Prior research on student question-asking has primarily been conducted from a cognitive, epistemological standpoint. In contrast, we present a hermeneutic-phenomenological investigation that emphasizes the moral-practical context in which question-asking functions as a situated way of being in the midst of practice. More particularly, we present a hermeneutic study of student question-asking in a graduate seminar on design theory. The study offers a unique moral-practical perspective on this commonly studied phenomenon. Our analysis yielded four themes regarding the moral-practical intricacies of question-asking (...) in this setting, with a particular focus on time-related constraints on participation, various types of background understanding, and value-laden expectations that participants encountered in this complex ecology of practice. (shrink)

This paper heeds the advice of EPAT's editor, who said he 'will be happy to publish further works on Heidegger and responses to these articles' after introducing four articles on Heidegger and education in the August, 2005, issue. It discusses the papers in order of appearance critically, for none of them shows understanding of Heidegger's writings and descriptions of human existence in his most important work, Being and Time, nor the work of the internationally recognized educational philosopher who has written (...) about educational problems using Heidegger's perspective over the past forty years and that should be considered in any application of Heidegger's thought to education if educational philosophy is to become a cumulative discipline. Because philosophy of education is notoriously non-accumulative and requires far more than referring to education in the first and last paragraphs of an article in order to be about an educational problem or phenomenon, the publications of this scholar in the phenomenology of education are mentioned throughout, as are Heidegger's works, to show how the four authors might have benefited from library research to utilize existing understandings and go beyond them. Finally, some suggestions are made about how to read with understanding Heidegger's magnum opus, Being and Time. (shrink)

This paper heeds the advice of EPAT's editor, who said he ‘will be happy to publish further works on Heidegger and responses to these articles’ after introducing four articles on Heidegger (and one of his students) and education in the August, 2005, issue. It discusses the papers in order of appearance critically, for none of them shows understanding of Heidegger's writings and descriptions of human existence in his most important work, Being and Time, nor the work of the internationally recognized (...) educational philosopher who has written about educational problems using Heidegger's perspective (among others) over the past forty years and that should be considered in any application of Heidegger's thought to education if educational philosophy is to become a cumulative discipline. Because philosophy of education is notoriously non‐accumulative and requires far more than referring to education in the first and last paragraphs of an article in order to be about an educational problem or phenomenon, the publications of this scholar in the phenomenology of education are mentioned throughout, as are Heidegger's works, to show how the four authors might have benefited from library research to utilize existing understandings and go beyond them. Finally, some suggestions are made about how to read with understanding Heidegger's magnum opus, Being and Time. (shrink)

The aim of what follows is to explore how to raise the question of Being by way of Heidegger’s phenomenological ontology. Phenomenological ontology is a way of approaching and conducting philosophy exemplified in the work of German philosopher Martin Heidegger’s, and specifically in his magnum opus Being and Time. In preparation to raise the question of Being a more nuanced understanding of Heidegger’s phenomenological analyses on truth and language are summarized. Following, 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 into the question of Being in education through phenomenological ontology are shared. 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. (shrink)

In this article, I elucidate the meaning of the act of philosophizing as a research activity in academia. My main thesis is that, as academic philosophers, we need to change our existing relation to thinking in academia, which requires a radical re-evaluation of the ēthos, or, the dwelling-place of philosophy. Drawing on Martin Heidegger’s thought, I offer a place-based thinking, taking up the issue of being-in-academia as part of the question of dwelling. First, I explore the technological nature of being-in-academia (...) departing from Heidegger’s account of scientific research as ‘constant activity’. After identifying the ontological character of our situation in academia as captivation in the world, I bring up the matter of overcoming modern academia, discussing the possibility of orienting ourselves at the limits of education. I argue that reassessing our utilitarian relation to world and language, and recognizing the meontological dimension of thinking, is key for being able to de-structure academia and make room for ‘ontological freedom’. I conclude that the emergence of a new dwelling-place requires a poietic process of place-making at the limits of academia. (shrink)

The main argument of this article is that science teaching based on a pedagogy of questions is to be modeled on a hermeneutic conception of scientific research as a process of the constitution of texts. This process is spelled out in terms of hermeneutic phenomenology. A text constituted by scientific practices is at once united by a hermeneutic fore-structure and scattered in a diversity of spaces of representation. The educational questioning that should reveal the interpretative aspects of the textualization of (...) scientific research consists of four groups of issues. The ultimate aim of this kind of science teaching is the education of ?internal critics of science' who are able to make explicit hidden possibilities of doing research. (shrink)