These essays focus on the dialogue with the continental philosophical tradition, in particular the work of Heidegger, that has played a foundational role in Dreyfus's thinking.

For more than a quarter of a century, Hubert L. Dreyfus has been the leading voice inAmerican philosophy for the continuing relevance of phenomenology, particularly as developed byEdmund Husserl, Martin Heidegger, and Maurice Merleau-Ponty. Dreyfus has influenced a generation ofstudents and a wide range of colleagues, and these volumes are an excellent representation of theextent and depth of that influence.In keeping with Dreyfus's openness to others' ideas, many of theessays in this volume take the form of arguments with various of his positions. The essays focus onthe dialogue with the continental philosophical tradition, in particular the work of Heidegger, thathas played a foundational role in Dreyfus's thinking. The sections are Philosophy and Authenticity;Modernity, Self, and the World; and Heideggerian Encounters. The book concludes with Dreyfus'sresponses to the essays.Contributors : William D. Blattner, Taylor Carman, David R. Cerbone, DagfinnFøllesdal, Charles Guignon, Michel Haar, Beatrice Han, Alastair Hannay, John Haugeland, RandallHavas, Jeff Malpas, Mark Okrent, Richard Rorty, Julian Young, Michael E. Zimmerman.

The essays in this volume represent the fruitful application of deep philosophical analysis to the concerns of our modern technological world.

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. Thematically, the collection focuses on Heidegger's critique of modernity and contributors investigate the central significance for education of Heidegger's ontology and his investigation of the question of the meaning of Being by examining his 'art of teaching' (a translation of his submission to the denazification hearing), his view of science and reason, his philosophy of technology, his poetics, and the implications of his thought for learning. These essays point to the crucial importance of Heidegger's work for understanding modern, highly-technologized forms of education and for the possibilities of redemption from its worst excesses.

The essays in this volume represent the fruitful application of deep philosophical analysis to the concerns of our modern technological world.

Though Heidegger’s Being and Time is often cited as one of the most important philosophical works of the last hundred years, its Division Two has received relatively little attention. This outstanding collection corrects that, examining some of the central themes of Division Two and their wide-ranging and challenging implications. An international team of leading philosophers explore the crucial notions that articulate Heidegger’s concept of authenticity, including death, anxiety, conscience, guilt, resolution and temporality. In doing so, they clarify the bearing of Division Two’s reflections on our understanding of intentionality, normativity, responsibility, autonomy and selfhood. These discussions raise important questions about how we may need to rethink the morals of Division One of Being and Time, the broader project to which that book was devoted, the shaping influence of figures such as Aristotle and Kierkegaard, as well as Heidegger’s relationship with his contemporaries and successors. Essential reading for students and scholars of Heidegger’s thought, and anyone interested in key debates in phenomenology, ethics, metaphilosophy and philosophy of mind. Contributors: William Blattner, Clare Carlisle, Taylor Carman, Steven Galt Crowell, Daniel O. Dahlstrom, Sophia Dandelet, Hubert Dreyfus, Charles Guignon, Jeffrey Haynes, Stephan Käufer, Denis McManus, Stephen Mulhall, George Pattison, Peter Poellner, Katherine Withy, Mark A. Wrathall.