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Raising the Question of Being in Education by Way of Heidegger's Phenomenological Ontology

机译:通过海德格尔的现象学本体论提出教育中的存在问题

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The aim of this essay is to explore how to raise the question of Being in education by way of Heidegger's phenomenological ontology. Phenomenological ontology is a way of approaching and conducting philosophy exemplified in Heidegger's Being and Time . To prepare the way for raising the question of Being in education, a nuanced understanding of Heidegger's phenomenological analyses on truth and language is summarized. Thereafter, the manner in which Being is referenced is analyzed before considering the way of Heidegger's phenomenological ontology. In conclusion, existing attempts and continuing efforts to explore the question of Being in education through phenomenological ontology are outlined. At a time when decontextualized and reductive ways of knowing and being are becoming the norm within education, phenomenological ontology offers new possibilities for scholarship and practice. The present inquiry does not offer solutions in the traditional sense, but rather traces a path that opens and keeps in tension the question of Being in education in order to support further study.
机译:本文的目的是探讨如何通过海德格尔的现象学本体论提出教育中的存在问题。现象学本体论是一种接近和实施海德格尔的《存在与时间》中哲学的方式。为了准备提出教育存在问题的方法,对海德格尔对真相和语言的现象学分析进行了细微的理解。此后,在考虑海德格尔的现象学本体论的方式之前,先分析引用存在的方式。总之,概述了通过现象学本体论探索教育存在问题的现有尝试和持续的努力。在去上下文化和还原性的认识和成为教育的规范之时,现象学本体论为学术和实践提供了新的可能性。当前的探究并没有提供传统意义上的解决方案,而是追寻了一条开放的道路,并一直在紧张教育中的问题,以支持进一步的学习。

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