Continues and extends explorations begun in Being and Time.

Martin Heidegger’s 1942 lecture course interprets Friedrich Hölderlin’s hymn "The Ister" within the context of Hölderlin’s poetic and philosophical work, with particular emphasis on Hölderlin’s dialogue with Greek tragedy.

First published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

A new, definitive translation of Heidegger's most important work.

The German existentialist delineates his theories concerning the nature, problems, and limitations of man's being.

This is the first time that a seminal collection of fourteen essays by Martin Heidegger (originally published in German under the title Wegmarken) has appeared in English in its complete form. It includes new or first-time translations of seven essays, and thoroughly revised, updated versions of the other seven. Amongst the new translations are such key essays as 'On the Essence of Ground', 'Hegel and the Greeks' and 'On the Question of Being'. Spanning a period from 1919-1961, these essays have (...) become established points of reference for all those with a serious interest in Heidegger. Now collected for the first time in translations by an experienced Heidegger translator and scholar, they will prove an essential resource for all students of Heidegger. (shrink)

"In this densely imbricated volume Derrida pursues his devoted, relentless dismantling of the philosophical tradition, the tradition of Plato, Kant, Hegel, Nietzsche, Husserl, Heidegger--each dealt with in one or more of the essays. There are essays too on linguistics (Saussure, Benveniste, Austin) and on the nature of metaphor ("White Mythology"), the latter with important implications for literary theory. Derrida is fully in control of a dazzling stylistic register in this book--a source of true illumination for those prepared to follow his (...) arduous path. Bass is a superb translator and annotator. His notes on the multilingual allusions and puns are a great service."--Alexander Gelley, Library Journal. (shrink)

Heidegger presciently diagnosed the current crisis in higher education. Contemporary theorists like Bill Readings extend and update Heidegger's critique, documenting the increasing instrumentalization, professionalization, vocationalization, corporatization, and technologization of the modern university, the dissolution of its unifying and guiding ideals, and, consequently, the growing hyper-specialization and ruinous fragmentation of its departments. Unlike Heidegger, however, these critics do not recognize such disturbing trends as interlocking symptoms of an underlying ontological problem and so they provide no positive vision for the future of (...) higher education. By understanding our educational crisis 'ontohistorically', Heidegger is able to develop an alternative, ontological conception of education which he hopes will help bring about a renaissance of the university. In a provocative reading of Plato's famous 'allegory of the cave', Heidegger excavates and appropriates the original Western educational ideal of Platonic paideia, outlining the pedagogy of an ontological education capable of directly challenging the 'technological understanding of being' he holds responsible for our contemporary educational crisis. This notion of ontological education can best be understood as a philosophical perfectionism, a re-essentialization of the currently empty ideal of educational 'excellence' by which Heidegger believes we can reconnect teaching to research and, ultimately, reunify and revitalize the university itself. (shrink)

The Oxford Translation of Aristotle was originally published in 12 volumes between 1912 and 1954. It is universally recognized as the standard English version of Aristotle. This revised edition contains the substance of the original Translation, slightly emended in light of recent scholarship three of the original versions have been replaced by new translations and a new and enlarged selection of Fragments has been added. The aim of the translation remains the same: to make the surviving works of Aristotle readily (...) accessible to English speaking readers. (shrink)

First published in 1988 as volume 63 of his Collected Works, Ontology—The Hermeneutics of Facticity is the text of Heidegger's lecture course at the University of Freiburg during the summer of 1923. In these lectures, Heidegger reviews and makes critical appropriations of the hermeneutic tradition from Plato, Aristotle, and Augustine to Schleiermacher and Dilthey in order to reformulate the question of being on the basis of facticity and the everyday world. Specific themes deal with the history of ontology, the development (...) of phenomenology and its relation to Hegelian dialectic, traditional theological and philosophical concepts of man, the present situation of philosophy, and the influences of Aristotle, Luther, Kierkegaard, and Husserl on Heidegger's thinking. Students of Heidegger will find initial breakthroughs in his unique elaboration of the meaning of human experience and the "question of being," which received mature expression in Being and Time. (shrink)

Publisher's description: The Phenomenology of Religious Life presents the text of Heidegger's important 1920621 lectures on religion. First published in 1995 as volume 60 of the Gesamtausgabe, the work reveals a young Heidegger searching for the striking language that eventually formed the mature expression of his thought. The volume consists of the famous lecture course "Introduction to the Phenomenology of Religion," a course on "Augustine and Neoplatonism," and notes for a course on "The Philosophical Foundations of Medieval Mysticism" that was (...) never delivered. Heidegger's engagements with Aristotle, St. Paul, Augustine, and Luther give readers a sense of what phenomenology would come to mean in his later works. Here, Heidegger reveals an impressive display of theological knowledge, protecting Christian life experience from Greek philosophy and defending Paul against Nietzsche. The appearance of this first English translation marks a significant event in Heidegger scholarship and affords a unique look into his phenomenology. (shrink)

Martin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought.

First published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

Here is a completely corrected and revised English translation that incorporates Arendt's own substantial revisions and provides additional notes based on letters, contracts, and other documents.

Heidegger's Destruktion of the metaphysical tradition leads him to the view that all Western metaphysical systems make foundational claims best understood as 'ontotheological'. Metaphysics establishes the conceptual parameters of intelligibility by ontologically grounding and theologically legitimating our changing historical sense of what is. By first elucidating and then problematizing Heidegger's claim that all Western metaphysics shares this ontotheological structure, I reconstruct the most important components of the original and provocative account of the history of metaphysics that Heidegger gives in support (...) of his idiosyncratic understanding of metaphysics. Arguing that this historical narrative generates the critical force of Heidegger's larger philosophical project (namely, his attempt to find a path beyond our own nihilistic Nietzschean age), I conclude by briefly showing how Heidegger's return to the inception of Western metaphysics allows him to uncover two important aspects of Being's pre-metaphysical phenomenological self-manifestation, aspects which have long been buried beneath the metaphysical tradition but which are crucial to Heidegger's attempt to move beyond our late-modern, Nietzschean impasse. (shrink)

Advances in information and communications technologies have transformed our practices of reading, writing, communicating, and viewing. They have also accelerated the transmission, storage, and retrieval of information. Accordingly, the nature of our knowledge practices and institutions has changed. New information and communication technologies raise complex ontological, epistemological, ethical, and identity issues; they present exciting educational possibilities, but also grave dangers. This article outlines the Heideggerian program of philosophy of technology in education, beginning with Martin Heidegger himself, continuing with Herbert Marcuse (...) and Michel Foucault, and concluding with Hubert Dreyfus’ On the Internet and his Heideggerian analysis of effects of the technologisation of pedagogy on the phenomenology of learning. (shrink)

This article explores the significance that environments play in terms of the learning process. In the United States, the legacy of John Dewey's intellectual efforts left a theoretical understanding that views the architectural composition of learning environments as instrumental mediums which house the educational process. This understanding of learning environments is precipitated by a separation of human agents as subjects and their environments as objects. By contrast, Martin Heidegger's theory of ontology, and its reconfiguration of the subject and object relationship, (...) lends itself to an understanding of the architectural composition of learning environments as dwellings. (shrink)