Worlds Apart in the Curriculum
Heidegger, technology, and the poietic attunement of literature
Bibliographic Data
| ID | 8856896 |
|---|---|
| Authors | James M Magrini (College of DuPage, corresponding author) |
| Year | 2011 |
| Volume | 44 |
| Issue | 5 |
| Pages | 500-521 |
| Publication date | 2011-01-24 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/j.1469-5812.2010.00718.x |
| OpenAlex | W2076637456 |
| Language | EN |
| Citations received | 6 |
| References cited | 8 |
In this article I elucidate a conception of small worlds, or ‘ontological’ contexts, within the curriculum that stand out and beyond the horizon of technological‐scientific reality, which might be linked with forgotten, marginal ways of being and thinking. As I attempt to demonstrate, it is possible that such ontological worlds apart from technology's ‘Enframing’ effect might inspire the type of meditative thinking in our classrooms that is consistent with Heidegger's notion of authentic worldly dwelling as it appears in the later writings of the 1930s, or the ‘turn’
Aesthetics · Attunement · Curriculum · Epistemology · Pedagogy · Sociology · Digital Education and Society · Philosophy · Philosophy, Ethics, and Existentialism
| Citations per year | 0.5 |
|---|---|
| Citation span | 2014 - 2025 (12) |
| Highly cited | No |