NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ939299
Record Type: Journal
Publication Date: 2011-Oct
Pages: 19
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-0013-1857
Heidegger Teaching: An Analysis and Interpretation of Pedagogy
Riley, Dawn C.
Educational Philosophy and Theory, v43 n8 p797-815 Oct 2011
German philosopher Martin Heidegger stirred educators when in 1951 he claimed teaching is more difficult than learning because teachers must "learn to let learn". However in the main he left the aphorism unexplained as part of a brief four-paragraph, less than two-page set of observations concerning the relationship of teaching to learning; and concluded at the end of those observations that to become a teacher is an "exalted matter". This paper investigates both of Heidegger's claims, interpreting letting learn in the context of Heidegger's larger philosophical project, and suggesting why in light of that project to become a teacher is an exalted concern. The methodology guiding the inquiry is largely hermeneutic, the purpose of the essay to interpret teaching from a Heideggerian perspective: its nature and general method.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A