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Download e-book for kindle: Being and Learning: A Poetic Phenomenology of Education by Eduardo Duarte (auth.), Eduardo M. Duarte (eds.)

By Eduardo Duarte (auth.), Eduardo M. Duarte (eds.)

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Extra info for Being and Learning: A Poetic Phenomenology of Education

Example text

Plato’s hostility and impatience with the poets, which we have discussed in an introduction, is in fact the basis of the blueprint he offers for formal education, specifically the early childhood schooling. For Plato, poets and sophists are said to be “reckless” and “denigrating” of the “great things” (the gods, the divine ideas) and have ‘taught’ people to know not the truth of these things. What is necessary is then a “dialectical poetry” that provides an antidote to the spreading virus of opinion (doxa).

Evocative inquiry calls out or summons our attention to what ‘is not/not yet’. Our response to this call is properly named interpretation or hermeneutics. Teaching is the performance that summons or brings forth interpretation, an encounter with the ex-cess of Being. For Heidegger, interpretation or ‘phenomenology as hermeneutics’ is rooted in the Greek verb hermeneuein. Through a “playful thinking that is more compelling than the rigor of science,” Heidegger refers hermeneuein to the noun hermeneus and then to the god Hermes.

Thus, we discover that while the injunction is an enjoining directive, it does not predetermine or over determine how one will respond. It cannot guarantee Learning. And this is precisely why it is authentically unstable, uncertain and unpredictable. Herein appears the excessive presencing of Being with the evocative questioning that directs the turning to Being and integrates Learning. ’ What is this decisive directive that catches and throws us into Learning? Again, we are cautious to address the matter as a phenomenon of mediation and, as such, we will turn our attention to Socrates and Ion as ‘mediators’.

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