Start Date
17-12-2021 9:20 AM
Description
Leading academics have started to investigate the salient phenomenological critiques of higher education systems harbored by authors like Heidegger in a way that offers practical change. Such critiques have historically been leveled at the post-secondary level of education (university), but the secondary level of education has been largely unexamined. In the realm of secondary education, my own experience has led me to observe the immediate interaction and relationship between the “student” and “teacher” as the most primary point of phenomenological study and critique. It is under these premises that I request funding to investigate fundamental links between 20th-century continental phenomenology and its relation to the secondary education process. In order to carry out the excavation of these fundamental questions, I will conduct a review of seminal literature surrounding the works of Martin Heidegger and other related phenomenologists. My research aims to examine multiple phenomenological and ontological conceptions in both primary and secondary philosophical works—with a specific focus on Heidegger’s conception of Gelassenheit—to determine which ideas are most applicable to the student-teacher relation in secondary education. This work situates itself in preparation for a later research project I intend to conduct on the same subject in further detail.
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Heidegger, Phenomenology, and The Secondary Education Process
Leading academics have started to investigate the salient phenomenological critiques of higher education systems harbored by authors like Heidegger in a way that offers practical change. Such critiques have historically been leveled at the post-secondary level of education (university), but the secondary level of education has been largely unexamined. In the realm of secondary education, my own experience has led me to observe the immediate interaction and relationship between the “student” and “teacher” as the most primary point of phenomenological study and critique. It is under these premises that I request funding to investigate fundamental links between 20th-century continental phenomenology and its relation to the secondary education process. In order to carry out the excavation of these fundamental questions, I will conduct a review of seminal literature surrounding the works of Martin Heidegger and other related phenomenologists. My research aims to examine multiple phenomenological and ontological conceptions in both primary and secondary philosophical works—with a specific focus on Heidegger’s conception of Gelassenheit—to determine which ideas are most applicable to the student-teacher relation in secondary education. This work situates itself in preparation for a later research project I intend to conduct on the same subject in further detail.
Comments
Mentor: Ian Moore