Heideggerian Notes on Science Education

Abstract

The article discusses issues, trends and possibilities in current education in Heideggerian terms. It follows a previous article that introduced the relevancy of Heideggerian philosophy for the topic of education. The approach of formal indication and the issues of deworlding and Being-in-the-world were explored. The reader may have been left with the question whether this approach to teaching and learning is only relevant to humanities and akin fields or to sciences as well. Hence the exploration is this second part continues with respect to the relevancy of an "other" relation to language (logos) because currently education, like current sciences, supervenes on a Being-forgetful notion of ratio, whereas “reworlding“ and “reontologizing“ has to do with other possibilities .