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Basic Writings: Martin Heidegger

Routledge (1993)

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  1. Activating Aesthetics: Working with Heidegger and Bourdieu for engaged pedagogy.Elizabeth Grierson - 2015 - Educational Philosophy and Theory 47 (6):546-562.
    This article seeks to investigate art in public urban space via a process of activating aesthetics as a way of enhancing pedagogies of engagement. It does this firstly by addressing the question of aesthetics in Enlightenment and twentieth-century frames; then it seeks to understand how artworks may be approached ontologically and epistemologically. The discussion works with the philosophical lenses of two different thinkers: Heidegger, in ‘Building Dwelling Thinking’ and ‘The Origin of the Work of Art’, and Marxist sociologist, Bourdieu with (...)
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  • The enigma of subjectivity: Ludwig Binswanger’s existential anthropology of mania.Susan Lanzoni - 2005 - History of the Human Sciences 18 (2):23-41.
    The Swiss psychiatrist Ludwig Binswanger is best known for his existential analysis (Daseinsanalyse) presented in a series of case studies in the 1940s, but his existential anthropology of mania of the early 1930s has received less attention. He introduced this new existential science as a disciplinary hybrid of existential philosophy and clinical psychiatry, and, in doing so, transformed the genre of narrow medical case study into a broader discourse of philosophical anthropology. The very ambitiousness of his method, however, tended to (...)
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  • To be or not to be “subtly” philosophically colonized.Felipe G. A. Moreira - 2022 - Kriterion: Journal of Philosophy 63 (151):121-142.
    ABSTRACT An often-adopted use of the predicate, “to be colonized”, is one that applies it loosely, not in reference to original Africans or indigenous people enslaved by Europeans or heirs of enslaved persons, but to academics who are citizens of former colonies like Brazil, their ways of thinking, philosophical works, academic communities, etc. But under what conditions one is to do that? And how can one avoid the attribution of such predicate to oneself or one’s works? These issues have not (...)
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  • The futures of ‘us’: A critical phenomenology of the aporias of ethical community in the Anthropocene.Rasmus Dyring - 2021 - Philosophy and Social Criticism 47 (3):304-321.
    In this essay, I undertake a critical phenomenological exposition of the conditions of ethical community as they present themselves in the light of the Anthropocene. I begin by approaching the present human condition by following Arendt in her considerations of what more recently has been termed the Anthropocene. I will take her notion of the process character of action as a lodestar in a so-called anarcheological reading of Aristotle that opens for a thinking of unbounded possibility and unbounded affinity and (...)
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  • Philosophy as Elevation of Spheres of Living: Understanding Z hang Shiying’s “The Myriad Things as One Body”.Zixin Hu - 2018 - Dao: A Journal of Comparative Philosophy 17 (1):99-119.
    Zhang Shiying 張世英 has been widely acclaimed as a master of philosophy in mainland China. His new claim of “the myriad things as one body” remains greatly influential in philosophy and aesthetics. It cannot be categorized under Marxism, Western philosophy, or traditional Chinese philosophy, because it stands on its own right. As a creative synthesizing of the three traditions, Zhang’s claim answers some important and immediate problems that China is facing. It is a pity that this claim seems unknown to (...)
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  • The global musical subject, curriculum and Heidegger's questioning concerning technology.Janet Mansfield - 2005 - Educational Philosophy and Theory 37 (1):133–148.
    Subjectivity and identity are newly configured within cyberspace and technologically mediated environments. The global musical subject is thus defined and framed within global empires and techno‐culture in ways not unrelated to political interests. ‘Being musical’ becomes a critical issue. The New Zealand music curriculum resonates with reflections of global ‘progress’, and music educators, as cultural workers, therefore require an awareness of political and strategic conceptions of musical knowledge as well as a familiarity with the discourses through which the work of (...)
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  • Thinking and being: Heidegger and Wittgenstein on machination and lived-experience.Paul Livingston - 2003 - Inquiry: An Interdisciplinary Journal of Philosophy 46 (3):324 – 345.
    Heidegger's treatment of 'machination' in the Beiträge zur Philosophie begins the critique of technological thinking that would centrally characterize his later work. Unlike later discussions of technology, the critique of machination in Beiträge connects its arising to the predominance of 'lived-experience' ( Erlebnis ) as the concealed basis for the possibility of a pre-delineated, rule-based metaphysical understanding of the world. In this essay I explore this connection. The unity of machination and lived-experience becomes intelligible when both are traced to their (...)
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  • When Poetry and Phenomenology Collide.Jeremy Page - 2018 - Journal of Aesthetics and Phenomenology 5 (1):31-51.
    In recent years several scholars have wrestled with the term “poetic thought,” suggesting in various ways there is something distinctive about the nature of meaning as it occurs/unfolds through poetry. In this paper I suggest, in part following the lead of Simon Jarvis, that one of the most fruitful lines of inquiry for exploring this idea lies in a consideration of poetic works through the lens of Heidegger’s early phenomenology. Specifically, I argue that one of the keys to understanding poetic (...)
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  • Three Epiphanic Fragments: Education and the essay in memory.David Aldridge - 2014 - Educational Philosophy and Theory 46 (5):512-526.
    Pádraig Hogan has argued for a powerful conception of education as epiphany that is illuminated by the work of Heidegger and Joyce. But what are we to make of Stephen Dedalus’ intention (pretension?) to ‘Remember your epiphanies’? Developing the phenomenological Erinnerungsversuch or ‘essay in memory’ of David Farrell Krell, I will examine three ‘epiphanic fragments’ from the literature of education. The problem of the temporality of the educational epiphany will be identified and a resolution will be attempted. I hope thus (...)
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