Heidegger's perfectionist philosophy of educationin being and time

Continental Philosophy Review 37 (4):439-467 (2004)
Abstract
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.
Keywords Philosophy   Phenomenology   Philosophy of Man   Political Philosophy
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Reprint years 2005
DOI 10.1007/s11007-005-6886-8
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Learning Professional Ways of Being: Ambiguities of Becoming.Gloria Dall’Alba - 2009 - Educational Philosophy and Theory 41 (1):34-45.
Husserl's Way to Authentic Being.Carlos Alberto Sanchez - 2007 - Human Studies 30 (4):377-393.
Husserl’s Way to Authentic Being.Carlos Alberto Sanchez - 2007 - Human Studies 30 (4):377-393.
Being‐Towards‐Death and Owning One's Judgment.Denis McManus - 2015 - Philosophy and Phenomenological Research 91 (2):245-272.

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