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

Matthew Kruger-Ross

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

機譯：通過海德格爾的現象學本體論提出教育中的存在問題

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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.

機譯：本文的目的是探討如何通過海德格爾的現象學本體論提出教育中的存在問題。現象學本體論是一種接近和實施海德格爾的《存在與時間》中哲學的方式。為了準備提出教育存在問題的方法，對海德格爾對真相和語言的現象學分析進行了細微的理解。此后，在考慮海德格爾的現象學本體論的方式之前，先分析引用存在的方式?？傊?，概述了通過現象學本體論探索教育存在問題的現有嘗試和持續的努力。在去上下文化和還原性的認識和成為教育的規范之時，現象學本體論為學術和實踐提供了新的可能性。當前的探究并沒有提供傳統意義上的解決方案，而是追尋了一條開放的道路，并一直在緊張教育中的問題，以支持進一步的學習。

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《Indo-Pacific Journal of Phenomenology》 |2015年第2期|共12頁
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Matthew Kruger-Ross;
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中圖分類心理學;
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Raising the Question of Being in Education by Way of Heidegger's Phenomenological Ontology

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