Martin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought. Thematically, the collection focuses on Heidegger's critique of modernity and contributors investigate the central significance for education of Heidegger's ontology and his investigation of the question of the meaning of Being by examining his 'art of teaching' (a translation of his submission to the denazification hearing), his view of science and reason, his philosophy of technology, his poetics, and the implications of his thought for learning. These essays point to the crucial importance of Heidegger's work for understanding modern, highly-technologized forms of education and for the possibilities of redemption from its worst excesses.
Michael A. Peters is research professor in the Faculty of Education at the University of Glasgow.
1 Introduction: Heidegger, Education and Modernity 2 Heidegger on the Art of Teaching 3 Truth, Science, Thinking and Distress 4 Martin Heidegger, Transcendence, and the Possibility of Counter-Education 5 The Origin Of ... : Education, Philosophy and a Work of Art 6 Comfortably Numb in the Digital Era: Man's Being as Standing-Reserve or Dwelling Silently 7 Heidegger on Ontological Education, or: How We Become What We Are 8 Essential Heidegger: poetics of the unsaid 9 Enframing education 10 Heidegger and Nietzsche: Nihilism and the Question of Value in relation to Education 11 Learning as Leavetaking and Homecoming 12 Education as a Form of the Poetic: A Heideggerian Approach to Learning and the Teacher-Pupil Relationship