A Heideggerian pedagogy of disruption

Sacha Golob

doi:10.1080/00131857.2021.1888712

A Heideggerian pedagogy of disruption

Sacha Golob^*

^*Corresponding author for this work

Philosophy

King's College London

Research output: Contribution to journal › Article › peer-review

1 Citation (Scopus)

Abstract

The phenomenological tradition developed sophisticated techniques to draw attention to pre-theoretic or pre-reflective experience. This article examines how one of the most famous, Heidegger’s ‘broken tool’, might work in a pedagogical context. I contend that it can be highly effective there, fleshing out his vision of teaching as ‘letting learn’ with a distinctive educational method. At the same time, that context suggests fundamental changes to the standard reading of the ‘broken tool’, shifting the focus towards what I call ‘information tools’. My conclusions link to recent research stressing disruption in the learning process, and I close by contrasting my position with ‘bricolage’ theories and work by Applebaum and others.

Original language	English
Pages (from-to)	194-203
Number of pages	10
Journal	Educational Philosophy and Theory
Volume	54
Issue number	2
Early online date	17 Feb 2021
DOIs	https://doi.org/10.1080/00131857.2021.1888712
Publication status	Published - 2022

Keywords

disruption
Heidegger
pedagogy
Phenomenology

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10.1080/00131857.2021.1888712Licence: CC BY

Cite this

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title = "A Heideggerian pedagogy of disruption",

abstract = "The phenomenological tradition developed sophisticated techniques to draw attention to pre-theoretic or pre-reflective experience. This article examines how one of the most famous, Heidegger{\textquoteright}s {\textquoteleft}broken tool{\textquoteright}, might work in a pedagogical context. I contend that it can be highly effective there, fleshing out his vision of teaching as {\textquoteleft}letting learn{\textquoteright} with a distinctive educational method. At the same time, that context suggests fundamental changes to the standard reading of the {\textquoteleft}broken tool{\textquoteright}, shifting the focus towards what I call {\textquoteleft}information tools{\textquoteright}. My conclusions link to recent research stressing disruption in the learning process, and I close by contrasting my position with {\textquoteleft}bricolage{\textquoteright} theories and work by Applebaum and others.",

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N2 - The phenomenological tradition developed sophisticated techniques to draw attention to pre-theoretic or pre-reflective experience. This article examines how one of the most famous, Heidegger’s ‘broken tool’, might work in a pedagogical context. I contend that it can be highly effective there, fleshing out his vision of teaching as ‘letting learn’ with a distinctive educational method. At the same time, that context suggests fundamental changes to the standard reading of the ‘broken tool’, shifting the focus towards what I call ‘information tools’. My conclusions link to recent research stressing disruption in the learning process, and I close by contrasting my position with ‘bricolage’ theories and work by Applebaum and others.

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A Heideggerian pedagogy of disruption

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