Heidegger in attunement and understanding quests genuine Dasein who disclosed to the world authentically. Definitely, Heidegger’s genuine Dasein is distant from Descartes subject and not considering its relationship with the world and people base on subject- object relationship. It is aware of its worldliness and its understanding of it, therefore cannot consider itself superior than other race and people or like the modern man cannot consider itself a model for others. Thus, it is possible to establish human relationships that are no longer based on the subject-object relationship. Hence, in this essay, these basic existentialia of human being studied and its educational implications are examined. As a philosophical research, attunement and understanding from Heidegger’s viewpoint are declared, and then in educational context some guidelines such as attention to students’ mood, interest, understanding, and interpreting are inferred for policy makers and for an effective curriculum. Moreover, drawing hermeneutical cycle of understanding the importance of students’ preconceptions is raised. Elaborating the process of evaluating and the worlds involved in learning canalso help teachers to be more fair and effective which are discussed in the paper.
| Published in | Education Journal (Volume 13, Issue 4) |
| DOI | 10.11648/j.edu.20241304.14 |
| Page(s) | 177-182 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
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Copyright © The Author(s), 2024. Published by Science Publishing Group |
Education, Attunement, Understanding, Heidegger
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APA Style
Aboutorabi, R. (2024). The Implications of Attunement and Understanding on Heidegger’s Viewpoint in Education. Education Journal, 13(4), 177-182. https://doi.org/10.11648/j.edu.20241304.14
ACS Style
Aboutorabi, R. The Implications of Attunement and Understanding on Heidegger’s Viewpoint in Education. Educ. J. 2024, 13(4), 177-182. doi: 10.11648/j.edu.20241304.14
AMA Style
Aboutorabi R. The Implications of Attunement and Understanding on Heidegger’s Viewpoint in Education. Educ J. 2024;13(4):177-182. doi: 10.11648/j.edu.20241304.14
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Download@article{10.11648/j.edu.20241304.14,
author = {Rozita Aboutorabi},
title = {The Implications of Attunement and Understanding on Heidegger’s Viewpoint in Education
},
journal = {Education Journal},
volume = {13},
number = {4},
pages = {177-182},
doi = {10.11648/j.edu.20241304.14},
url = {https://doi.org/10.11648/j.edu.20241304.14},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241304.14},
abstract = {Heidegger in attunement and understanding quests genuine Dasein who disclosed to the world authentically. Definitely, Heidegger’s genuine Dasein is distant from Descartes subject and not considering its relationship with the world and people base on subject- object relationship. It is aware of its worldliness and its understanding of it, therefore cannot consider itself superior than other race and people or like the modern man cannot consider itself a model for others. Thus, it is possible to establish human relationships that are no longer based on the subject-object relationship. Hence, in this essay, these basic existentialia of human being studied and its educational implications are examined. As a philosophical research, attunement and understanding from Heidegger’s viewpoint are declared, and then in educational context some guidelines such as attention to students’ mood, interest, understanding, and interpreting are inferred for policy makers and for an effective curriculum. Moreover, drawing hermeneutical cycle of understanding the importance of students’ preconceptions is raised. Elaborating the process of evaluating and the worlds involved in learning canalso help teachers to be more fair and effective which are discussed in the paper.
},
year = {2024}
}
TY - JOUR T1 - The Implications of Attunement and Understanding on Heidegger’s Viewpoint in Education AU - Rozita Aboutorabi Y1 - 2024/07/15 PY - 2024 N1 - https://doi.org/10.11648/j.edu.20241304.14 DO - 10.11648/j.edu.20241304.14 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 177 EP - 182 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20241304.14 AB - Heidegger in attunement and understanding quests genuine Dasein who disclosed to the world authentically. Definitely, Heidegger’s genuine Dasein is distant from Descartes subject and not considering its relationship with the world and people base on subject- object relationship. It is aware of its worldliness and its understanding of it, therefore cannot consider itself superior than other race and people or like the modern man cannot consider itself a model for others. Thus, it is possible to establish human relationships that are no longer based on the subject-object relationship. Hence, in this essay, these basic existentialia of human being studied and its educational implications are examined. As a philosophical research, attunement and understanding from Heidegger’s viewpoint are declared, and then in educational context some guidelines such as attention to students’ mood, interest, understanding, and interpreting are inferred for policy makers and for an effective curriculum. Moreover, drawing hermeneutical cycle of understanding the importance of students’ preconceptions is raised. Elaborating the process of evaluating and the worlds involved in learning canalso help teachers to be more fair and effective which are discussed in the paper. VL - 13 IS - 4 ER -
Arman Razavi Institute, Mashhad, Iran
