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Dewey, Heidegger, and the Future of Education pp 11–38Cite as

Palgrave Macmillan

Interweaving Dewey and Heidegger: Theoretical Background and Educational Bearings

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Abstract

In this chapter d’Agnese furnishes the theoretical framework and the critical background underlying the Dewey-Heidegger comparison, and he discusses the educational bearings of such a comparison. In this discussion, d’Agnese argues that the Dewey-Heidegger intersection may offer a foothold for a different conception of what it means to engage in and set up educational processes and practices. Specifically, what will emerge across and through such an interlacing is the very unpredictability of the educational event, an unpredictability affecting both our being embedded in educational situations and the uncertainty we actively produce while being embedded in such situations. Such a twofold uncertainty puts radical responsibility on the side of the subject, who is both thrown into and intentionally produces new interactions in the ongoing educational conversation.

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  1. University of Campania Luigi Vanvitelli, Caserta, Italy

    Vasco d’Agnese

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d’Agnese, V. (2019). Interweaving Dewey and Heidegger: Theoretical Background and Educational Bearings. In: Dewey, Heidegger, and the Future of Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-19482-6_2

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