The aim of this essay is to explore how to raise the question of Being in education by way of Heidegger’s phenomenological ontology. Phenomenological ontology is a way of approaching and conducting philosophy exemplified in Heidegger’s Being and Time. To prepare the way for raising the question of Being in education, a nuanced understanding of Heidegger’s phenomenological analyses on truth and language is summarized. Thereafter, the manner in which Being is referenced is analyzed before considering the way of Heidegger’s phenomenological ontology. In conclusion, existing attempts and continuing efforts to explore the question of Being in education through phenomenological ontology are outlined. At a time when decontextualized and reductive ways of knowing and being are becoming the norm within education, phenomenological ontology offers new possibilities for scholarship and practice. The present inquiry does not offer solutions in the traditional sense, but rather traces a path that opens and keeps in tension the question of Being in education in order to support further study.
Indo-Pacific Journal of Phenomenology
Indo-Pacific Journal of Phenomenology with NISC (Pty) Ltd. and Taylor & Francis
Kruger-Ross, M. J. (2015). Raising the Question of Being in Education by Way of Heidegger's Phenomenological Ontology. Indo-Pacific Journal of Phenomenology, 15(2), 1-12. http://dx.doi.org/10.1080/20797222.2015.1101831