Babette Babich, "On Heidegger on Education and Questioning," Michael A. Peters (ed.), Encyclopedia of Educational Philosophy and Theory (Springer Nature Singapore Pte Ltd. 2017)


Arts and Humanities | Continental Philosophy | Philosophy | Social and Philosophical Foundations of Education


Discussions of Heidegger and education, particularly as expressed by those interested in the philosophy of education, take a number of perspectives as thematic foci. Questioning is key to Heidegger’s thinking from the start of his 1927 Being and Time, calling into question the foundations of what we suppose ourselves to know. Thus questioning involves a reflection on education, that is: both teaching and learning. Heidegger himself thematizes education, significantly so in the light of the political circumstances of his 1933 “Rectoral Discourse” as well as, in an inventive mode which would, as we shall see, have been better had it been identified as a speculative 'reconstruction' of what Heidegger might have said in an essay published as a "translation" of his postwar reflections on the “Art of Teaching” and, last of all and most importantly, What is Called Thinking? In addition, Heidegger‘s reflections on questioning also include a meditation on both phenomenology and hermeneutics in “The Question Concerning Technology” in which he famously describes “questioning as the piety of thought.”



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