David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Analysis and Metaphysics 9:76-100 (2010)
This paper argues that learning is inherently violent. It examines the way in which Heidegger uses – and refrains from using – the concept in his account of Dasein. Heidegger explicitly discussed “learning” in 1951 and he used of the word in several contexts. Although he confines his use of “learning” to the ontic side of the ontic-ontological divide, there are aspects of what he says that open the door to an ontological analogue of the ontic learning. In this discussion it emerges that what precludes “learning” behaving as does “willing”, “waiting” and “thanking”, is something that derives from the relatedness of Dasein. The paper finally examines violence within the disclosure of truth. The approach to the investigation is experimental and is to some extent modeled on Heidegger‟s own later enquires.
|Keywords||Learning Violence 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
Richard Edwards, Gert Biesta & Mary Thorpe (eds.) (2009). Rethinking Contexts for Learning and Teaching. Routledge.
Knud Illeris (ed.) (2009). Contemporary Theories of Learning: Learning Theorists -- In Their Own Words. Routledge.
Michael Luntley (2008). Conceptual Development and the Paradox of Learning. Journal of Philosophy of Education 42 (1):1-14.
Peter Alheit (2009). Biographical Learning Within the New Lifelong Learning Discourse. In Knud Illeris (ed.), Contemporary Theories of Learning: Learning Theorists -- In Their Own Words. Routledge.
Peter Jarvis (2009). Learning to Be a Person in Society : Learning to Be Me. In Knud Illeris (ed.), Contemporary Theories of Learning: Learning Theorists -- In Their Own Words. Routledge.
Danny Wildemeersch & Veerle Stroobants (2009). Transitional Learning and Reflexive Facilitation : The Case of Learning for Work. In Knud Illeris (ed.), Contemporary Theories of Learning: Learning Theorists -- In Their Own Words. Routledge.
Stewart Ranson, Jane Martin, Jon Nixon & Penny McKeown (1996). Towards a Theory of Learning. British Journal of Educational Studies 44 (1):9 - 26.
Sunbin Song, Howard Jr, James H. & Darlene V. Howard (2007). Implicit Probabilistic Sequence Learning is Independent of Explicit Awareness. Learning and Memory 14 (1-6):167-176.
Rosemary J. Stevenson (1998). Training Quality and Learning Goals: Towards Effective Learning for All. Behavioral and Brain Sciences 21 (3):426-427.
Stellan Ohlsson (1997). Old Ideas, New Mistakes: All Learning is Relational. Behavioral and Brain Sciences 20 (1):79-80.
Sean Fulop & Nick Chater (2013). Editors' Introduction: Why Formal Learning Theory Matters for Cognitive Science. Topics in Cognitive Science 5 (1):3-12.
Luis Jimenez (2003). Intention, Attention, and Consciousness in Probabilistic Sequence Learning. In , Attention and Implicit Learning. John Benjamins.
Robert Kegan (2009). What "Form" Transforms? : A Constructive-Developmental Approach to Transformative Learning. In Knud Illeris (ed.), Contemporary Theories of Learning: Learning Theorists -- In Their Own Words. Routledge.
John E. Hummel (2010). Symbolic Versus Associative Learning. Cognitive Science 34 (6):958-965.
Added to index2011-08-05
Total downloads22 ( #78,302 of 1,101,573 )
Recent downloads (6 months)1 ( #292,059 of 1,101,573 )
How can I increase my downloads?