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| Natura: | Recurso digital |
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Zenodo
2024
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| Accesso online: | https://doi.org/10.5281/zenodo.15258149 |
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Sommario:
- Martin Heidegger's lack of a systematic approach to philosophy of education has led many to believe he had little to offer on schooling and teaching. However, this assumption overlooks the implications of his fundamental ontology for academic freedom and education. Heidegger's ontological project, focusing on the investigation of Being, holds scattered implications for education. Integrating his insights reveals a Heideggerian perspective on educational philosophy, aiding the ontological investigation of human endeavour. Heidegger critiques modern academia's loss of authenticity due to technological enframing, advocating a return to questioning the essence of Being. He warns against the dominance of technological thinking in academic pursuits and emphasizes philosophy's role in critiquing scientific endeavours. He calls for a transformation in academia where philosophy guides scientific inquiry, restoring a sense of responsibility and fostering genuine thinking among students and professors. Ultimately, Heidegger's alternative vision advocates for a return to primordial questioning to safeguard the future of education and human understanding.