‘Not-being-at-home’: Subject, Freedom and Transcending in Heideggerian Educational Philosophy
In my paper, by drawing on the writings Heidegger developed in the late 1920s, I wish to display what we may refer to as the thorough educational nature of Heideggerian reflection. It is my argument that the analysis of Dasein we find in the early Heidegger displays an extraordinary deep and dense r...
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| Published in | Studies in philosophy and education Vol. 37; no. 3; pp. 287 - 300 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Dordrecht
Springer Netherlands
01.05.2018
Springer Springer Nature B.V |
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| Abstract | In my paper, by drawing on the writings Heidegger developed in the late 1920s, I wish to display what we may refer to as the thorough educational nature of Heideggerian reflection. It is my argument that the analysis of Dasein we find in the early Heidegger displays an extraordinary deep and dense reflection on selfhood and subjectivity, a reflection that is rooted in subject’s freedom and transcending. By paying attention to the interplay between these two features, I argue that in the late 1920s, while challenging the notion of an all-encompassing consciousness as the place where everything should be understood and managed, Heidegger built a conception of selfhood and subjectivity in terms of freedom, responsibility, and ongoing transformation. Such a conception, I argue, is in and of itself educational. |
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| AbstractList | In my paper, by drawing on the writings Heidegger developed in the late 1920s, I wish to display what we may refer to as the thorough educational nature of Heideggerian reflection. It is my argument that the analysis of Dasein we find in the early Heidegger displays an extraordinary deep and dense reflection on selfhood and subjectivity, a reflection that is rooted in subject’s freedom and transcending. By paying attention to the interplay between these two features, I argue that in the late 1920s, while challenging the notion of an all-encompassing consciousness as the place where everything should be understood and managed, Heidegger built a conception of selfhood and subjectivity in terms of freedom, responsibility, and ongoing transformation. Such a conception, I argue, is in and of itself educational. |
| Author | d’Agnese, Vasco |
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| Cites_doi | 10.1111/j.1469-5812.2009.00549.x 10.1111/j.1467-9752.2011.00792.x 10.1080/002017400321361 10.1017/CBO9780511499210 10.1080/00131857.2016.1165018 10.1111/j.1741-5446.2009.00331.x 10.1080/00131857.2015.1035632 10.1080/00131857.2015.1026303 10.1080/00131857.2015.1041444 10.1080/00131857.2016.1165017 10.1080/00131857.2016.1165014 10.1111/1467-9752.12208 10.1007/s11007-005-6886-8 10.1111/edth.12055 10.1007/s11217-013-9401-4 10.1111/1467-9752.00067 10.1111/j.1469-5812.2010.00718.x 10.1111/1467-9752.00284 10.1080/002017401316922408 |
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| References_xml | – volume: 43 start-page: 797 issue: 8 year: 2011 end-page: 815 ident: CR26 article-title: Heidegger Teaching: An Analysis and Interpretation of Pedagogy publication-title: Educational Philosophy and Theory doi: 10.1111/j.1469-5812.2009.00549.x – volume: 45 start-page: 305 year: 2011 end-page: 319 ident: CR39 article-title: Philosophy, Exposure, and Children: How to Resist the Instrumentalisation of Philosophy in Education publication-title: Journal of Philosophy of Education doi: 10.1111/j.1467-9752.2011.00792.x – year: 1995 ident: CR30 publication-title: Philosophical Arguments – volume: 43 start-page: 39 issue: 1 year: 2000 end-page: 65 ident: CR21 article-title: Heidegger’s Critique of Husserl’s and Brentano’s Accounts of Intentionality publication-title: Inquiry doi: 10.1080/002017400321361 – ident: CR14 – ident: CR37 – ident: CR12 – year: 2005 ident: CR33 publication-title: Heidegger on Ontotheology: Technology and the