Rethinking education after Heidegger: Teaching learning as ontological response-ability.

HEIDEGGER, Martin, 1889-1976; PHILOSOPHY of education; ONTOLOGY; TEACHING; TECHNOLOGY

This article develops Thomson’s post-Heideggerian view that ontological education is centrally concerned with disclosing being creatively and responsibly. To disclose being creatively and responsibly is to realize the meaning of being, developing our historical understanding of what being means along with our consequent understanding of what it means for us to be, both communally and in the many facets of our own individual lives. As ontological educators, we disclose our own being by becoming who we are, which we do best by learning-in-public, that is, by ‘teaching learning’. In the teaching and learning that belong together in ontological education, we come into our own by helping others (both human beings and non-human entities) to come into their own as well. Thomson explains and develops the crucially meaningful difference between creatively and responsiblydisclosinginchoate meanings, on the one hand, and technologicallyimposingpre-existing plans and ideas, on the other. Responding to five recent essays on Heidegger allows Thomson to elaborate a non-nihilistic way of understanding education, teaching, learning, and being in our late-modern age of increasing technology. This article thereby articulates and embodies some of the important educational possibilities opened up by a more genuinely meaningful postmodern understanding of being. [ABSTRACT FROM AUTHOR]

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