Citations of work:
Order:
Are we missing citations?

PhilPapers citations & references are currently in beta testing. We expect to add many more in the future.

Meanwhile, you can use our bibliography tool to import references for this or another work.

Or you can directly add citations for the above work:

  1.  3
    Facing Paradox Everyday: A Heideggerian Approach to the Ethics of Teaching.Vasco D’Agnese - 2016 - Ethics and Education 11 (2):159-174.
    In this paper, I wish to offer insight into the role of paradox in teaching. I will do so by analyzing teachers’ everyday work, taking a qualitative approach and constructing a small-scale empirical study. Philosophically, my attempt is framed by Heidegger’s thought. Drawing from research data, I argue the following: paradoxes and dilemmas are the very basis of teaching, and a teacher cannot see paradoxes and dilemmas if she/he has already made an choice of disengagement from the profession. Stated otherwise, (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  2.  3
    Intentionality and Thinking as ‘Hearing’. A Response to Biesta’s Agenda.Vasco D’Agnese - 2016 - Educational Philosophy and Theory 48 (3).
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  3.  6
    The Inner Violence of Reason: Re‐Reading Heidegger Via Education.Vasco D'Agnese - 2015 - Journal of Philosophy of Education 49 (3):435-455.
    Since Plato, Western thought has framed knowing as a method within ‘some realm of what is’ and a predetermined ‘sphere of objects’. The roots and the consequences of this stance towards reason and truth were noted by Heidegger, who equates the history of Western thought with the history of metaphysics. Since Plato, truth has relied on definition, hierarchy and mastery. Discourse on the truth begins to be discourse on the limits of things and, thus, on who is able to set (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  4.  6
    Heidegger East and West: Philosophy as Educative Contemplation.David Lewin - 2015 - Journal of Philosophy of Education 49 (2):221-239.
    Resonances between Heidegger's philosophy and Eastern religious traditions have been widely discussed by scholars. The significance of Heidegger's thinking for education has also become increasingly clear over recent years. In this article I argue that an important aspect of Heidegger's work, the relevance of which to education is relatively undeveloped, relates to his desire to overcome Western metaphysics, a project that invites an exploration of his connections with Eastern thought. I argue that Heidegger's desire to deconstruct the West implies the (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  5.  3
    Heidegger’s Reinscription ofPaideiain the Context of Online Learning.John Roder & Christopher Naughton - 2015 - Educational Philosophy and Theory 47 (9):949-957.
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  6.  7
    Heidegger, Education and the ‘Cult of the Authentic’.Ben Trubody - 2015 - Journal of Philosophy of Education 49 (1):14-31.
    Within educational philosophies that utilise the Heideggerian idea of ‘authenticity’ there can be distinguished at least two readings that correspond with the categories of ‘weak’ and ‘strong’ utopianism. ‘Strong-utopianism’ is the nostalgia for some lost Edenic paradise to be restored at some future time. Here it is the ‘world’ that needs to be transcended for it is the source of our inauthenticity, where we are the puppets of modernist-capitalist ideologies. ‘Authenticity’ here is a value-judgment, understood as something that makes you (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  7.  5
    In Excess of Epistemology: Siegel, Taylor, Heidegger and the Conditions of Thought.Emma Williams - 2015 - Journal of Philosophy of Education 49 (1):142-160.
    Harvey Siegel's epistemologically-informed conception of critical thinking is one of the most influential accounts of critical thinking around today. In this article, I seek to open up an account of critical thinking that goes beyond the one defended by Siegel. I do this by re-reading an opposing view, which Siegel himself rejects as leaving epistemology ‘pretty much as it is’. This is the view proposed by Charles Taylor in his paper ‘Overcoming Epistemology’. Crucially, my aim here is not to defend (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  8.  13
    Three Epiphanic Fragments: Education and the Essay in Memory.David Aldridge - 2014 - Educational Philosophy and Theory 46 (5):1-15.
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  9.  40
    Liberating Facts: Harman's Objects and Wilber's Holons.Sevket Benhur Oral - 2014 - Studies in Philosophy and Education 33 (2):117-134.
    In this paper, an account of two novel ontologies is given to point to the need to revise the status of facts in school curriculum. It is argued that schooling is in dire need of re-enchantment. The way to re-enchant schooling is to re-enliven the world we inhabit. We need to fall head over heels in love with the world again. In order to do that, we need to shake up our conception of “the hard and cold facts of the (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  10.  3
    Reconsidering an Economy of Teacher Education.Mitsutoshi Takayanagi - 2014 - Journal of Philosophy of Education 48 (1):165-180.
    This article has an overall aim as follows: to develop an alternative understanding to a narrow view of education, and in particular teacher training—preparatory and continuing—in terms of economy, as well as the competencies needed for the teaching profession. It takes the view that such an alternative is or could be found in the ideas put forward by Paul Standish, where poetry, or a more poetic understanding of education, is necessary—particularly in regards to teacher training.
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  11.  11
    Authentic Assessment for Student Learning: An Ontological Conceptualisation.Thuy T. Vu & Gloria Dall'Alba - 2014 - Educational Philosophy and Theory 46 (7):1-14.
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  12.  19
    Feyerabend on Science and Education.Ian James Kidd - 2013 - Journal of Philosophy of Education 47 (3):407-422.
    This article offers a sympathetic interpretation of Paul Feyerabend's remarks on science and education. I present a formative episode in the development of his educational ideas—the ‘Berkeley experience'—and describe how it affected his views on the place of science within modern education. It emerges that Feyerabend arrived at a conception of education closely related to that of Michael Oakeshott and Martin Heidegger—that of education as ‘releasement’. Each of those three figures argued that the purpose of education was not to induct (...)
    Direct download (6 more)  
     
