TY  - UNPB
EP  - 256
AV  - restricted
Y1  - 2014///
TI  - Technologies of being in Martin Heidegger : nearness, metaphor and the question of education
N1  - Unpublished
UR  - https://discovery.ucl.ac.uk/id/eprint/10018564/
ID  - discovery10018564
N2  - Technology permeates education?s discourses and practices, and further dialogue
between philosophy of education and philosophy of technology is urgently needed.
This thesis attempts to do this by engaging critically with the thought of Martin
Heidegger, Jacques Derrida and Bernard Stiegler in order to show that both
education and technology are processes of human formation (Bildung).
Heidegger?s philosophy of technology underlines the way technology conditions
human action and thus allows for an investigation of the constitution of the human
being. At the same time, Heidegger?s philosophy maintains certain essentialist
elements that make it unresponsive to the digital technologies that increasingly
form our milieu. In matters of technology the nature of nearness is always at issue,
and digital technology accelerates the changes that occur in this respect. For this
reason, and notwithstanding Heidegger?s achievements, it is necessary to
challenge his account in certain respects. Through a deconstruction of Heidegger?s
theory, I attempt to show that thinking and technology intertwine in his critique of
metaphysics. In fact, thinking and technology function according to
presuppositions about image (Bild), imagination (Einbildungskraft) and education
(Bildung), and both inextricably involve metaphorisation in various ways. In this
thesis, I analyse the notion of metaphor either as passive or active transfer of the
self. The role of image, as I have already noted, is very important for this process,
and it is for this reason that Heidegger?s distinction between ?representative?
image and ?originary? image becomes very important for this investigation. For
Heidegger, the possibility of originary image opens up the path towards a nontechnologically
mediated truth (al?theia) that offers true nearness to things,
whereas representative image condemns thinking to uncritical repetition and
existence to a state in which everything is equally far and equally near. This
discussion and the specific chain of notions (Bild, Einbildung, Bildung) offers a
new way into the investigation of those current digital image-technologies that
purport to afford us nearness to things and people. It examines their effects on
thinking and imagination, and education?s role in relation to these developments.
KW  - Martin Heidegger
KW  -  Bernard Stiegler
KW  -  Jacques Derrida
KW  -  technology
KW  -  metaphor
KW  -  image
KW  -  digital
KW  -  education
A1  - Kouppanou, Anna
M1  - Doctoral
ER  -