List of Articles هایدگر

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  1 - The Dichotomy of Autonomy and Authenticity in Education; An Autonomous or Responsible Person?
  jalal karimian Narges  Sajjadieh khosrow Bagheri Mahdi Montazerghaem
  20.1001.1.25382802.1401.7.7.11.3
  Autonomy, a widely recognized ideal in the realm of education, has been subject to diverse interpretations. In its broadest sense, autonomy pertains to adhering to one's own laws. Imbued with significance by Kant, the progenitor of this notion within contemporary philos More

  Autonomy, a widely recognized ideal in the realm of education, has been subject to diverse interpretations. In its broadest sense, autonomy pertains to adhering to one's own laws. Imbued with significance by Kant, the progenitor of this notion within contemporary philosophy, autonomy is regarded as a descriptor of human volition, crucial for the establishment of an absolute moral code. This term finds a profound association with modern rationality. In contrast to autonomy, authenticity emerges as a concept that, while acknowledging human freedom as the aim of education, directs attention toward the actualization of freedom throughout the educational process and human development. In the contemporary era, educational conceptions of autonomy have presented various definitions attempting to elucidate the nexus between rationality and authenticity. However, the philosophical profundity of authenticity has received limited attention within these delineations. Within this context, Heidegger's explication of authenticity (or Eigentlichkeit) possesses the potential to deepen the ideal of autonomy within education. In his ontological existentialism, Heidegger conceives of authenticity as humanity's capacity to engage in spiritual contemplation, aligned with a profound understanding of existence as a meaningful totality, while acknowledging an ongoing connection with truth. Being authentic, therefore, implies openness toward Being itself and an earnest quest for truth within human life. Authenticity arises from a departure from the prescribed paths laid by others, leading toward a more fulfilled existence and facilitating an existential consciousness concerning Being-towards-death. The pursuit of this path necessitates an acceptance of the inner calling of human conscience, embracing fully one's ontological responsibility. Hence, authenticity and its concomitant truth-seeking nature become profoundly intertwined, ultimately serving as a complement to existing definitions of autonomy. Therefore, as a consequence, authenticity emerges as a foundational principle, serving as a guiding light that elevates human responsibility to the forefront as the central objective and primary pathway within the realm of educational pursuits. Manuscript profile
• Open Access Article
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  2 - Historicity in Heidegger's Thought and its Implications for Education
  Poorya Aeini faramarz mohamadipouya
  education, in confrunting the world's developments in the field of history, in relation to the past and historical tradition on the one hand, and new phenomena on the other hand. This philosophical issue can be traced under the topic of historicity. Historicism was firs More

  education, in confrunting the world's developments in the field of history, in relation to the past and historical tradition on the one hand, and new phenomena on the other hand. This philosophical issue can be traced under the topic of historicity. Historicism was first introduced into philosophy by Hegel, and after him, attention to history in epistemology was continued by various philosophers. Heidegger deals with historicity in a different way from others and considers it not as a secondary and temporary characteristic, but as an existential element for humans. Accordingly, we found Heidegger's exploration of historicity as a way to answer our question. From Heidegger's point of view, human is "thrown" into a historical tradition and culture, and since he has existence, he can plan his way of becoming. The ability to do this is based on the unique possibilities that belong to human, as the result of this thrownness. The result of this research is that in a desired education, based on authentic historicity, first of all, historical tradition cannot be considered as an object for the will of a person; historical tradition is always present in us and offers all the possibilities of our existence. Secondly, since human beings have an existence towards the future, the objective recovery of historical tradition and the effort to educate human beings similar to past human beings is meaningless and independent of "here" and "now" in the life. Thirdly, ignoring the historical tradition destroys the existential continuity of human experiences throughout history and removes the originality and "spontaneity" of human actions. That is, it is not possible to make such a will to raise a person who is abandoned and separated from the past. Manuscript profile