And what rough beast? An ontotheological exploration of education as a being
Bibliographic Data
| ID | 8857074 |
|---|---|
| Authors | Nicholas Stock (0000-0002-0040-1889, University of Birmingham, corresponding author) |
| Year | 2018 |
| Volume | 51 |
| Issue | 4 |
| Pages | 404-412 |
| Publication date | 2018-05-09 |
| 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 | 10.1080/00131857.2018.1472573 |
| OpenAlex | W2801475970 |
| Language | EN |
| Citations received | 3 |
| References cited | 4 |
This article is an exploration of whether education can be considered a beast-like being, developed by utilising Heidegger’s philosophy to consider education from an ontotheolgical perspective. Education is a hypernym for its constituent elements; this article is exploring this hypernym as a being, whilst arguing that the growing importance of education is causing it to gain a ‘monstrous anatomy’. This argument is parallel with the Heideggerean question of ontological difference: the divide of being and Being. Ideas about education’s formation as a technology and its God-like status are used to further illustrate the monstrosity of education. The theory of hyperobjects is also utilised to illuminate understanding of this being. Finally, this article explores the ways we are losing control of Education, as we have become too reliant on it to shape our view of the world
Argument (complex analysis · Education theory · Epistemology · Higher education · Mathematics education · Pedagogy · Perspective (graphical · Philosophy of education · Political science · Sociology · Traditional education · Artificial Intelligence · Computer Science · Diverse Education Studies and Reforms · Foucault, Power, and Ethics · Philosophy · Philosophy, Ethics, and Existentialism · Psychology
| Citations per year | 0.5 |
|---|---|
| Citation span | 2020 - 2021 (2) |
| Highly cited | No |