Educational Time Based on Heidegger's Approach to Temporality

Document Type : Research Paper

Authors

1 PhD in Philosophy of Education, University of Tehran, Tehran, Iran.

2 Associate Professor of Philosophy Department, Allameh Tabataba’i University. Tehran, Iran

Abstract

In this article, an attempt has been made to analyze the issue of time in education. First, to explore the nature of this concept, the distinction between the temporality of Being [Temporality] and the temporality of beings [temporality] which were distinguished by Heidegger, is discussed. Second, it’s indicated that the moment of vision is the authentic state of falling and one of the six temporal states. Considering the movie “Enemy at the Gates” this moment is explained the temporality of Being, preparations can be made for this moment in education. Third, it is argued that preparing for the moment of vision contradicts the elements of inauthentic education, i.e non-temporal goal and transcendence and speed- based orientation. finally, preparing for the moment of vison in education is a kind of lingering and soaking in the classical texts passing through the paths-experienced in encountering the texts. As a result, the moment of educational vision means time is no longer Newtonian-Aristotelian time. The mentioned moment, has fullness, and its fullness is caused by existentials and being-in-the-world of the learner and the teacher. 

Keywords

Main Subjects

References

Aristotle. (2011). Nikomakhean Ethics, translated by Robert C. Bartlett, Chicago, The University of Chicago Press.
Guthrie W. K. C (1375) A History of Gerrk Philosophy, translated by Hassan Fathi, Tehran, Fekre Rooz. (in persian)
Heidegger, Martin. (1967) Sein und Zeit, Band 2, Frankfurt am Main: Vittorio Klostermann.
Heidegger, Martin. (1976) Wegmarken, Band 9, Frankfurt am Main: Vittorio Klostermann.
Heidegger, Martin. (1978) Metaphysische Anfagsgründe der Logik im Ausgang von Leibniz, Band 26, Frankfurt am Main: Vittorio Klostermann.
Heidegger, Martin. (1988). Hegels Phänomenologie des Geists, translated by Parviz Emad, Indianpolis: Indiana University Press.
Heidegger, Martin. (1988). vom Wesen der Wahrheit "Platons Höhlengleichnis und Theätet", Band 34, Frankfurt am Main: Vittorio Klostermann.
Heidegger, Martin. (1997). Nietzsche, Band 6.2, Frankfurt am Main: Vittorio Klostermann.
Heidegger, Martin. (1975). Die Grundprobleme der Phänomenologie, Band 24, Frankfurt am Main: Vittorio Klostermann.
Heidegger, Martin. (2001). Einleitung in die Philosophie, Band 27, Frankfurt am Main: Vittorio Klostermann.
Heidegger, Martin. (1983). Die Grundbegriffe der Metaphysik: Welt Endlichkeit—Einsamkeit, Ed. F. W. von Herrmann, Band 29-30, Frankfurt am Main: Vittorio Klostermann.
Heidegger, Martin. (2002). Was heisst Denken? Band 8, Frankfurt am Main: Vittorio Klostermann.
Kant. Immanuel. (2004). Critique of Pure Reason. translated by M. Sh. Adib Soltani, Tehran: AmirKabir. (in persian)
Lewkowich, David. (2010). The Possibilities for a Pedagogy of Boredom Rethinking the Opportunities of Elusive Learning, Journal of Curriculum Theorizing, 26, (1), 123-143.
Luckner, Andreas. (2014). Martin Heidegger: Sein und Zeit, translated by AhmadAli Heidari, Tehran: Elmi. (in persian)
Magrini, James. (2011). Huebner 's Critical Encounter with the Philosophy of Heidegger in Being and Time (Learning, Understanding, and the Authentic Unfolding of History in the Curriculum), KRITIKE, 5(2), 123-155
Tyson, E. Lewis. (2017). Study Time (Heidegger and the Temporality of Education), Journal of Philosophy of Education, 51 (1), 230-247.
Send comment about this article
CAPTCHA Image
Journal of Philosophical Investigations
Volume 16, Issue 41 - Serial Number 41
English Special Issue: Philosophy of Education
2023
Pages 34-48

Files

Share

How to cite

Statistics