Abstract

Between 1944 and 1954, Heidegger wrote five dialogues – or conversations – that stage philosophical discussions. I argue these texts develop a yet unacknowledged Heideggerian pedagogy of conversation. From the characters he conjures to the topics of their discussions, Heidegger underscores the importance of teaching and learning differently in each conversation and shapes his own pedagogical sensibility. Each text uniquely elaborates a particular element of his pedagogy, including the importance of attending to attunement, making mistakes, coming together in community, poetic interpretation, and the dangers of conversational language itself. Only in reading the conversations together does Heidegger’s conversational pedagogy emerge. Above all, the teacher must resist assuming an authoritative role with her students; the Heideggerian teacher must learn to silently gesture toward the locale of the question-worthy by preserving its alterity.