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)

Republic is the central work of the western world's most famous philosopher. Essentially an inquiry into morality, Republic also contains crucial arguments and insights into many other areas of philosophy. It is also a literary masterpiece: the philosophy is presented for the most part for the ordinary reader, who is carried along by the wit and intensity of the dialogue and by Plato's unforgettable images of the human condition. This new, lucid translation by Robin Waterfield is complemented by full explanatory (...) notes and an up-to-date critical introduction. (shrink)

Ideal for a two-to-three week introduction to the Presocratics and Sophists, this volume offers a selection of the extant remains of early Greek philosophical thought on cosmology, metaphysics, epistemology, and ethics, together with unobtrusive, minimally interpretive editorial material: an introduction, brief headnotes, maps, and a concordance.

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.

I am trying...to go back through all those places where I was exiled-enclosed so he could constitute his there. To read his text to try to take back from it what he took from me irrecoverably...I am trying to re-discover the possibility of a relation to air. Don’t I need one, well before starting to speak?

Spinosa, Flores, and Dreyfus have made some valuable suggestions about the important but (in philosophy) much neglected concept of entrepreneurship. An entrepreneur, in the classical economists? lexicon, is a person who founds, organizes, and manages a business. In more modern conversation, he or she is a business hero or heroine. Nowhere is the new emphasis on entrepreneurship more evident than in our largest corporations. The authors analyse the entrepreneur not as an eccentric or a maverick but in terms a specific (...) way of operating within existing social practices. They reject the still prevalent caricature of the avaricious entrepreneur in the grip of greed as well as the too ?genius'?oriented conception of the inventor who cannot manage his own affairs, much less a corporation. An entrepreneur, on their account, is someone who knows how to notice and ?hold on to? an anomaly and creates a market, sometimes where there was no market at all. They argue that entrepreneurship essentially involves conversation. It is not mere inventiveness. This ?reconfiguration? of entrepreneurship explains a great deal about what many corporations ? at considerable expense ? are learning about their own activities and operations, and many established and successful companies are struggling to transform themselves in just the direction that Spinosa, Flores, and Dreyfus have outlined. (shrink)

INTRODUCTION Part I. PROLEGOMENA TO THE PROBLEM OF WORLD I. The Goal of Heidegger's ontology II. World as a phenomenological problem Part II. THE CONCEPT OF WORLD IN HEIDEGGER'S EXISTENTIAL ANALYTIC OF DASEIN III. The phenomenological uncovering of the worldhood of the world IV. The existential constitution of the Being-in of Being-in-the-world V. World, temporality, and finitude VI. World and Transcendence Part III. THE CONCEPT OF WORLD IN THE OUTCOME OF HEIDEGGER'S EXISTENTIAL ANALYTIC OF DASEIN VII. The concept of world (...) in Heidegger's transformation of Husserlian Phenomenology VIII. The ontological significance of the concept of world IX. Conclusion BIBLIOGRAPHY BIOGRAPHICAL SKETCH. (shrink)

German philosopher Martin Heidegger stirred educators when in 1951 he claimed teaching is more difficult than learning because teachers must ‘learn to let learn’. However in the main he left the aphorism unexplained as part of a brief four-paragraph, less than two-page set of observations concerning the relationship of teaching to learning; and concluded at the end of those observations that to become a teacher is an ‘exalted matter’. This paper investigates both of Heidegger's claims, interpreting letting learn in the (...) context of Heidegger's larger philosophical project, and suggesting why in light of that project to become a teacher is an exalted concern. The methodology guiding the inquiry is largely hermeneutic, the purpose of the essay to interpret teaching from a Heideggerian perspective: its nature and general method. (shrink)

Well-known social psychologist David G. Myers addresses why Americans can have so many social problems--reflecting a deep spiritual poverty--at a time when material wealth is at record levels. 32 illustrations.

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)

Two dialogues offering insight into the Platonic doctrine explore the manifestations and psychology of love.