A Heideggerian pedagogy of disruption
Bibliographic Data
| ID | 8858446 |
|---|---|
| Authors | Sacha Golob (0000-0001-9803-3430, Philosophy, King’s College London, London, UK, corresponding author) |
| Year | 2021 |
| Volume | 54 |
| Issue | 2 |
| Pages | 194-203 |
| Publication date | 2021-02-17 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2021.1888712 |
| OpenAlex | W3131778125 |
| Language | EN |
| Citations received | 2 |
| References cited | 12 |
The phenomenological tradition developed sophisticated techniques to draw attention to pre-theoretic or pre-reflective experience. This article examines how one of the most famous, Heidegger’s ‘broken tool’, might work in a pedagogical context. I contend that it can be highly effective there, fleshing out his vision of teaching as ‘letting learn’ with a distinctive educational method. At the same time, that context suggests fundamental changes to the standard reading of the ‘broken tool’, shifting the focus towards what I call ‘information tools’. My conclusions link to recent research stressing disruption in the learning process, and I close by contrasting my position with ‘bricolage’ theories and work by Applebaum and others
Bricolage · Context (archaeology · Epistemology · Focus (optics · Linguistics · Pedagogy · Process (computing · Reading (process · Sociology · Computer Science · Critical Theory and Philosophy · Phenomenology and Existential Philosophy · Philosophy · Philosophy, Ethics, and Existentialism
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |