Dissertation approved, new article up

Received final word from the library that my dissertation is now up and posted on the SFU Library site. Find it here:

Heidegger argued that modern human beings have forgotten a more fundamental and originary understanding of the meaning of Being. This forgetting of Being is not limited to lived experience but permeates the history of philosophy and metaphysics. Put simply, modern philosophy (and, for Heidegger, metaphysics) presupposes a reductive understanding of Being as an entity, or an entity with enduring presence, that ultimately limits the possibilities of human thinking and existence. Educational practice and scholarship also operates from this comportment of a forgetting of Being. The following inquiry raises the question of Being in teaching by phenomenologically engaging with three key distinctions from Heidegger’s thinking as each bears upon educational practice. World and attunement, the first two distinctions, are most accessible in Heidegger’s thinking from his magnum opus Being and Time. The third distinction represents a theme from Heidegger’s later thinking on technology, the danger of Enframing. While not exhaustive, each concept interrogates the many-sided question of Being in order to illuminate new possibilities for teaching. The inquiry does not offer solutions but rather traces a path that opens and keeps in tension the question of Being in teaching in order to support further study.

And, also heard from my good friend Cameron that our article just went online in Antistasis. Find the article here:

A cursory look at current education policy suggests a transformation of education into something analogous to job training. The purpose of such policy is to orient education to fit the needs of a technologically oriented market system. The related demand to quantify all student progress is a manifestation of the instrumental reason that has troubled the thinkers of modernity and capitalism. It finds its common measure in technology. Instrumental reason can be thought of as the stripping down of reason into inputs and outputs. The embrace of technology and its dominant form of reason has led to a crisis in curriculum and learning in general. Each wave of technological innovation promises to be better than the previous, more responsive and adaptive, and is sure to cure the ills of a broken university or education system. Though the ways of addressing the form of reason characteristic of technology are many, the key problem is the reduction of all human activity to narrowly defined ends.
In what follows we explore one way that curriculum may be able to engage meaningfully with the seemingly never ending cycle of new technologies in education. We argue that curriculum cannot respond to any such crisis of technology without embracing the concrete characteristics of human action and experience. We elaborate on philosopher Martin Heidegger’s notion of “world” as it offers a greater ontologically sensitivity that can greatly benefit further curricular and educational inquiry.


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