David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Continental Philosophy Review 37 (4):439-467 (2004)
In Heidegger on Ontotheology: Technology and the Politics of Education, I argue that Heidegger’s ontological thinking about education forms one of the deep thematic undercurrents of his entire career, but I focus mainly on Heidegger’s later work in order to make this case. The current essay extends this view to Heidegger’s early magnum opus, contending that Being and Time is profoundly informed – albeit at a subterranean level – by Heidegger’s perfectionist thinking about education. Explaining this perfectionism in terms of its ontological and ethical components (and their linkage), I show that Being and Time’s educational philosophy seeks to answer the paradoxical question: How do become what we are? Understanding Heidegger’s strange but powerful answer to this original pedagogical question, I suggest, allows us to make sense of some of the most difficult and important issues at the heart of Being and Time, including what Heidegger really means by possibility, death, and authenticity.
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Citations of this work BETA
Gunnar Breivik (2010). Philosophical Perfectionism – Consequences and Implications for Sport. Sport, Ethics and Philosophy 4 (1):87 – 105.
Gloria Dall'Alba (2009). Learning Professional Ways of Being: Ambiguities of Becoming. Educational Philosophy and Theory 41 (1):34-45.
Adrian Jones (2011). Philosophical and Socio-Cognitive Foundations for Teaching in Higher Education Through Collaborative Approaches to Student Learning. Educational Philosophy and Theory 43 (9):997-1011.
Gloria Dall’Alba (2009). Learning Professional Ways of Being: Ambiguities of Becoming. Educational Philosophy and Theory 41 (1):34-45.
Adam Buben (2013). Heidegger's Reception of Kierkegaard: The Existential Philosophy of Death. British Journal for the History of Philosophy 21 (5):967 - 988.
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