Educational Philosophy and Theory 48 (5):484-497 (2016)

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John Quay
University of Melbourne
Abstract
Phenomenology has been with us for many years, and yet grasping phenomenology remains a difficult task. Heidegger, too, experienced this difficulty and devoted much of his teaching to the challenge of working phenomenologically. This article draws on aspects of Heidegger’s commentary in progressing the teaching and learning of phenomenology, especially as this pertains to research in fields such as education. Central to this task is elucidation of what I believe to be the most important feature of phenomenology—what Heidegger referred to as the ‘starting point’ of phenomenology. I have written this article in the manner of a phenomenological workshop with the intention of inviting the reader to engage experientially with this starting point.
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DOI 10.1080/00131857.2015.1035632
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Heideggerian Hermeneutics and its Application to Sport.Irena Martínková & Jim Parry - 2016 - Sport, Ethics and Philosophy 10 (4):364-374.
Chasing Heideggerian Circles: Freedom, Call, and Our Educational Ground.Vasco D’Agnese - 2017 - Educational Philosophy and Theory 49 (10):946-956.

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