Reading Martin Heidegger’s five conversational texts together for the first time,
Heidegger’s Conversations elaborates not only
what Heidegger thought but
how he did so by attending to the philosophical possibilities of the genre of these under-studied texts written between 1944 and 1954. Though he wrote little on the topic of teaching and learning explicitly, Katherine Davies shows Heidegger performed an implicit poetic pedagogy in his conversations that remains to be recognized. Heidegger launched an experimental attempt to enact a learning of non-representational, non-metaphysical thinking by cultivating a distinctly collaborative sensitivity to the call of the poetic. Davies illustrates how each conversation emphasizes a particular pedagogical element—non-oppositionality, making mistakes, thinking in community, poetic interpretation, and the dangers of such pedagogy—which together constitute the developmental arc of these texts. Whether Heidegger is revising or reinforcing his own earlier pedagogical practices, Davies argues that attending to the dramatic staging of the conversations offers a distinct vantage point from which to contend with Heidegger’s philosophy and politics in the post-war period.
Table of Content
Acknowledgments
Notes on Abbreviations and Conventions
Introduction: Conversations, with Heidegger
1. The ‘Triadic Conversation’: Non-Oppositional Pedagogy
2. The ‘Tower Conversation’: Mistaking Pedagogy
3. The ‘Evening Conversation’: Communal Pedagogy
4. The ‘Western Conversation’: Poetizing Pedagogy
5. ‘From a Conversation of Language’: Endangering Pedagogy
Conclusion: Learning from/through/beyond Heidegger
Notes
Bibliography
Index
About the author
Katherine Davies is Assistant Professor of Philosophy at the University of Texas at Dallas.
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