Heidegger Martin - Heidegger on literature, poetry, and education after the turn: at the limits of metaphysics

Heidegger During the Turn: Poetry, Literature, and Education is a text intended for academics and advanced students of philosophy, comparative literature, literary critique, critical theory, and philosophy of education. This book is not exclusively about Heideggers philosophy per se; for example, it is not focused on explicating Heideggers philosophy for the reader. Rather, it is an original work of scholarship offering new and unique readings of literature, poetry, and education interpreted through the conceptual lens of Heideggers later philosophy or thinking of the Turn. The unique features of the book are as follows: In addition to a detailed critical interpretation of the evolution of the concepts of history and destiny in Heideggers philosophy of the Turn, between the years 1927 and 1955, we explore new perspectives from which to approach topics in literature, poetry, and education from a Heideggerian perspective, facilitating the emergence of the interrelational aspects of our readings. We offer readings that probe new ways of understanding Heideggers thought toward, into, and beyond the Turn and, in doing so, fill academic gaps not only in educational research, but also in postmodern interdisciplinary, or, rather, extra-disciplinary, approaches to comparative literature and poetry. The book offers three divergent, but related, ways in which to engage Heideggers thinking during the Turn, contributing to the unified attempt to provide for the reader a deep sense of understanding both Heideggers later thinking and the specific themes of the three chapters focused on Conrads Lord Jim , the poetry of Tomas Transtrmer, and education.

The book consists of an introduction, five main chapters, and an epilogue. The introduction details the Turn in Heideggers thoughts of the 1930s, focusing on themes and the change to Heideggers language in the movement beyond Being and Time (1927) and the fundamental ontology of Dasein. proposes an alternative mode of meditative inquiry to the scientific research and calculative thinking regimes that govern education on all levels today based on Heideggers later works of the Turn. In the epilogue we address the concerns surrounding Heideggers involvement with National Socialism and contemplate the future of continued Heideggerian scholarship within the institutions.