Abstract

This paper critically examines thing-centred pedagogy as articulated and developed by Vlieghe and Zamojski over the past decade. Their 2016 book, Towards an Ontology of Teaching, bears the subtitle Thing-Centred Pedagogy, Affirmation, and Love for the World. As the authors acknowledge, the key terms— ‘ontology’, ‘thing’, and ‘world’—draw inspiration from Heidegger’s philosophy. The first part of this paper critiques their relatively narrow or partial adoption of Heidegger’s exploration of these terms, which, I argue, limits the broader potential of thing-centred teaching and learning. The second part explores, therefore, how a more thorough reflection on relevant texts of Heidegger, focusing especially on The Thing, can enrich the theoretical framework of thing-centred pedagogy, strengthening its insights and transformative potential.

This paper is based on a critical analysis of texts.

Please kindly find attached my proposal for a long paper.

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