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Continental Philosophy Review

, Volume 37, Issue 4, pp 439–467 | Cite as

Heidegger’s perfectionist philosophy of educationin Being and Time

  • Iain Thomson
Article

Abstract

In Heidegger on Ontotheology: Technology and the Politics of Education, I argue that Heidegger’s ontological thinking about education forms one of the deep thematic undercurrents of his entire career, but I focus mainly on Heidegger’s later work in order to make this case. The current essay extends this view to Heidegger’s early magnum opus, contending that Being and Time is profoundly informed – albeit at a subterranean level – by Heidegger’s perfectionist thinking about education. Explaining this perfectionism in terms of its ontological and ethical components (and their linkage), I show that Being and Time’s educational philosophy seeks to answer the paradoxical question: How do become what we are? Understanding Heidegger’s strange but powerful answer to this original pedagogical question, I suggest, allows us to make sense of some of the most difficult and important issues at the heart of Being and Time, including what Heidegger really means by possibility, death, and authenticity.

Keywords

Political Philosophy Educational Philosophy Entire Career Ethical Component Magnum Opus 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science + Business Media, Inc. 2004

Authors and Affiliations

  1. 1.Department of PhilosophyUniversity of New MexicoNew MexicoUSA

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