하이데거 언어 사유의 교육적 의미와 교사의 역할

Abstract

presuppositions at work in current discourse of education, particularly that concerns efficiency. To this end, I explore alternative accounts of language via the philosophy of Martin Heidegger. Then, on the basis of this alternative account of language and thinking, I seek a new path to think education particularly in relation to the teacher’s responsibilities. I do this not in pursuit of certainty and clarity but to dwell in obscurity in a kind of humility—that is, in acknowledgement of human finitude. Rather than scrutinizing language, by being in language, human beings can experience the world in a different and a richer way. Through Heidegger’s accounts of language as poiesis, we would find a path to overcome the threat of enframing which restricts us in a particular way of thinking. Within the view of uncertainty, the poetic attitude toward the world and students can overcome the discourse of efficiency and certainty. Furthermore, dwelling in the moment which acquires responsiveness and receptiveness enables us to listen to saying of language. And in the sense that the revealing of the world by saying is only possible by us, these attitudes are not only passive, but active passiveness. Towards the end, it should be noted that Heidegger's somewhat complicated language is necessary because we need to be disturbed out of our accustomed ways of thought. It is when dwelling with this different kind of language that new possibilities of thought and practice come to light.