Picture of industrial chimneys polluting horizon

Open Access research shaping international environmental governance...

Strathprints makes available scholarly Open Access content exploring environmental law and governance, in particular the work of the Strathclyde Centre for Environmental Law & Governance (SCELG) based within the School of Law.

SCELG aims to improve understanding of the trends, challenges and potential solutions across different interconnected areas of environmental law, including capacity-building for sustainable management of biodiversity, oceans, lands and freshwater, as well as for the fight against climate change. The intersection of international, regional, national and local levels of environmental governance, including the customary laws of indigenous peoples and local communities, and legal developments by private actors, is also a signifcant research specialism.

Explore Open Access research by SCELG or the School of Law. Or explore all of Strathclyde's Open Access research...

Strathprints

Heidegger east and west : philosophy as educative contemplation

Lewin, David (2015) Heidegger east and west : philosophy as educative contemplation. Journal of Philosophy of Education, 49 (2). pp. 221-239. ISSN 0309-8249

[img]
Preview
 Text (Lewin-JPE-2015-Heidegger-east-and-west-philosophy-as-educative)
Lewin_JPE_2015_Heidegger_east_and_west_philosophy_as_educative.pdf
Accepted Author Manuscript
Download (768kB) | Preview

Abstract

Resonances between Heidegger's philosophy and Eastern religious traditions have been widely discussed by scholars. The significance of Heidegger's thinking for education has also become increasingly clear over recent years. In this article I argue that an important aspect of Heidegger's work, the relevance of which to education is relatively undeveloped, relates to his desire to overcome Western metaphysics, a project that invites an exploration of his connections with Eastern thought. I argue that Heidegger's desire to deconstruct the West implies the deconstruction of conventional views of learning because both aim to undercut the representational nature of thinking in order to recover thinking as a form of contemplation. Consequently, education should not be conceived as the acquisition of a more or less correct mental picture, but suggests the opposite: the relinquishing of all images in a contemplative aporia.

Item type: Article
ID code: 55303
Keywords: Heidegger's philosophy, Eastern religious traditions, Western metaphysics, Special aspects of education, Philosophy. Psychology. Religion, Education, Philosophy
Subjects: Education > Special aspects of education
Philosophy. Psychology. Religion
Department: Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
Depositing user: Pure Administrator
Date deposited: 12 Jan 2016 10:27
Last modified: 04 Jun 2018 07:03
Related URLs:
URI: https://strathprints.strath.ac.uk/id/eprint/55303
Export data:
CORE (COnnecting REpositories)