Politics of Education doi: 10.1017/CBO9780511499210 – start-page: 65 year: 2002 end-page: 81 ident: CR5 article-title: Heidegger, Transcendence, and the Possibility of Counter-Education publication-title: Heidegger, Education and Modernity – ident: CR10 – start-page: 1 year: 2002 end-page: 25 ident: CR23 article-title: Introduction publication-title: Heidegger, Education and modernity – volume: 48 start-page: 846 issue: 8 year: 2016 end-page: 861 ident: CR34 article-title: Rethinking Education After Heidegger: Teaching Learning as Ontological Response-Ability publication-title: Educational Philosophy and Theory doi: 10.1080/00131857.2016.1165018 – year: 1992 ident: CR27 publication-title: The finitude of Being – volume: 59 start-page: 465 issue: 4 year: 2009 end-page: 483 ident: CR15 article-title: How Can science Help Us Care for Nature? Hermeneutics, Fragility, and Responsibility for the Earth publication-title: Educational Theory doi: 10.1111/j.1741-5446.2009.00331.x – volume: 48 start-page: 484 issue: 5 year: 2016 end-page: 497 ident: CR24 article-title: Learning Phenomenology with Heidegger: Experiencing the Phenomenological Starting Point as the Beginning of Phenomenological Research publication-title: Educational Philosophy and Theory doi: 10.1080/00131857.2015.1035632 – volume: 47 start-page: 546 issue: 6 year: 2015 end-page: 552 ident: CR4 article-title: Activating Aesthetics: Working with Heidegger and Bordieu for Engaged Pedagogy publication-title: Educational Philosophy and Theory doi: 10.1080/00131857.2015.1026303 – ident: CR6 – volume: 48 start-page: 405 issue: 4 year: 2015 end-page: 417 ident: CR35 article-title: Education Incarnate publication-title: Educational Philosophy and Theory doi: 10.1080/00131857.2015.1041444 – volume: 48 start-page: 832 issue: 8 year: 2016 end-page: 845 ident: CR1 article-title: Who’s Afraid of Teaching? Heidegger and the Question of Education (‘Bildung’/‘Erziehung’) publication-title: Educational Philosophy and Theory doi: 10.1080/00131857.2016.1165017 – volume: 48 start-page: 798 issue: 8 year: 2016 end-page: 810 ident: CR3 article-title: Heidegger’s Prognostic: Originary Thinking at the End of Philosophy of Education publication-title: Educational Philosophy and Theory doi: 10.1080/00131857.2016.1165014 – ident: CR8 – volume: 51 start-page: 230 issue: 1 year: 2017 end-page: 247 ident: CR18 article-title: Study Time: Heidegger and the Temporality of Education publication-title: Journal of Philosophy of Education doi: 10.1111/1467-9752.12208 – volume: 37 start-page: 439 year: 2004 end-page: 467 ident: CR32 article-title: Heidegger’s Perfectionist Philosophy of Education publication-title: Being and Time Continental Philosophy Review doi: 10.1007/s11007-005-6886-8 – ident: CR13 – ident: CR11 – ident: CR9 – volume: 64 start-page: 163 issue: 2 year: 2014 end-page: 178 ident: CR17 article-title: The Fundamental Ontology of Study publication-title: Educational Theory doi: 10.1111/edth.12055 – volume: 33 start-page: 513 year: 2014 end-page: 525 ident: CR36 article-title: Freedom Reconsidered: Heteronomy, Open Subjectivity, and the ‘Gift of Teaching’ publication-title: Studies in Philosophy and Education doi: 10.1007/s11217-013-9401-4 – year: 2009 ident: CR22 publication-title: Heidegger and the Ground of Ethics: A Study of Mitsein – ident: CR7 – year: 1992 ident: CR28 publication-title: Beyond the Self: Wittgenstein, Heidegger and the Limits of Language – volume: 31 start-page: 439 issue: 3 year: 1997 end-page: 459 ident: CR29 article-title: Heidegger and the Technology of Further Education publication-title: Journal of the Philosophy of Education doi: 10.1111/1467-9752.00067 – volume: 44 start-page: 500 issue: 5 year: 2012 end-page: 521 ident: CR20 article-title: Worlds Apart in the Curriculum: Heidegger, technology, and the Poietic Attunement of Literature 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| Title | ‘Not-being-at-home’: Subject, Freedom and Transcending in Heideggerian Educational Philosophy |
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