Scholarship & Research
Teaching Heidegger: On Education, Teaching and Learning
Access the Full CFP here (pdf)
I am seeking chapter proposals for a proposed book with working title Teaching Heidegger: On Education, Teaching and Learning, hopefully to be published by Rowman & Littlefield as part of the New Heidegger Research series, edited by Gregory Fried and Richard Polt. I am looking for chapters by philosophers, educators, and other thinkers/researchers who draw on Heidegger’s thought.
I am continually struck by William Lovitt’s (1977) introductory comments to The Question Concerning Technology:
"Heidegger is primarily a teacher. He does not wish to travel alone and then report what he has seen, nor does he wish to go as a guide merely pointing out objects along the road. He wishes the reader to accompany him on the way, to participate with him, and even to begin to build his own way through thinking,and not merely to hear about what it is or should be." (p. xvi, emphasis added)
It is in this spirit that want to open up a dialogue about teaching, and more specifically, our teaching as it may or may not have been impacted by Heidegger in this edited volume. Put differently, what can Heidegger teach us about teaching thinking, or philosophy? How can hearing and understanding Heidegger as a teacher inform our own understanding of Heidegger’s thinking? And therefore, how might this understanding inform our own teaching practice?
Current Status of Proposal: Book editor is in discussion with the editors of the New Heidegger Research series, and the book proposal will be sent to them for review after proposals are accepted and the structure of book takes shape.
Submission: by email, approximately 1 page, with:
- Chapter Title
- Proposed Length/Word Count
- Summary (1-2 paragraphs)
- A short bio and email contact
Email your proposal to Dr. Matthew Kruger-Ross, Assistant Professor, Department of Educational Foundations & Policy Studies, College of Education and Social Work, West Chester University of Pennsylvania. Email: firstname.lastname@example.org
Chapter proposals due: Sunday 15 May 2019
Full draft chapters due: December 2019 (TBD)
Lovitt, W. (1968). Introduction. In W. Lovitt (trans.), The question concerning technology and other essays, New York: Harper & Row, xiii-xxxix.
Access the Full CFP here (pdf)
Notorious Pedagogues (with Dr. Pauline Schmidt)
Hosted by Dr. Pauline Schmidt and Dr. Kruger-Ross, Notorious Pedagogues chronicles the notorious adventures of co-teaching WRH 325, a course for secondary English educators on the powers and challenges of integrating educational technologies.
During my doctoral studies I created a site devoted to Donald Vandenberg, a thought-provoking philosopher of education that most folks in education have never heard of.
While Heidegger is widely regarded as the most influential philosopher of the twentieth century, he is often understood and interpreted solely as a philosopher. To be sure, most of the published works that we take as Heidegger’s books or texts are, in fact, transcripts of lecture courses. They are notes, asides, stories, and responses to a room of people, of students. There are new pathways to explore when we read Heidegger’s thinking as accounts of pedagogical relationality, rather than as a collection of assertions polished into publishable manuscripts.