    Export citation  
     
    My bibliography   4 citations  
  13.  70
    The Sartre-Heidegger Controversy on Humanism and the Concept of Man in Education.Leena Kakkori & Rauno Huttunen - 2012 - Educational Philosophy and Theory 44 (4):351-365.
    Jean-Paul Sartre claims in his 1945 lecture ‘Existentialism is a Humanism’ that there are two kinds of existentialism: that of Christians like Karl Jaspers, and atheistic like Martin Heidegger. Sartre's ‘spiritual master’ Heidegger had no problem with Sartre defining him as an atheist, but he had serious problems with Sartre's concept of humanism and existentialism. Heidegger claims that the essence of humanism lies in the essence of the human being. After the Enlightenment, the Western concept of man has been presented (...)
    Direct download (9 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  14.  10
    Worlds Apart in the Curriculum: Heidegger, Technology, and the Poietic Attunement of Literature.J. M. Magrini - 2012 - Educational Philosophy and Theory 44 (5):500-521.
    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 (...)
    Direct download (7 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  15.  18
    The (In)Vocation of Learning: Heidegger's Education in Thinking.Jonathan Neufeld - 2012 - Studies in Philosophy and Education 31 (1):61-76.
    Emerging research shows that undergraduate students are searching for a deeper meaning in their lives from their university studies. Leading students forth into this kind of meaningful action is the primary responsibility of the Philosopher of Education. This paper describes how such meaningful action can be accomplished by integrating the pedagogical ontology of Martin Heidegger into a course in the history and philosophy of Education. The course challenges students to engage in the cooperative project of what John Sallis calls “world (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography  
  16.  9
    Heidegger's Philosophic Pedagogy – By M. Ehrmantraut.John Quay - 2012 - Educational Philosophy and Theory 44 (5):571-575.
    Book review of Michael Ehrmantraut's (2010) Heidegger's Philosophic Pedagogy published by Continuum.
    Direct download (6 more)  
     
    Export citation  
     
    My bibliography  
  17.  35
    Post-Organic Informational Condition: Hypotheses on the Nature and Role of Information in Human Systems.Timo P. Kylmälä - 2011 - World Futures 67 (2):93-105.
    (2011). Post-Organic Informational Condition: Hypotheses on the Nature and Role of Information in Human Systems. World Futures: Vol. 67, No. 2, pp. 93-105.
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  18.  36
    The Potentiality of Authenticity in Becoming a Teacher.Angus Brook - 2009 - Educational Philosophy and Theory 41 (1):46-59.
    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 (...)
    Direct download (7 more)  
     
    Export citation  
     
    My bibliography   3 citations  
  19.  72
    Learning Professional Ways of Being: Ambiguities of Becoming.Gloria Dall’Alba - 2009 - Educational Philosophy and Theory 41 (1):34-45.
    The purpose of professional education programs is to prepare aspiring professionals for the challenges of practice within a particular profession. These programs typically seek to ensure the acquisition of necessary knowledge and skills, as well as providing opportunities for their application. While not denying the importance of knowledge and skills, this paper reconfigures professional education as a process of becoming. Learning to become a professional involves not only what we know and can do, but also who we are (becoming). It (...)
    Direct download (7 more)  
     
    Export citation  
     
    My bibliography   4 citations  
  20.  28
    Can Boredom Educate Us? Tracing a Mood in Heidegger’s Fundamental Ontology From an Educational Point of View.Jan-Erik Mansikka - 2009 - Studies in Philosophy and Education 28 (3):255-268.
  21.  13
    Editorial: Heidegger, Phenomenology, Education.Michael A. Peters - 2009 - Educational Philosophy and Theory 41 (1):1-6.
  22.  17
    Kinds of Thinking, Styles of Reasoning.Michael A. Peters - 2007 - Educational Philosophy and Theory 39 (4):350–363.
    There is no more central issue to education than thinking and reasoning. Certainly, such an emphasis chimes with the rationalist and cognitive deep structure of the Western educational tradition. The contemporary tendency reinforced by cognitive science is to treat thinking ahistorically and aculturally as though physiology, brain structure and human evolution are all there is to say about thinking that is worthwhile or educationally significant. The movement of critical thinking also tends to treat thinking ahistorically, focusing on universal processes of (...)
    Direct download (6 more)  
     
    Export citation  
     
    My bibliography   3 citations  
  23.  15
    Technical Skills and the Ethics of Market Research.Pavlos Michaelides & Paul Gibbs - 2006 - Business Ethics 15 (1):44–52.
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography   2 citations  
  24. Technical Skills and the Ethics of Market Research.Pavlos Michaelides & Paul Gibbs - 2006 - Business Ethics: A European Review 15 (1):44-52.
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  25.  10
    From Low-Lying Roofs to Towering Spires: Toward a Heideggerian Understanding of Learning Environments.Todd C. Ream & Tyler W. Ream - 2005 - Educational Philosophy and Theory 37 (4):585–597.
  26.  52
    A Field Guide to Heidegger: Understanding 'the Question Concerning Technology'.David I. Waddington - 2005 - Educational Philosophy and Theory 37 (4):567–583.
    This essay serves as a guide for scholars, especially those in education, who want to gain a better understanding of Heidegger's essay, ‘The Question Concerning Technology’. The paper has three sections: an interpretive summary, a critical commentary, and some remarks on Heidegger scholarship in education. Since Heidegger's writing style is rather opaque, the interpretive summary serves as a map with which to navigate the essay. The critical commentary offers a careful analysis of some of the central concepts in the essay. (...)
    Direct download (7 more)  
     
    Export citation  
     
    My bibliography   5 citations