of Science. Educational Philosophy and Theory 45 (5):546-570.
Georgina Stewart (2011). The Extra Strand of the Māori Science Curriculum. Educational Philosophy and Theory 43 (10):1175-1182.
Robert Keith Shaw (2011). Heidegger's Hermeneutic Method in Tertiary Education. In Fowler Pip, Strongman Luke & Kobeleva Polly (eds.), Writing the Future. Tertiary Writing Network
Kay Wood (2011). Education: The Basics. Routledge.
Carl Te Hira Mika (2013). Overcoming ‘Being’ in Favour of Knowledge: The Fixing Effect of ‘Mātauranga’. Educational Philosophy and Theory 44 (10):1080-1092.
Michael R. Matthews (1994). Science Teaching: The Role of History and Philosophy of Science. Routledge.
Robert Keith Shaw (2007). Pedagogic Thinking That Grounds E-Learning for Secondary School Science Students in New Zealand. E-Learning and Digital Media 4 (4):471-481.
Robert Keith Shaw (2009). The Nature of Democratic Decision Making and the Democratic Panacea. Policy Futures in Education 7 (3):340-348.
Fiona Cram, Hazel Phillips, Bevan Tipene-Matua, Murray Parsons & Katrina Taupo (2004). A 'Parallel Process'? Beginning a Constructive Conversation About a Mäori Methodology. Journal of Bioethical Inquiry 1 (1):14-19.
Garth D. Benson (1989). The Misrepresentation of Science by Philosophers and Teachers of Science. Synthese 80 (1):107 - 119.
Jonathan Neufeld (2012). The (In)Vocation of Learning: Heidegger's Education in Thinking. Studies in Philosophy and Education 31 (1):61-76.
James D. Marshall (2000). Technology, Education and Indigenous Peoples: The Case of Maori. Educational Philosophy and Theory 32 (1):119–131.
Added to index2011-08-05
Total downloads23 ( #170,578 of 1,911,031 )
Recent downloads (6 months)4 ( #178,993 of 1,911,031 )
How can I increase my downloads?