In this paper, I stage a comparison between two thinkers who, at first sight, may appear far removed from each other, namely, Dewey and Heidegger, discussing their challenge to Cartesian metaphysics. I make my point by locating the analysis in the contemporary educational debate and the necessity to overcome the subject-object split, which still haunts much of the current educational theories and practices. Specifically, I analyse the critique both Dewey and Heidegger put at the core of what may be considered the pivotal feature of Cartesian metaphysics, that is, the self-sufficient, ego-logical, enclosed Cartesian subject. Along the way, I also wish to argue that such a subject is also the—hidden— ground for what seems to be the current dominant educational discourse, that is, the actual testing and efficiency culture dominating educational landscape.
Dewey, Heidegger and the Challenge to Cartesian Metaphysics. Education as Living Forward
Vasco d'Agnese
2018
Abstract
In this paper, I stage a comparison between two thinkers who, at first sight, may appear far removed from each other, namely, Dewey and Heidegger, discussing their challenge to Cartesian metaphysics. I make my point by locating the analysis in the contemporary educational debate and the necessity to overcome the subject-object split, which still haunts much of the current educational theories and practices. Specifically, I analyse the critique both Dewey and Heidegger put at the core of what may be considered the pivotal feature of Cartesian metaphysics, that is, the self-sufficient, ego-logical, enclosed Cartesian subject. Along the way, I also wish to argue that such a subject is also the—hidden— ground for what seems to be the current dominant educational discourse, that is, the actual testing and efficiency culture dominating educational landscape.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
