Session Information
13 SES 03 B, Critical Thinking, Freedom in the Over-Educated Society
Long Paper Session
Contribution
how the concept of freedom has been discussed in Philosophy of Education is mainly scrutinised. Freedom often appears as a necessary condition for autonomy. Such approaches are significant in education in many aspects but can be partial due to its less possibility to reveal the ontological meaning of freedom in education. Without ontological understanding of freedom, it seems hard to conceptualise what fundamentally grounds education. Or we may endlessly ask ‘would the educated be free?’ In other words, by questioning what freedom is, it opens the possibility to understand not only the meaning of freedom but also that of education in the end. In this relation, I discuss Martin Heidegger’s understanding of freedom through which I respond diagnose of the current society as over educated with the ontological meaning of freedom in education as possibility.
Method
Expected Outcomes
References
Heidegger, M. (1924/2011). The Concept of Time (trans. I. Farin). London: Continuum. (CT). (1927/1962). Being and Time (Trans. J. Macquarrie & E. Robingson). New York: Harper. (BT/SZ). (1929/1997). Kant and the Problem of Metaphysics (Trans. R. Taft). Bloomington: Indiana University Press. (KPM/ GA 3). (1930/2002). The Essence of Human freedom (Trans. T. Sadler). London: Continuum. (EHF/GA 31). Polt, R. (1995). Review: The Cambridge Companion to Heidegger (1993). Charles B. Guignon (Ed.). Cambridge: Cambridge University Press.: In Philosophy and Phenomenological Research, 55(3), pp. 725-728. Popper, K. (1966). The Open Society and Its Enemies. Volume1. London: Routledge &Kegan Paul. Quinn, V. (1984). To develop autonomy: A critique of R. F. Dearden and two proposals. Journal of Philosophy of Education, 18(2), pp. 265-270. Ruin, H. (2008). The destiny of freedom: in Heidegger. Continental Philosophy Review, 41, pp. 277-299. Schalow, F. (2001). At the crossroads of freedom: Ethics without values. In R. Polt & G. Fried (Eds.), A companion to Heidegger’s Introduction to Metaphysics (pp. 250-262). New Haven and London: Yale University Press. Standish, P. (1992). Beyond the Self: Wittgenstein, Heidegger, and the Limits of Language. Aldershot: Avebury. Standish, P. (1999). Education without aims?. In R. Marples (Ed.), The Aims of Education (pp. 35-49). London: Routledge. Stone, C. M. (1990). Autonomy, Emotions, and Desires: Some Problems concerning R.F. Dearden’s account of autonomy. Journal of Philosophy of Education, 24(2), pp. 271-283. Strhan, A. H. B. (2010). ‘Bringing Me More Than I contain’: Levinas, Ethical Subjectivity and the Infinite Demands of Education. Doctoral Thesis, Institute of Education University of London.
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