Heidegger On Literature Poetry And Education After The Turn
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Heidegger on Literature, Poetry, and Education after the "Turn" by James M. Magrini,Elias Schwieler Pdf
Offering new and original readings of literature, poetry, and education as interpreted through the conceptual lens of Heidegger’s later philosophy of the "Turn", this book helps readers understand Heidegger’s later thought and presents new takes on how to engage the themes that emerged from his later writing. Suggesting novel ways to consider Heidegger’s ideas on literature, poetry, and education, Magrini and Schwieler provide a deep understanding of the "Turn," a topic not often explored in contemporary Heideggerian scholarship. Their inter- and extra-disciplinary postmodern approaches offer a nuanced examination, taking into account Heidegger’s controversial place in history, and filling a gap in educational research.
Heidegger and Literary Studies by Andrew Benjamin Pdf
Martin Heidegger is one of the most influential philosophers of the 20th Century, and a key philosophical resource for literary critics. Not only has he written about poetry, generations of poets have engaged his writings. And yet, for Heidegger poetry and literature are separate. An essential part of the project of this book therefore is to show how both the distinction and connection between literature and poetry is staged within Heidegger's thought. It offers Heidegger's perspective on a range of key themes, topics, poets, and writers, including Poetry and Poetics, Ancient Greek theatre and tragedies and then specifically Friedrich Hölderlin, Thomas Mann, Paul Celan, Euripides and Sophocles. As the Chapters comprising this book make clear, Heidegger's work remains indispensable for any serious engagement with either literature or poetry today.
Wallace Stevens and Martin Heidegger by Ian Tan Pdf
This book is a unique contribution to scholarship of the poetics of Wallace Stevens, offering an analysis of the entire oeuvre of Stevens’s poetry using the philosophical framework of Martin Heidegger. Marking the first book-length engagement with a philosophical reading of Stevens, it uses Heidegger’s theories as a framework through which Stevens’s poetry can be read and shows how philosophy and literature can enter into a productive dialogue. It also makes a case for a Heideggerian reading of poetry, exploring his later philosophy with respect to his writing on art, language, and poetry. Taking Stevens’s repeated emphasis on the terms “being”, “consciousness”, “reality” and “truth” as its starting point, the book provides a new reading of Stevens with a philosopher who aligns poetic insight with a reconceptualization of the metaphysical significance of these concepts. It pursues the link between philosophy, American poetry as reflected through Stevens, and modernist poetics, looking from Stevens’s modernist techniques to broader European philosophical movements of the twentieth century.
This book proposes a new way for scholars in, for example, Education, Literary Studies, and Philosophy to approach texts and other phenomena through the concept and practice of translation. Its interdisciplinary perspective makes the book of value for graduate students and scholars in the Humanities and Social Sciences. The unique take on translation as related to the notion of aporia is applied to a number of seminal and classical texts within literature, poetry, and philosophy, which gives the reader new understandings of the workings of language and what happens within and between languages, as well as within and between disciplines, when some form of interpretation or analysis is at work. Importantly, the book develops the notion of aporias of translation as a way to learn and develop our understanding of texts and phenomena, and thus functions as a pedagogical process, which helps us come to terms with the boundaries of language and academic disciplines.
