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 tragedy of totalitarianism, one of the most important turns in the modern philosophy and history of the West undergirds the intellectual relationship between Martin Heidegger and Hannah Arendt. The rise of totalitarianism caused the disruption of traditional metaphysical and political categories and the necessity of a painstaking forging of new languages for the description of reality. This book argues that Arendt’s answer to Heidegger’s philosophy, intelligible only within the wider context of both thinkers’ struggles with the philosophical tradition of the West, also opens up a new horizon of conceptualizing the relationship between philosophy and education. Paulina Sosnowska develops Arendt's thesis of the broken thread of tradition and situates it in the wider context of Heideggerian philosophy and his entanglement with Nazism, and consequently, questions the traditional relationship between philosophy and education. The final parts of this book return to the problem of dialogue between philosophy, thinking, and university education in times when the political and ethical framework is no longer determined by the continuity of tradition, but the caesura of twentieth-century totalitarianism.

This book discusses much of Heidegger's later thought on metaphysics as 'ontotheology', education, and National Socialism.

Heidegger, Art, and Postmodernity offers a radical new interpretation of Heidegger's later philosophy, developing his argument that art can help lead humanity beyond the nihilistic ontotheology of the modern age. Providing pathbreaking readings of Heidegger's 'The Origin of the Work of Art' and his notoriously difficult Contributions to Philosophy (From Enowning), this book explains precisely what postmodernity meant for Heidegger, the greatest philosophical critic of modernity, and what it could still mean for us today. Exploring these issues, Iain D. Thomson examines several postmodern works of art, including music, literature, painting and even comic books, from a post-Heideggerian perspective. Clearly written and accessible, this book will help readers gain a deeper understanding of Heidegger and his relation to postmodern theory, popular culture and art.

"Heidegger and Modernity is an intervention in the Heidegger debate in France which many may see as decisive. Its central claim is that the responses of left Heideggerians to continuing disclosures regarding Heidegger's Nazi affiliations fail to come to terms with central ambiguities in his philosophical responses, both early and late, to modernity and technology. . . . Incisive and hard hitting, Luc Ferry and Alain Renault have condensed in a short and tightly organized book both a judicious and well-informed account of the Heidegger question and an implicit defence of humanism which has a strong political resonance."--Liam O'Sullivan, Political Studies

Teaching, Responsibility, and the Corruption of Youth explores the concept and practice of responsibility in education and teaching in the new post-Cold War era after the long run of globalization and liberal internationalism has been disrupted by the rise of populism, anti-immigration sentiments and new forms of terrorism. The old liberal values and forms of tolerance have been questioned. Responsibility is a complex concept in our lives with moral, social, financial and political aspects. It embraces both legal and moral forms, and refers to the state of being accountable or answerable for one’s actions implying a sense of obligation associated with being in a position of authority such as a parent, teacher or guardian having authority over children. First used with schools in 1855, the concept's legal meaning was only tested in the 1960s when student conduct, especially when materially affecting the rights of other students, was not considered immune by constitutional guarantees of freedom. This volume investigates the questions left with us today: What does responsibility mean in the present era? Does loco parentis still hold? What of the rights of students? In what does teacher responsibility consist? Can student autonomy be reconciled with market accountability? To what extent can responsibility of or for students be linked to ‘care of the self’ and ‘care for others’? And, most importantly, to what extent, if any, can teachers be held accountable for the actions of their students?

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg