Rethinking education after Heidegger
Teaching learning as ontological response-ability
Bibliographic Data
| ID | 8858211 |
|---|---|
| Authors | Iain Thomson (0000-0001-5631-3776, University of New Mexico, corresponding author) |
| Year | 2016 |
| Volume | 48 |
| Issue | 8 |
| Pages | 846-861 |
| Publication date | 2016-05-12 |
| 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 | 10.1080/00131857.2016.1165018 |
| OpenAlex | W2383377503 |
| Language | EN |
| Citations received | 7 |
| References cited | 9 |
This article develops Thomson’s post-Heideggerian view that ontological education is centrally concerned with disclosing being creatively and responsibly. To disclose being creatively and responsibly is to realize the meaning of being, developing our historical understanding of what being means along with our consequent understanding of what it means for us to be, both communally and in the many facets of our own individual lives. As ontological educators, we disclose our own being by becoming who we are, which we do best by learning-in-public, that is, by ‘teaching learning’. In the teaching and learning that belong together in ontological education, we come into our own by helping others (both human beings and non-human entities) to come into their own as well. Thomson explains and develops the crucially meaningful difference between creatively and responsibly disclosing inchoate meanings, on the one hand, and technologically imposing pre-existing plans and ideas, on the other. Responding to five recent essays on Heidegger allows Thomson to elaborate a non-nihilistic way of understanding education, teaching, learning, and being in our late-modern age of increasing technology. This article thereby articulates and embodies some of the important educational possibilities opened up by a more genuinely meaningful postmodern understanding of being
Becoming · Epistemology · Higher education · Meaning (existential · Ontology · Pedagogy · Philosophy of education · Political science · Postmodernism · Sociology · Law · Phenomenology and Existential Philosophy · Philosophy · Philosophy, Ethics, and Existentialism · Psychology · Wittgensteinian philosophy and applications
Making the familiar unfamiliar
Maturana’s key insights on learning, language, and emotions
Re-imagining active learning
We have never been postmodern
Systems beings
An empirical investigation of the experience of educators and politicians with the emergence of artificial intelligence in education
Not-being-at-home’
| Citations per year | 0.88 |
|---|---|
| Citation span | 2018 - 2025 (8) |
| Highly cited | No |