A Heideggerian pedagogy of disruption

Sacha Golob*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


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 languageEnglish
Pages (from-to)194-203
Number of pages10
JournalEducational Philosophy and Theory
Issue number2
Early online date17 Feb 2021
Publication statusPublished - 2022


  • disruption
  • Heidegger
  • pedagogy
  • Phenomenology


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