Encyclopedia of Educational Philosophy and Theory

2017 Edition
| Editors: Michael A. Peters

On Heidegger on Education and Questioning

  • Babette Babich
Reference work entry
DOI: https://doi.org/10.1007/978-981-287-588-4_151


Discussions of Heidegger and education take a number of perspectives as thematic foci. Questioning is key to Heidegger’s thinking from the start of Being and Time, calling into question the foundations of what we suppose ourselves to know. Thus questioning involves a reflection on education, that is: both teaching and learning. Heidegger himself thematizes education, significantly so in the light of the political circumstances of his 1933 “Rectoral Discourse” as well as, in an inventive mode which would, as we shall see have been better had it been identified as such, as a re-construction of his postwar reflections on the “Art of Teaching” and, most importantly, What is Called Thinking? Heidegger‘s reflections on questioning also include a meditation on both phenomenology and hermeneutics in “The Question Concerning Technology” in which he famously describes “questioning as the piety of thought.”

On Heidegger and Education

A number of contributions to Heidegger and...

This is a preview of subscription content, log in to check access.



The author is grateful to Miles Groth for his valuable questions and for sharing his own email correspondence with me. The author also wishes to call attention to Valerie Allen and Aris Axiotis for their creative and (in the words of one commentator who supposes the text to have been Heidegger’s own) “unusually accessible” vision of what Allen/Axiotis speculate that Heidegger would have said, had he said it, on the theme of what they (rather than Heidegger which may account for its accessibility) name the “Art of Teaching.” Allen/Axiotis 2002. Cf., by contrast, Heidegger 2000, 376 and perhaps also 1998.


