Heidegger’s critique of the technology and the educational ecological imperative

References

• Adorno, T. (2019). Education after Auschwitz. https://josswinn.org/wp-content/uploads/2014/12/AdornoEducation.pdf
   Google Scholar
• Antolick, M. (2003). Deep ecology and Heideggerian phenomenology. http://scholarcommons.usf.edu/etd/1326
   Google Scholar
• Cannon, J. (2012). Nature as the School of the Moral World: Kant on taking an interest in natural beauty. In M. H. Slater, M. O’Rourke, & W. P. Kabasenche (Eds.), The environment: Philosophy, science, and ethics (pp. 151–170). The MIT Press.
   Google Scholar
• Esbjörn-Hargens, S., & Zimmerman, M. (2009). An overview of integral ecology: Comprehensive approach to today’s complex planetary issues. Integral Institute, Resource Paper, 2, 1–14.
   Google Scholar
• Feenberg, A. (2000). The Ontic and the Ontological in Heidegger’s philosophy of technology: Response to Thomson. Inquiry, 43(4), 445–450.
   Web of Science ®Google Scholar
• Gur-Ze'ev, I. (2002). Martin Heidegger, transcendence, and possibility of counter-education. In M. A. Peters (Ed.), Heidegger, education, and modernity (pp. 65–80). Rowman & Littlefield.
   Google Scholar
• Heidegger, M. (1954). Was Heisst Denken. Tübingen.
   Google Scholar
• Heidegger, M. (1969). Discourse on thinking. Harper Torchbooks.
   Google Scholar
• Heidegger, M. (1972). On time and being. Harper and Row.
   Google Scholar
• Heidegger, M. (1974). Identity and difference. Harper and Row.
   Google Scholar
• Heidegger, M. (1977). The question concerning technology and other essays. Harper Torchbooks.
   Google Scholar
• Heidegger, M. (1998). Pathmarks. Cambridge University Press.
   Google Scholar
• Heidegger, M. (2000a). Introduction to metaphysics. Yale University Press.
   Google Scholar
• Heidegger, M. (2000b). Reden und Andere Zeugnisse eines Lebensweges. GA 16. Vittorio Klostermann.
   Google Scholar
• Heidegger, M. (2001). Zollikon seminars. Northwestern University Press.
   Google Scholar
• Heidegger, M. (2004). What is called thinking. Harper Perennial.
   Google Scholar
• Heidegger, M. (2005). Bremer und Freiburger Vorträge. GA 79. Vittorio Klostermann.
   Google Scholar
• Heidegger, M. (2009). Leitgedanken zur Entstehung der Metaphysik, der neuzeitlichen Wissenschaft und der modernen Technik. GA 81. Vittorio Klostermann.
   Google Scholar
• Heidegger, M. (2012). Bremen and Freiburg lectures: Insight into that which is and basic principles of thinking. Indiana University Press.
   Google Scholar
• Heikkinen, H., & Huttunen, R. (2017). “Mitä järkeä?” – Kasvatuksen tietoperusta ja rationaalisuus. In A. Toom, M. Rautiainen, & J. Tähtinen (Eds.), Toiveet ja todellisuus - Kasvatus osallisuutta ja oppimista rakentamassa. (pp. 31–58) FERA.
   Google Scholar
• Horkheimer, M., & Adorno, T. (2002). Dialectic of enlightenment - Philosophical fragments. Stanford University Press.
   Google Scholar
• Huttunen, R., & Kakkori, L. (2019). Heidegger’s ’Ge-stell’ and educational ecological imperative. Conference presentation at ECER 2019, Hamburg, Germany. https://eera-ecer.de/ecer-programmes/conference/24/contribution/49783/
   Google Scholar
• Ihde, D. (2010). Heidegger's technologies: Postphenomenological perspectives. Fordham University Press.
   Google Scholar
• Jonas, H. (1979/1984) The Imperative of responsibility - In search of ethics for the technological age. University of Chicago Press. (Original Das Prinzip Verantwortung 1979.)
   Google Scholar
• Kakkori, L. (2017). Nietzschean education and Gelassenheit-education: How to educate with a hammer? In M. A. Peters (Ed.), Encyclopaedia of philosophy of education (1st ed., pp. 1622–1628). Springer.
   Google Scholar
• Kant, I. (2002). Groundwork for the metaphysics of morals. Edited and translated by A. W. Wood. Yale University Press.