Problematizing the Profession of Teaching from an Existential Perspective by Aaron S. Zimmerman Pdf
Teachers not only serve as caretakers for the students in their classroom but also serve as stewards for society’s next generation. In this way, teachers are charged with responsibility for the present and the future of their world. Shouldering this responsibility is no less than an existential dilemma that requires not only professional solutions but also personal responsibility rooted in subjective authenticity. In the edited volume, authors will explore how the philosophy of Existentialism can help teachers, teacher educators, educational researchers, and policymakers better understand the existential responsibility that teachers shoulder. The core concepts of Existential philosophy explored in this edited volume imply that a teacher’s lived experience cannot be defined solely by professional knowledge or dictates. Teachers have the capacity to create subjective meaning through their own agency, and there is no guarantee that those subjective meanings will accord with professional dictates. Furthermore, there is no guarantee that professional dictates are more valid than the existential realities of individual teachers. The philosophy of Existentialism encourages individuals to reflect on the existential realities of isolation, freedom, meaninglessness, and death in an effort to propel individuals towards more authentic ways of engaging in the world. The chapters of this edited volume advance the argument that being and becoming a teacher must be understood – at least in part – from the subjective perspective of the individual and that teachers are responsible for authoring the meaning of their lives and of their work. ENDORSEMENTS: "At a time when the purpose of education is increasingly conceived in terms of attaining skills necessary for the job market, and teaching and learning are assessed in terms of objective outcomes, this collection of fresh essays on the existential dimension of education as an institution offers an indispensable corrective. In wide-ranging reflections on the professional and inter-personal aspects of education, the authors show how existentialism’s emphasis on subjectivity, authenticity, and lived experience can enrich our thinking about teaching and learning and improve our practices in the classroom as it exists now. Any educator seriously interested in his or her profession will find timely insights in this thoughtfully conceived volume." — Steven Crowell, Rice University Historically, education and educational science have been torn between, on the one hand, ideas stressing technical rationality, efficiency, and evidence-based approaches and, on the other hand, ideas highlighting the need for deeper understandings and imaginative orientations. In the light of these trends, the book Problematizing the Profession of Teaching from an Existential Perspective is a fresh contribution that offers new insights to the field of teacher professionalism and teacher development. I recommend this book to everyone who is interested in gaining a deeper understanding of what it means to be and become a teacher. — Silvia Edling, University of Gävle
How does coding change the way we think about architecture? This question opens up an important research perspective. In this book, Miro Roman and his AI Alice_ch3n81 develop a playful scenario in which they propose coding as the new literacy of information. They convey knowledge in the form of a project model that links the fields of architecture and information through two interwoven narrative strands in an “infinite flow” of real books. Focusing on the intersection of information technology and architectural formulation, the authors create an evolving intellectual reflection on digital architecture and computer science.
This book examines Larkin’s evocation of place and space, along with the opportunities for self-discovery offered by the act and thought of travel. From his canonical verse to his lesser-known juvenilia and dream diaries, this title unveils a new Larkin; a man whose religious, political and ontological affiliations are often as wide-ranging and experimental as the very form and symbolic licence used to express them. Whether exploring Larkin’s fondness for deictics (‘pointing’ words, like here/there), his fascination with death, or his interest in the sexual opportunities of an itinerant lifestyle, this monograph provides fresh critical approaches bound to appeal to established Larkin scholars and newcomers alike.
Ethical Responses to Nature’s Call by James Magrini Pdf
Arguing for a renewed view of objects and nature, Ethical Responses to Nature’s Call considers how it is possible to understand our ethical duties - in the form of ethical intuitionalism - to nature and the planet by listening to and releasing ourselves over to the call or address of nature. Blending several strands of philosophical thought, such as Graham Harman’s Object-Oriented Ontology, W. D. Ross’s prima fathics, Alphonso Lingis’s phenomenological ethics traceable to The Imperative, and Michael Bonnett’s ecophilosophy, this book offers a unique rejoinder to the problems and issues that continue to haunt humans’ relationship to nature. The origins of such problems and issues largely remain obscured from view due to the oppressive influence of the "Cultural Framework" which gives form and structure to the ways we understand, discourse on, and comport ourselves in relation to the natural world. Through understanding this "Cultural Framework" we also come to know the responses we continue to offer in answer to nature’s call and address, and are then in a position to analyze and assess those responses in terms of their potential ethical weight. Such a phenomenon is made possible through the descriptive-and-interpretive method of eco-phenomenology. This renewed vision of the human-and-nature provides direction for our interaction with and behavior toward nature in such a way that the ethical insight offers a diagnosis and provides a potentially compelling prescriptive for environmental ills.
