Heidegger's Reinscription of Paideia in the Context of Online Learning.
Saved in:
| Title: | Heidegger's Reinscription of Paideia in the Context of Online Learning. |
|---|---|
| Authors: | Roder, John1 (AUTHOR), Naughton, Christopher2 (AUTHOR) |
| Source: | Educational Philosophy & Theory. Aug2015, Vol. 47 Issue 9, p949-957. 9p. |
| Subject Terms: | *Education, *Paideia program, *Facilitated learning, *Study skills, *Distance education |
| Abstract: | One of the questions that Heidegger presents in his paper, 'Plato's Doctrine on Truth', is the distortion as he sees it of paideia-that is the loss of the essential elements in education. This loss is characterised according to Heidegger, by a misconception of Plato's concept of teaching and learning. By undertaking an historical examination, Heidegger provides a means to rectify this loss. With reference to past, present and future philosophical perspectives of teaching and learning as particular spaces, an attempt is made in this paper to examine Heidegger's reading of paideia within the context of online learning. This, for many contemporary writers on education, is an encounter with new literacies, new knowledge and the adoption of an online environment that challenges the hegemonic order of the institution as the purveyors of knowledge. Teachers within this new environment are, however still constituted as experts and their knowledge is seen as ultimately inviolate. Heidegger in his re-interpretation of Plato sees the teacher as leading the students to where they might make themselves intelligible within the space of their being. This alignment forms an acceptance and a challenge to the metaphysical concepts of uniformity of being and place that limits the potential of knowledge as something that is fixed and complete. The experience of the social web or Web 2.0 has seen a shift in learning premised upon dialogue, exchange and constantly shifting horizons. Within this context, the teacher is recast as a craftsman, creating learning opportunity within dialogic exchange. The heightened sense of involvement that is revealed in this context lays the ground for a future visioning of education where emergence is seen as essential, unlike a re-working of authorisation to learn that inhibits student and teacher alike in new attempts at revitalising education. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 108996369 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Heidegger's Reinscription of Paideia in the Context of Online Learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Roder%2C+John%22">Roder, John</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Naughton%2C+Christopher%22">Naughton, Christopher</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Philosophy+%26+Theory%22">Educational Philosophy & Theory</searchLink>. Aug2015, Vol. 47 Issue 9, p949-957. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Paideia+program%22">Paideia program</searchLink><br />*<searchLink fieldCode="DE" term="%22Facilitated+learning%22">Facilitated learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Study+skills%22">Study skills</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: One of the questions that Heidegger presents in his paper, 'Plato's Doctrine on Truth', is the distortion as he sees it of paideia-that is the loss of the essential elements in education. This loss is characterised according to Heidegger, by a misconception of Plato's concept of teaching and learning. By undertaking an historical examination, Heidegger provides a means to rectify this loss. With reference to past, present and future philosophical perspectives of teaching and learning as particular spaces, an attempt is made in this paper to examine Heidegger's reading of paideia within the context of online learning. This, for many contemporary writers on education, is an encounter with new literacies, new knowledge and the adoption of an online environment that challenges the hegemonic order of the institution as the purveyors of knowledge. Teachers within this new environment are, however still constituted as experts and their knowledge is seen as ultimately inviolate. Heidegger in his re-interpretation of Plato sees the teacher as leading the students to where they might make themselves intelligible within the space of their being. This alignment forms an acceptance and a challenge to the metaphysical concepts of uniformity of being and place that limits the potential of knowledge as something that is fixed and complete. The experience of the social web or Web 2.0 has seen a shift in learning premised upon dialogue, exchange and constantly shifting horizons. Within this context, the teacher is recast as a craftsman, creating learning opportunity within dialogic exchange. The heightened sense of involvement that is revealed in this context lays the ground for a future visioning of education where emergence is seen as essential, unlike a re-working of authorisation to learn that inhibits student and teacher alike in new attempts at revitalising education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=108996369 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00131857.2015.1047166 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 949 Subjects: – SubjectFull: Education Type: general – SubjectFull: Paideia program Type: general – SubjectFull: Facilitated learning Type: general – SubjectFull: Study skills Type: general – SubjectFull: Distance education Type: general Titles: – TitleFull: Heidegger's Reinscription of Paideia in the Context of Online Learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Roder, John – PersonEntity: Name: NameFull: Naughton, Christopher IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 00131857 Numbering: – Type: volume Value: 47 – Type: issue Value: 9 Titles: – TitleFull: Educational Philosophy & Theory Type: main |
| ResultId | 1 |