  1. Allen, V., & Axiotis, A.D. (2002). Heidegger on the art of teaching. In M. Peters & V. Allen (Eds.), Heidegger, education and modernity (pp. 27–45). Lanham: Rowman and Littlefield.Google Scholar
  2. Babich, B. (1993). A musical retrieve of Heidegger, Nietzsche, and technology: Cadence, concinnity, and playing brass. Man and World, 26, 239–260.CrossRefGoogle Scholar
  3. Babich, B. (2013). Nietzsche’s Zarathustra and Parodic Style: On Lucian’s Hyperanthropos and Nietzsche’s Übermensch. Diogenes, 58(4), 58–74.CrossRefGoogle Scholar
  4. Babich, B. (2014). Nietzsche’s Antichrist: The birth of modern science out of the spirit of religion. In M. Enders & H. Zaborowski (Eds.), Jahrbuch für Religionsphilosophie (pp. 134–154). Freiburg im Briesgau: Alber.Google Scholar
  5. Babich, B. (2015a). Heidegger’s Jews: Inclusion/Exclusion and Heidegger’s Anti-Semitism. Journal of the British Society for Phenomenology, 47(2), 133–156.CrossRefGoogle Scholar
  6. Babich, B. (2015b). Heidegger’s black notebooks: The Nachlass and its Wirkungsgeschichte. In I. Farin & J. Malpas (Eds.), Heidegger’s black notebooks (pp. 59–86). Cambridge, MA: MIT Press.Google Scholar
  7. Babich, B. (2015c). Heidegger on technology and Gelassenheit: wabi-sabi and the art of Verfallenheit. AI & SOCIETY. Journal of Knowledge, Culture and Communication, 1–10.Google Scholar
  8. Babich, B. (2015d). Un politique brisé. Le souci d’autrui, l’humanisme, et les juifs chez Heidegger. Paris: L’Harmattan.Google Scholar
  9. Babich, B. (2016). Getting to Hogwarts: Michael Oakeshott, Ivan Illich, and J.K. Rowling on ‘School’. In D. Bakhurst & P. Fairfield (Eds.), Education and conversation: Exploring Oakeshott’s legacy. London: Bloomsbury.Google Scholar
  10. Brook, A. (2009). The potentiality of authenticity in becoming a teacher. In G. Dall’Alba (Ed.), Exploring education through phenomenology (pp. 53–65). Oxford: Wiley Blackwell.Google Scholar
  11. Ehrmantraut, M. (2010). Heidegger’s philosophic pedagogy. London: Continuum.Google Scholar
  12. Fink, E. (1970). Metaphysik der Erziehung im Weltverständnis von Plato und Aristoteles. Frankfurt am Main: Klostermann.Google Scholar
  13. Fink, E. (1979). Nietzsches philosophie. Stuttgart: Kohlhammer.Google Scholar
  14. Gadamer, H.-G. (1989). Back from Syracuse. Critical Inquiry, 15(2), 427–430.CrossRefGoogle Scholar
  15. Gallagher, S. (1992). Hermeneutics and education. Albany: SUNY Press.Google Scholar
  16. Gordon, H. (1998). Heidegger on poetry and thinking: Some educational implications. In Paideia: Twentieth world congress of philosophy. Boston Online.Google Scholar
  17. Heidegger, M. (1933). Die Selbstbehauptung der deutschen Universität Rede, gehalten bei der feierlichen Übernahme des Rektorats der Universität Freiburg i Br. am 27. 5, 1933. Breslau: Korn Verlag.Google Scholar
  18. Heidegger, M. (1976). What is called thinking? (trans: Glenn Gray, J.). New York: Harper.Google Scholar
  19. Heidegger, M. (1977). The question concerning technology (trans: Lovitt, W.). New York: Harper & Row.Google Scholar
  20. Heidegger, M. (1985) The self-assertion of the German university and the rectorate 1933/34: Facts and thoughts. Review of metaphysics38(3) 467–480 and 481.Google Scholar
  21. Heidegger, M. (1998) Traditional language and technological language. Journal of philosophical research 23, 129–145. A translation of Überlieferte Sprache und Technische Sprache (1962). St Gallen: Erker.Google Scholar
  22. Heidegger, M. (2000) Gesamtausgabe 1. Abteilung: Veröffentlichte Schriften: 1910–1976. Band 16. Reden und andere Zeugnisse eines Lebensweges. Freiburg i. B.: Vittorio Klostermann.Google Scholar
  23. Hodge, S. (2015) Martin Heidegger: Challenge to dducation. Frankfurt am Main: Springer.CrossRefGoogle Scholar
  24. Malpas, J., & Farin, I. (Eds.). (2015). Martin Heidegger’s black notebooks. Cambridge, MA: MIT Press.Google Scholar
  25. Mayer, A. (1960). Heideggers Beitrag zur Pädagogik. Zeitschrift der Pädagogik, 6, 138–148.Google Scholar
  26. Meyer-Drawe, K. (1988). Aneignung – Ablehnung – Anregung. Pädagogische Orientierungen an Heidegger. In A. Gethmann-Siefert & O. Pöggeler (Eds.), Heidegger und die praktische Philosophie (pp. 231–250). Frankfurt am Main: Suhrkamp.Google Scholar
  27. Meyer-Wolters, H. (1992). Koexistence und Freiheit. Eugen Finks Anthropologie und Bildungstheorie. Würzburg: Königshausen und Neumann.Google Scholar
  28. Nießeler, A. (1995). Vom Ethos der Gelassenheit. Zu Heideggers Bedeutung für die Pädagogik. Würzburg: Königshausen & Neumann.Google Scholar
  29. Nye, A. (1990). Words of power. London: Routledge.Google Scholar
  30. Peters, M. (2009). Foreword. In G. Dall’Alba (Ed.), Exploring education through phenomenology (pp. ix–xiv). Oxford: Wiley Blackwell.Google Scholar
  31. Peters, M. A., & Allen, V. (Eds.). (2002). Heidegger, education, and modernity. Lanham: Rowman & Littlefield.Google Scholar
  32. Rançiere, J. (1991). The ignorant schoolmaster: Five lessons in intellectual emancipation (trans: Ross, K.). Stanford: Stanford University Press.Google Scholar
  33. Standish, P. (1997). Heidegger and the technology of further education. Journal of Philosophy of Education, 31(3), 439–459.CrossRefGoogle Scholar
  34. Thomson, I. (2004). Heidegger’s perfectionist philosophy of education in Being and Time. Continental Philosophy Review, 34, 439–467.CrossRefGoogle Scholar
  35. Tubbs, N. (2004). Philosophy’s Higher Education, Dordrecht: Kluwer.Google Scholar
  36. Waddington, D. (2005). A field guide to Heidegger: Understanding the question concerning technology. Educational Philosophy and Theory, 37(4), 567–583.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  1. 1.Fordham UniversityNew YorkUSA