   Google Scholar
• Ma, L., & van Brakel, J. (2014). Out of Ge-stell. The role of the East in Heidegger’s das Andere Denken. Philosophy East and West, 64 (3), 527–562. https://doi.org/https://doi.org/10.1353/pew.2014.0047
   Web of Science ®Google Scholar
• Marx, K. (1888). Thesen über Feuerbach (Version modified by Friedrich Engels). http://www.mlwerke.de/me/me03/me03_533.htm
   Google Scholar
• Muraca, B. (2011). The map of moral significance: A new axiological matrix for environmental ethics. Environmental Values, 20(3), 375–396. https://doi.org/https://doi.org/10.3197/096327111X13077055166063
   Web of Science ®Google Scholar
• Naess, A. (1973). The shallow and the deep, long-range ecology movements: A summary. Inquiry, 16(1–4), 95–100. https://doi.org/https://doi.org/10.1080/00201747308601682
   Web of Science ®Google Scholar
• Naess, A. (1987). Self-realiation: An ecological approach to being in the world. Trumpeter, 4(3), 35–42.
   Google Scholar
• Naess, A. (1997). Heidegger, postmodern theory and deep ecology. Trumpeter, 14(4), 1–7.
   Google Scholar
• Naess, A. (2000). Deep ecology and education: A conversation with Arne Naess. Canadian Journal of Environmental Education, 5, 42–68.
   Google Scholar
• Naess, A. (2005). The basics of deep ecology. The Trumpeter, 21(1), 61–71.
   Google Scholar
• Pulkki, J., Dahlin, B., & Värri, V.-M. (2017). Environmental education as a lived-body practice? A contemplative pedagogy perspective. Journal of Philosophy of Education, 51(1), 214–229. https://doi.org/https://doi.org/10.1111/1467-9752.12209
   Web of Science ®Google Scholar
• Rifkin, J. (2015). The third industrial revolution: How the internet, green electricity, and 3-d printing are ushering in a sustainable era of distributed capitalism. https://patrickspannfoundation.org/wp-content/uploads/2015/08/The-Third-Industrial-Revolution.pdf
   Google Scholar
• Ruin, H. (2014). Ge-stell: Enframing as essence of technology. In B. Davis (Ed.), Martin Heidegger Key Concepts (pp. 183–194).
   Google Scholar
• Schwab, K. (2016). The fourth industrial revolution. World Economic Forum.
   Google Scholar
• Serres, M. (1995). The natural contract. The University Press of Michigan.
   Google Scholar
• Söderberg, J. (2013). Vår världs ekonomiska historia, Del 2, Den industriella tiden. Studentlitteratur.
   Google Scholar
• Thomson, I. (2000). What’s wrong with being a technological essentialist? A response to Feenberg. Inquiry, 43(4), 429–444.
   Web of Science ®Google Scholar
• Thomson, I. (2005). Heidegger on ontotheology: Technology and the politics of education. Cambridge University Press.
   Google Scholar
• Thomson, I. (2011). Ontotheology. In D. O. Dahlsrtöm (Ed.), Interpreting Heidegger. Critical essays. (pp. 106–132). Cambridge University Press.
   Google Scholar
• Vattimo, G. (1988). The end of modernity. The Johns Hopkins University Press.
   Google Scholar
• Wrathall, M. (2019). The task of thinking in a technological age. In A. Wendland, C. Merwin, & C. Hadjioannou (Eds.), Heidegger on technology (pp. 13–38). Routledge.
   Google Scholar
• Zimmerman, M. (1983). Toward a Heideggerian ethos for radical environmentalism. Environmental Ethics, 5(2), 99–131.
   Web of Science ®Google Scholar
• Zimmerman, M. (1993). Heidegger, Buddhism, and deep ecology. In C. Guignon (Ed.), The Cambridge companion to Heidegger (pp. 240–269). Cambridge University Press.
   Google Scholar
• Zimmerman, M. (1994). Contesting Earth's future: Radical ecology and postmodernity. University of California Press.
   Google Scholar
• Zimmerman, M. (2003). Heidegger’s phenomenology and contemporary environmentalism. In S. Brown & T. Toadvine (Eds.), Eco-phenomenology: Back to the Earth itself (pp. 73–101). State University of New York Press.
   Google Scholar