The question of who 'we' are and what vision of humanity 'we' assume in Western culture lies at the heart of hotly debated questions on the role of religion in education, politics, and culture in general. The need for recovering a greater purpose for social practices is indicated, for example, by the rapidly increasing number of publications on the demise of higher education, lamenting the fragmentation of knowledge and university culture's surrender to market-driven pragmatism. The West's cultural rootlessness and lack of cultural identity are also revealed by the failure of multiculturalism to integrate religiously vibrant immigrant cultures. A main cause of the West's cultural malaise is the long-standing separation of reason and faith. Jens Zimmermann suggests that the West can rearticulate its identity and renew its cultural purpose by recovering the humanistic ethos that originally shaped Western culture. In tracing the religious roots of humanism from patristic theology, through the Renaissance into modern philosophy, we find that humanism was originally based on the correlation of reason and faith. In this book, the author combines humanism, religion, and hermeneutic philosophy to re-imagine humanism for our current cultural and intellectual climate. The hope of this recovery is for humanism to become what Charles Taylor has called a 'social imaginary', an internalized vision of what it means to be human. This vision will encourage, once again, the correlation of reason and faith in order to overcome current cultural impasses, such as those posed, for example, by religious and secularist fundamentalisms.
Heidegger in the Literary World by Florian Grosser,Nassima Sahraoui Pdf
This volume traces the ways in which Heidegger’s philosophical thinking has been taken up, critically re-appropriated, and disseminated in literary and poetic writing since the middle of the 20th century.
Heidegger, Hölderlin, and the Subject of Poetic Language by Jennifer Anna Gosetti-Ferencei Pdf
Gosetti-Ferencei argues that Heidegger has overlooked central elements in Hlderlin's poetics, such as a Kantian understanding of aesthetic subjectivity and a commitment to Enlightenment ideals. These elements, she argues, resist the more politically distressing aspects of Heidegger's interpretations, including Heidegger's nationalist valorization of the German language and sense of nationhood, or Heimat.
This polemical book reveals the basic tenets of what may be called a 'poetics of singularity' in Martin Heidegger, Maurice Blanchot, Jacques Derrida and the strange late essays of Hans Georg Gadamer. At issue is the at first simple, even familiar, idea that literary or poetic 'meaning' cannot be stated in terms other than its own, that a text strives towards the status of being an example, if of anything, only of itself, sole witness of what it alone projects. This issue opens a series of powerful questions concerning basic features of Western thought - about the nature of understanding, on Kierkegaard's 'singular individual' that is yet each human life in its exceptionality, of the uniqueness of historical testimony, the nature of community. The Poetics of Singularity forms an ethically compelling alternative to the currently dominant cultural/social studies paradigm in literary criticism, a neo-Darwinian understanding of art and life which is sometimes only a disguised version of American nationalism.Features* An original work of scholarship combining elucidation, research and polemics.* Identifies a forceful tradition of twentieth-century poetics - which differs from received ideas of 'deconstruction' - which the author names 'the poetics of singularity'. * Makes available in English some previously untranslated material in the chapters on Heidegger and Gadamer, and covers relatively unknown texts by Blanchot and some very recent work by Derrida.
A Hermeneutics of Poetic Education by Catherine Homan Pdf
A Hermeneutics of Poetic Education: The Play of the In-Between explores the ways in which both play and poetry orient us toward what surpasses us. Catherine Homan develops an original account of poetic education that builds on Friedrich Hölderlin’s idea of poetry as a teacher of humanity. Whereas aesthetic education emphasizes judgments of taste and rational autonomy, poetic education foregrounds self-formation and openness to the other. Critically engaging the works of Eugen Fink, Hans-Georg Gadamer, and Paul Celan, this book argues that poetry and play call for a particular stance in the world and with others. Open toward the infinite while simultaneously reaching toward its own finitude, the poetic work addresses us and invites our response. Poetry reveals the human condition as “in-between” and dialogical, even at the limits of language. Although many philosophers mistakenly view play as frivolous, Homan takes play seriously. Play--spontaneous and creative--resists mastery and instead requires an active attunement to the to-and-fro movement of the world, of others, and ourselves. A Hermeneutics of Poetic Education demonstrates that poetic education, as learning to listen, provides vital resources for responding to alterity in meaningful ways that resist totalization.
"Collects Martin Heidegger's pivotal writings on art, its role in human life and culture, and its relationship to thinking and truth"--Publisher description.