Rethinking education after Heidegger: Teaching learning as ontological response-ability
| Autor: | Iain Thomson |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Postmodernity
Teaching method media_common.quotation_subject 05 social sciences 050301 education Ontotheology 06 humanities and the arts 0603 philosophy ethics and religion Postmodernism Creativity Education Epistemology History and Philosophy of Science 060302 philosophy Ontology Sociology Meaning (existential) Philosophy of education 0503 education media_common |
| Zdroj: | Educational Philosophy and Theory. 48:846-861 |
| ISSN: | 1469-5812 0013-1857 |
| DOI: | 10.1080/00131857.2016.1165018 |
| Popis: | 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 fiv... |
| Databáze: | OpenAIRE |
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