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Heidegger and the Lived Experience of Being a University Educator pp 21–33Cite as

Heidegger and the Question of Being

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Abstract

This chapter lays the foundation for the analysis of university teachers’ experiential stories by sketching some of Martin Heidegger’s key ideas. During Spier’s interpretive analysis process, philosophical notions from Heidegger’s Being and Time enabled him to discern deeper layers of ontological meaning that were previously unnoticed. This chapter touches on Heidegger’s existential notions that were particularly informative, including care, being-with, conversation and temporality. In turn, for readers unfamiliar with Heidegger’s philosophy, the hope is to unlock the interpretive themes discussed in the analysis chapters.

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Notes

  1. 1.

    As a musician, my encounter with a wonderful passage by George Steiner helped to give me a ‘way in’ to Being and Time and Heidegger’s notion of ‘being’, while also leading me into a clearer sensibility of the nature of his ontological inquiry (see Steiner, 1978, pp. 46–47).

  2. 2.

    Heidegger’s notion of comportment refers to our directed activity as the basic ground of being human, a ‘towards which’ that grounds our own self-understanding and tacitly informs our everyday activities (Brook, 2009; Dreyfus, 1991).

  3. 3.

    In his later work, Heidegger comes to see speech and discourse themselves as founded on a deep silence in which the world is disclosed (Polt, 2013, p. 63).

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Authors and Affiliations

  1. College of Education, Psychology and Social Work, Flinders University, Adelaide, SA, Australia

    Joshua Spier

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  1. Joshua Spier
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Spier, J. (2018). Heidegger and the Question of Being. In: Heidegger and the Lived Experience of Being a University Educator . Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-319-71516-2_2

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  • DOI: https://doi.org/10.1007/978-3-319-71516-2_2

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  • Print ISBN: 978-3-319-71515-5

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