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A Heideggerian pedagogy of disruption.
- Source :
- Educational Philosophy & Theory; Feb 2022, Vol. 54 Issue 2, p194-203, 10p
- Publication Year :
- 2022
-
Abstract
- The phenomenological tradition developed sophisticated techniques to draw attention to pre-theoretic or pre-reflective experience. This article examines how one of the most famous, Heidegger's 'broken tool', might work in a pedagogical context. I contend that it can be highly effective there, fleshing out his vision of teaching as 'letting learn' with a distinctive educational method. At the same time, that context suggests fundamental changes to the standard reading of the 'broken tool', shifting the focus towards what I call 'information tools'. My conclusions link to recent research stressing disruption in the learning process, and I close by contrasting my position with 'bricolage' theories and work by Applebaum and others. [ABSTRACT FROM AUTHOR]
- Subjects :
- LEARNING
PHENOMENOLOGY
STUDENT engagement
CLASSROOM environment
Subjects
Details
- Language :
- English
- ISSN :
- 00131857
- Volume :
- 54
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Educational Philosophy & Theory
- Publication Type :
- Academic Journal
- Accession number :
- 153755660
- Full Text :
- https://doi.org/10.1080/00131857.2021.1888712