In common language, education is mostly understood as teaching. In this article, I would like to employ the hermeneutical philosophy of Merleau-Ponty to draw attention on that other etymological background of education: educere. Education as educere is about liberating or displacing our view instead of achieving a liberated view. In this sense, education does not refer to an immaterial relation of knowing or mastering , but to a relation of being . I hope to demonstrate Merleau-Ponty's philosophy of the body (...) can make us attentive to the importance of this hermeneutical and praxical character of education. After all, his thinking very aptly describes our relation to the world in terms of a corporeal being rather than in terms of a cognitive or abstract knowing. His conception of corporeality and of our being to the world deconstructs a mere formal and all too immaterial account of education. (shrink)

While it is clear that the Gadamer–Habermas debate has had a major influence on Paul Ricoeur, his commentators have had little to say about the nature of this influence. I try to remedy this silence by showing that Ricoeur''s account of tradition is a direct response to the Gadamer–Habermas debate. First, I briefly explain the debate''s importance and describe Ricoeur''s reaction to it. Next, I show how his discussion of tradition in Time and Narrative steers a middle course between Gadamerian (...) hermeneutics and Habermasian Ideologiekritik. Finally, I raise some critical questions about the adequacy of Ricoeur''s middle course. Specifically, I argue that it rests on an implausible distinction between the form and the content of tradition. (shrink)