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|Other Titles:||A Study of Heidegger's Epistemology|
Department od Education, NTNU
In this paper the writer centers his analysis on the epistemology of Heidegger ─ with special reference to his concept of the “worldhood of the world”, but also draws on the pertinent thought of other philosophers ─ particularly Dithey, Bergson, Dewey, and Hussel. The paper consists of three separate but interrelated parts. The first part, which begins with a presentation of philosophical development from Descartes to Husserl, traces the change in the concept of “world”, along with the change in subject╱object relation and theory╱praxis relation, and fixes Heidegger’s place in the historical context. A closer look at this development reveals that Heidegger shares with other philosophers I emphasis on the primary of life ─ world, man and praxis, but differs with regard to substance of the concepts. The second part deals with Heidegger’s epistemology in details. Following an introduction with background to the concept of “concernful dealing”（derbesorgende Umgang）of “Being in the world”, Heidegger’s thoughts about condition of possibility of knowledge, process of cognizance, “mode of understanding of world”（Weltvenstaendnisweise）, and nature of knowledge are treated. In this treatment the concept of ‘equipment”, “something in order to”, “involvement”, “readiness─to─hand”, “present─at─hand”, “disturb of assignment”, “conspicuousness”, “obstrusiveness”, “obstinacy”, “deficiency”, “circumsspection”, “for ─ having”, “for ─ sight”, “for ─ conception”, and “interpretation” are fully explored in terms of interrelationship. The third part is devoted to a critical assessment to Heidegger’s theory of knowledge. The writer elaborates Heidegger’s homogeneousness with modern thought and his admirable contribution to modern epistemology. The paper goes on to stress that there are certain problems with Heidegger’s approach. Since Heidegger is deeply and merely concerned with an immediately experienced world and passively knowing subject, and always goes back to what taken for granted
|Appears in Collections:||教育研究所集刊|
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