Dewey, Heidegger, and the Future of Education

Produktdetails

Verlag

Springer International Publishing
Springer International Publishing AG

Erschienen

2019

Sprache

English

Seiten

216

Infos

216 Seiten
216 mm x 153 mm

ISBN

978-3-030-19481-9

Hauptbeschreibung

Drawing on insights into the philosophies of Dewey and Heidegger, this book moves forward the greater philosophical discourse surrounding education.  It illuminates deep affinities between the corresponding traditions of Dewey and Heidegger, broadly labeled hermeneutics and pragmatism, and in doing so reveals the potential of the Dewey-Heidegger comparison for the future of education.  To accomplish this task, Vasco d’Agnese explores the Deweyan and Heideggerian understanding of existence and experience. Both thinkers believed that humans are vulnerable from the very beginning, delivered to an uncanny and uncertain condition. On the other hand, such an uncanniness and dependency, rather than flowing in nihilistic defeat of educational purposes, puts radical responsibility on the side of the subject. It is, then, educationally promising. The book explains that for both Dewey and Heidegger, being a subject means being-with-others while transcending and advancing one’s boundaries, thus challenging the managerial framework of education that currently dominates educational institutions throughout the world. 

Inhaltsverzeichnis

Chapter 1: Interweaving Dewey and Heidegger: Theoretical background and educational bearings.- Chapter 2: Challenging Plato’s theoretical gaze: undergoing and ineffable.- Chapter 3: The essential uncertainty of thinking: Subject and education in John Dewey.- Chapter 4: Heideggerian philosophy as an educational endeavor.- Chapter 5: Imagination, art and radical possibility in Dewey.- Chapter 6: Creative questioning, being-with and transcending in Heidegger.

Klappentext

Drawing on insights into the philosophies of Dewey and Heidegger, this book moves forward the greater philosophical discourse surrounding education.  It illuminates deep affinities between the corresponding traditions of Dewey and Heidegger, broadly labeled hermeneutics and pragmatism, and in doing so reveals the potential of the Dewey-Heidegger comparison for the future of education.  To accomplish this task, Vasco d’Agnese explores the Deweyan and Heideggerian understanding of existence and experience. Both thinkers believed that humans are vulnerable from the very beginning, delivered to an uncanny and uncertain condition. On the other hand, such an uncanniness and dependency, rather than flowing in nihilistic defeat of educational purposes, puts radical responsibility on the side of the subject. It is, then, educationally promising. The book explains that for both Dewey and Heidegger, being a subject means being-with-others while transcending and advancing one’s boundaries, thus challenging the managerial framework of education that currently dominates educational institutions throughout the world. 

Über den AutorIn

Vasco d’Agnese is Associate Professor of Education in the Department of Psychology, University of Campania Luigi Vanvitelli, Italy.