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An Inquiry Into the Question of Being in Teaching: World, Attunement, and the Danger of Enframing

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An Inquiry Into the Question of Being in Teaching: World, Attunement, and the Danger of Enframing An inquiry into the question of Being in teaching: World, Attunement, and the danger of Enframing by Matthew James Kruger-Ross B.Sc., NC State University, 2005 M.Sc., NC State University, 2012 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Curriculum Theory & Implementation: Philosophy of Education Program Faculty of Education © Matthew James Kruger-Ross 2016 SIMON FRASER UNIVERSITY Spring 2016 Approval Name: Matthew James Kruger-Ross Degree: Doctor of Philosophy Title: An inquiry into the question of Being in teaching: World, Attunement, and the danger of Enframing Examining Committee: Chair: Michael Ling Senior Lecturer Stephen Smith Senior Supervisor Associate Professor Ann Chinnery Supervisor Associate Professor Sean Blenkinsop Internal Examiner Associate Professor Faculty of Education Steven Taubeneck External Examiner Associate Professor Department of Central, Eastern and Northern European Studies University of British Columbia Date Defended/Approved: February 29, 2016 ii Abstract Heidegger argued that modern human beings have forgotten a more fundamental and originary understanding of the meaning of Being. This forgetting of Being is not limited to lived experience but permeates the history of philosophy and metaphysics. Put simply, modern philosophy (and, for Heidegger, metaphysics) presupposes a reductive understanding of Being as an entity, or an entity with enduring presence, that ultimately limits the possibilities of human thinking and existence. Educational practice and scholarship also operates from this comportment of a forgetting of Being. The following inquiry raises the question of Being in teaching by phenomenologically engaging with three key distinctions from Heidegger’s thinking as each bears upon educational practice. World and attunement, the first two distinctions, are most accessible in Heidegger’s thinking from his magnum opus Being and Time. The third distinction represents a theme from Heidegger’s later thinking on technology, the danger of Enframing. While not exhaustive, each concept interrogates the many-sided question of Being in order to illuminate new possibilities for teaching. The inquiry does not offer solutions but rather traces a path that opens and keeps in tension the question of Being in teaching in order to support further study. Keywords: Martin Heidegger; teaching; phenomenological ontology; Being iii Dedication The thinking in the pages to follow is dedicated to two groups. First, to all of the previous thinkers who found and forged pathways that opened the inquiry for my own thinking. And second, to all those who teach, whether or not they realize they do. iv Acknowledgements The first person to acknowledge and recognize is my husband and partner, Frederik. Someone told us early in the doctoral journey that this was not just my PhD but our PhD. Never have truer words been shared! Thank you for supporting me throughout and for your love and commitment to my success. I also want to acknowledge and express my gratitude to my parents and grandparents for being remarkable teachers and role models for me. To my close friends and mentors who played the role of my academic parents, Drs. Larry and Nancy Gustke, without your supporting words and guidance this PhD would not have happened! This thinking would not be possible were it not for three remarkable women: Pat Dalton, Renee Prillaman, and Toni Williamson. These three women, each in their own way, transformed my life forever. Pat, who passed away in 2006, helped me become comfortable in my own skin and continues to inspire me as a teacher. As my head teacher Renee nurtured me as a new teacher and sponsored the professional development that set me on the path to the thinking below. And Toni for being my friend and colleague, poking and prodding me to walk my talk and create new possibilities for myself. I am connected to Pat, Renee, and Toni through my time teaching at Carolina Friends Middle School. I think of all of my former teaching colleagues when I engage and try to communicate about this work. In its current form the thinking to follow is indebted to the guidance, support, and mentorship provided by my supervisory committee. Many thanks to Ann Chinnery for guiding me as my pro tem in my first few years at SFU and for connecting me with Stephen Smith, my senior supervisor. Stephen’s phenomenological “disposition” has profoundly influenced my thinking and the effects of his nudges, nods, and penetrating questions are all over this thesis. Thank you for everything, Stephen. Finally, for the philosophical conversations and always being ready to read and edit my work, immense thanks go to Cameron Duncan. Who knew Andrew Feenberg’s philosophy of technology seminar would bring us together! v Table of Contents Approval ............................................................................................................................. ii Abstract ............................................................................................................................. iii Dedication ......................................................................................................................... iv Acknowledgements ............................................................................................................ v Table of Contents .............................................................................................................. vi List of Tables ..................................................................................................................... ix Abbreviations ..................................................................................................................... x Chapter 1. Introduction ............................................................................................... 1 Heidegger, educational philosophy and the present inquiry ............................................. 2 Who are we?: The question of Being ................................................................................ 5 Need for Study .................................................................................................................. 9 The need for the study as a continuation of my scholarship .................................. 10 The need for a thinking of Being in teaching .......................................................... 13 Ontological and Epistemological Research: Being and Knowing ................................... 15 Contemporary perspectives from philosophy of education ............................................. 17 Outline of the Study ........................................................................................................ 21 The language and tone of the inquiry ............................................................................. 23 Concluding Thoughts ...................................................................................................... 25 Chapter 2. The Ur-Phenomenon of Being ................................................................ 26 Approaching Being .......................................................................................................... 26 In the Whatness and Thatness of being ................................................................. 27 In the Ur-Phenomenon of Being ............................................................................. 28 Being in teaching .................................................................................................... 30 The influence of Heidegger ............................................................................................. 31 Heidegger as the thinker of Being .......................................................................... 31 Heidegger’s Career ................................................................................................ 33 Heidegger as teacher and on education ................................................................ 36 Heidegger and National Socialism ......................................................................... 42 Key phenomena .............................................................................................................. 45 Reviewing Being .................................................................................................... 46 Philosophy, Metaphysics, and Ontology ................................................................ 47 Dasein .................................................................................................................. 50 Existence ................................................................................................................ 52 Concluding Thoughts ...................................................................................................... 55 Chapter 3. By Way of Phenomenological Ontology ............................................... 57 By Way Of ....................................................................................................................... 58 Formal Indication .................................................................................................... 59 Truth as aletheia .................................................................................................... 62 Language ............................................................................................................... 66 Heidegger’s Phenomenological Ontology ......................................................................
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