Document Type : Research Paper

Authors

• Seyyed Ziya-addin Miri ¹
• Hassan Mehrnia ²
• Ali Latifi ³

¹ MA. Student of Philosophy, Collage of Farabi, University of Tehran, Qom, Iran

² Assistant professor of Philosophy Department, Collage of Farabi, University of Tehran, Qom, Iran

³ Assistant Professor of Educational Sciences Department, Seminary and University Research Institute, Qom, Iran

Abstract

The present article studies the teaching model of Martin Heidegger, as one of the most effective existential philosophers of the 20th century. Heidegger defines the teaching process as a herald of "giving opportunity for learning" and considers it necessary and at the same time difficult for the teacher to learn how to give this opportunity. Therefore, in this article, focusing on the above definition, after stating the requirements of teaching and clarifying the concept of learning in Heidegger's thought, we will analyze how to allow and examine its dimensions and stages according to Heidegger's teaching model. By studying and examining Heidegger's various works, especially the phenomenal examination of his teaching model, we will see in this article that: First, in his intellectual and educational system, he tried to provide a new definition of teaching and learning, which is completely separate from the intellectual tradition of his time and it is alien and at the same time in harmony with his own thought. Secondly, he considers teaching to have different dimensions and phenomenal stages, neglecting which will make the teaching process sterile. Among these different dimensions and stages, the following topics have been considered in this research: the interactive process of learning, the topic of interest, existential encounter, creating enthusiasm, listening, leaving the familiar territory, questioning and leaping.

Keywords

• education
• teaching
• opportunity to learn
• Heidegger
• learning

Main Subjects

• philosophy