منهج الفينومينولوجيا كمنهج تعليمي تربوي- مارتن هيدغر نموذجا

Abstract

Heidegger revisited the question of Being by applying the phenomenological method, attempting to rescue it from oblivion and highlighting the distinction between being and existence. Being is the object of ontological science, while existence is the most worthy of contemplation. The phenomenological method has occupied a very important place in contemporary thought, especially in the process of understanding Being, due to the importance of both sensory and intellectual perspectives. After philosophers elevated intellectual perspective at the expense of sensory perception, Heidegger sought to restore the emotional states—specific to Dasein—to their rightful place in understanding the question of Being. The concept of "truth" among the early Greek poets differs from the concept adopted by Western metaphysics from Plato to Nietzsche. Is the truth of Being appearance in relation to presence? How can the status of human Being be defined in relation to presence and absence? And can the phenomenological method be incorporated into educational curricula for child development?