Offering new and original readings of literature, poetry, and education as interpreted through the conceptual lens of Heidegger’s later philosophy of the "Turn", this book helps readers understand Heidegger’s later thought and presents new takes on how to engage the themes that emerged from his later writing. Suggesting novel ways to consider Heidegger’s ideas on literature, poetry, and education, Magrini and Schwieler provide a deep understanding of the "Turn," a topic not often explored in contemporary Heideggerian scholarship. Their inter- and extra-disciplinary postmodern approaches offer a nuanced examination, taking into account Heidegger’s controversial place in history, and filling a gap in educational research.
Table of Contents
Chapter One: Introduction - The Heideggerian Analysis of Literature, Poetry, and Education: On the Turn in Thought and Language in Heidegger
Section I - From Philosophy to "Thinking": Heidegger’s Move from the Fundamental Ontology of Dasein to Art and Poetry
Chapter Two: The Truth of Being as "Historical": From Being and Time through "The Origin of the Work of Art" and Contributions to Philosophy (1927-1938)
Chapter Three: Heidegger’s Critical Confrontation with Hölderlin and Rilke: The Need for the Poet in "Destitute Times" (1934-1955)
Section II - Reading Literature, Poetry, and Education Through the Heideggerian Lens of the "Turn"
Chapter Four: Poietical Difference: Heidegger, Tranströmer, and Rimbaud
Chapter Five: At the Limit of Metaphysics: Joseph Conrad’s Lord Jim and Heidegger’s Thinking after the "Turn"
Chapter Six: Re-Thinking Gelassenheit in Heidegger’s "Turn": Releasing Ourselves to the Original Event of Learning
Conclusion: In-Between Origins and Futural Implications: Looking Back and Thinking Ahead with Heidegger
James M. Magrini is Adjunct Professor of Western Philosophy and Ethics at the College of Dupage, USA.
Elias Schwieler is Associate Professor of Education at the Department of Education at Stockholm University, Sweden.
"This is a welcomed contribution to later Heidegger scholarship in the areas of philosophy, literature, poetry, and education. Magrini and Schwieler present a high-level textual analysis of Heidegger’s later, post-Turn writings that interweaves technical and non-technical language with original and inventive literary examples, thereby providing a well-balanced approach to some of the murky conceptual and methodological issues in later Heidegger scholarship. I highly recommend this book to those engaged in the more general academic conversation about the value and continued existence of the discipline of philosophy and the humanities in general. Magrini and Schwieler put forth a rigorous and succinct account of ‘authentic education,’ highlighting the ‘extra-disciplinary’ dimensions of Heidegger’s later thought and demonstrating the applicability and practical import of Heidegger’s self-proclaimed Turn. Their analysis of how Heidegger’s later thought can and should contribute to ongoing research in education and pedagogical practices carves out a relatively nuanced path in Heidegger scholarship. The authors’ creative and thought-provoking book will be greatly appreciated and well received by the academic community at large."
--Megan Altman, Assistant Professor of Philosophy, Hiram College
"Like Heidegger’s sense of language, this book—to quote James Magrini and Elias Schwieler—is ‘a primordial gathering, revelatory, and articulating force.’ Indeed, this book is nothing less than an event, a force to be reckoned with, a profoundly edifying articulation of that ‘rumbling silence’ that promises to release us to the ‘original event of learning.’ In decades to come the Magrini and Schwieler study will be recognized as the ‘Turn’ in education scholars’ thinking about Heidegger."
--William F. Pinar, Professor and Canada Research Chair, University of British Columbia, Canada
This is a superb book. It fulfills an excellent