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  1. Disentangling Heidegger’s transcendental questions.Chad Engelland - 2011 - Continental Philosophy Review 45 (1):77-100.
    Recapitulating two recent trends in Heidegger-scholarship, this paper argues that the transcendental theme in Heidegger’s thought clarifies and relates the two basic questions of his philosophical itinerary. The preparatory question, which belongs to Being and Time , I.1–2, draws from the transcendental tradition to target the condition for the possibility of our openness to things: How must we be to access entities? The preliminary answer is that we are essentially opened up ecstatically and horizonally by timeliness. The fundamental question, which (...)
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  • Intersubjectivity of Dasein in Heidegger’s Being and Time: How Authenticity is a Return to Community.K. M. Stroh - 2015 - Human Studies 38 (2):243-259.
    This essay discusses an alternative interpretation of the term “Dasein” as Heidegger uses it in Being and Time and, in particular, the possibility that Dasein is meant to contain an inherent form of intersubjectivity to which we must “return” in order to achieve authenticity. In doing so, I build on the work of John Haugeland and his interpretation of Dasein as a mass term, while exploring the implications such an interpretation has on Heidegger’s conception of “authenticity”. Ultimately, this paper aims (...)
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  • Günter Figal's hermeneutics.Theodore George - 2009 - Philosophy Compass 4 (6):904-912.
    This article offers a survey of some main ideas in Günter Figal's hermeneutics as he presents them in his recent Gegenständlichkeit: Das Hermeneutische und die Philosophie [ Objectivity: The Hermeneutical and Philosophy ]. Figal promises a new approach to the philosophical study of hermeneutics in this work that would advance beyond Gadamer, Heidegger, and others in significant respects. His project opens out from the belief that hermeneutical experience is guided by exteriority; such experience is directed toward and sustained by what (...)
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  • Education, Freedom, and Temporality: A Response to Biesta and Säfström's Manifesto.Suninn Yun - 2014 - Journal of Philosophy of Education 48 (3):385-399.
    Since it was first published in 2011, ‘A Manifesto for Education’ by Gert Biesta and Karl Anders Säfström has received numerous enthusiastic reviews and been hailed as providing ‘an alternative vision for education’. Such enthusiasm, however, is perhaps not purely attributable to the substance of the text but also to the form that it adopts. In this regard, I attempt to explore what the authors refer to as the ironic usage of this genre of writing in relation to its message. (...)
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