Heidegger on Ontological Education, or: How We Become What We Are

Thomson, Iain

doi:10.1080/002017401316922408

Cited by 110 publications

(61 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Such an emphasis is at odds with a predominant focus on epistemology -in the form of knowledge and skills -within higher education programs (Barnett 2004, in preparation;Dall'Alba & Barnacle, 2004, in press;Heidegger, 1998Heidegger, /1967Thomson, 2001), including courses on university teaching. Martin Heidegger (1998Heidegger ( /1967 points out that lack of attention to ontology has meant we "increasingly instrumentalize, professionalize, vocationalize, corporatize, and ultimately technologize education" (Thomson, 2001, p. 244, emphasis in original;see Davies (2003) for additional analysis of the trend to technologise universities).…”

Section: Epistemology In the Service Of Ontologymentioning

confidence: 99%

Improving teaching: Enhancing ways of being university teachers

Dall’Alba

2005

Higher Education Research & Development

View full text Add to dashboard Cite

My aim in this paper is to theorise my teaching in a course for experienced university teachers, in a context of increased attention to such courses. My focus in the course is transforming and enhancing ways of being university teachers, through integrating knowing, acting and being. In other words, epistemology is not seen as an end in itself, but is in the service of ontology. In the paper, I explore and illustrate how this focus on ontology is enacted in the course.Teaching is more difficult than learning because what teaching calls for is this: to let learn. (Heidegger, 1968, p. 15)

show abstract

Section: Epistemology In the Service Of Ontologymentioning

confidence: 99%

Improving teaching: Enhancing ways of being university teachers

Dall’Alba

2005

Higher Education Research & Development

View full text Add to dashboard Cite

show abstract

“…This mirrors the broader ontological turn in higher education (e.g. Barnett, 2004Barnett, , 2009Dall'Alba & Barnacle, 2007;Thomson, 2001) that contrasts a predominant focus on the acquisition of knowledge and the development of requisite skills to select and apply such knowledge in practical ways with a concentration on the development of the learner and the formation of the learner's self as the heart of the educational endeavour (see also Ecclestone, Biesta, & Hughes, 2010).…”

Section: Professional Education and Developmentmentioning

confidence: 91%

Forming the Professional Self: Bildung and the ontological perspective on professional education and development

Fellenz

2015

Educational Philosophy and Theory

View full text Add to dashboard Cite

Ontological perspectives in higher education and particularly in professional education and development have focused attention on the question of the learner's being and becoming rather than on the epistemological concern of what and how they know. This study considers the formation of the professional self in the light of the requirements for professional practice. It raises the question of agency in relation to this formational process and considers the implications of the autonomy paradox which arises from the simultaneous influence of the sovereign self and the external authority of the profession on the formation of the professional self. This study considers a structural perspective on both of these matters and concludes with implications for professional education and development derived from constructive developmental theory and the notion of subject-object transformation.

show abstract

“…Heidegger's own teaching can be seen as educating against the prevailing onto-theological tradition (cf. Thomson 2003). In this sense it is appropriate to speak about counter-education (cf.…”

Section: Epiloguementioning

confidence: 98%

Can Boredom Educate Us? Tracing a Mood in Heidegger’s Fundamental Ontology from an Educational Point of View

Mansikka

2008

Stud Philos Educ

View full text Add to dashboard Cite

Martin Heidegger (1989-1976 was convinced that we can learn something about the way we inhabit the world by turning attention to our fundamental moods. It was one important theme of his fundamental ontology in the 1920s. There is, according to Heidegger, an intricate connection between awakening our moods and developing a reflexive stance. He provides us with a rich phenomenological description of different forms of boredom. In this article I approach Heidegger's conception of boredom from an educational point of view. I am suggesting a reading where the experience of boredom has transformative potentialities that also can illuminate our cultural situation as a whole. By turning away from boredom there is always a possibility of turning away from ourselves.Keywords Boredom Á Martin Heidegger Á Ontological education Á AuthenticityIn the educational realm there is much ado about learning. Everybody seems to agree that a good learning environment requires that people get involved, perhaps even interested and engaged. We have a concept for a mental state when a person is fully immersed in her activities-''flow'' as a feeling of wholeness and full involvement (Csikszentmihalyi 1990). But little do we speak about the opposite, the uneasy feeling of boredom and emptiness that overwhelms us when things turn out to be uninspired.What happens to us when we become bored? One way of putting it could be to say that boredom signifies an experience where we become indifferent and lack interest. To be bored seems to imply a kind of detachment where things appear as detached and meaningless to us whereas the experience of intense motivation rather refers to a passionate unity with the object of our attention. In this respect it seems that both boredom and interest are like coincidentia oppositorium that play an important role in the descriptions of our attitudes toward our everyday practices. They describe, in an evaluative way, how I am grateful to Gunilla Holm for reading a previous version of this paper and for commenting on both philosophical argument and language.

show abstract

Heidegger on Ontological Education, or: How We Become What We Are

Cited by 110 publications

References 2 publications

Improving teaching: Enhancing ways of being university teachers

Improving teaching: Enhancing ways of being university teachers

Forming the Professional Self: Bildung and the ontological perspective on professional education and development

Can Boredom Educate Us? Tracing a Mood in Heidegger’s Fundamental Ontology from an Educational Point of View

Contact Info

Product

Resources

About