The potentiality of authenticity in becoming a teacher

Educational Philosophy and Theory 41 (1):46-59 (2009)

Authors
Angus Brook
University of Notre Dame Australia
Abstract
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 inauthentic potentialities. This way of being is intrinsically linked to that of learning; of becoming human or becoming the authentic possibilities of being-human. As such, the problem of being a teacher is primarily an ethical question (or a question of ɛτηοσ—dwelling); of who we are as humans and of how being a teacher engages with the in-formation of the becoming of students as authentic human beings. This then leads to the problem of how a phenomenological interpretation of education can be applied or lived; of authenticity in teaching/learning and the possibilities of authentic learning environments (educational dwelling).
Keywords Heidegger  formation  authenticity  phenomenology
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DOI 10.1111/j.1469-5812.2008.00474.x
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References found in this work BETA

Margins of Philosophy.Jacques Derrida - 1982 - University of Chicago Press.
The Basic Problems of Phenomenology.M. HEIDEGGER - 1982 - Indiana University Press.
Pathmarks.Martin Heidegger - 1998 - Cambridge University Press.

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Citations of this work BETA

Should Teachers Be Authentic?Lauren Bialystok - 2015 - Ethics and Education 10 (3):313-326.

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