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T-Space at The University of Toronto Libraries >
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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/25655

Title: Responding to Alienating Trends in Modern Education and Civilization by Remembering our Responsibility to Metaphysics and Ontological Education: Answering to the Platonic Essence of Education
Authors: Karumanchiri, Arun
Advisor: Norris, Trevor
Stickney, Jeff
Department: Theory and Policy Studies in Education
Keywords: philosophy of education
authentic education
Plato
human
truth
authenticity
west
western
phenomenology
Martin Heidegger
ontotheology
discourse
technology
technologization
jargon of authenticity
Theodor Adorno
cave allegory
unhiddenness
aletheia
ontological education
essence of truth
student alienation
Donald Vandenberg
Stephen Mulhall
enframing
metaphysics
inauthenticity
hiddenness
unhiddenness
the good
nihilism
thrown
Michael A. Peters
Iain Thomson
David E. Cooper
Joan Stambaugh
Issue Date: 1-Jan-2011
Abstract: This thesis explores the most basic purpose of education and how it can be advanced. To begin to analyze this fundamental area of concern, this thesis associates notions of education with notions and experiences of truth and authenticity, which vary historically and culturally. A phenomenological analysis, featuring the philosophy of Heidegger, uncovers the basic conditions of human experience and discourse, which have become bent upon technology and jargon in the West. He draws on Plato's account of the 'essence of education' in the Cave Allegory, which underscores human agency in light of truth as unhiddenness. Heidegger calls for ontological education, which advances authenticity as it preserves individuals as codisclosing, historical beings.
URI: http://hdl.handle.net/1807/25655
Appears in Collections:Master
Department of Theory and Policy Studies in Education - Master theses

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