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Heidegger and the Lived Experience of Being a University Educator

Authors: Spier, Joshua

  • Speaks to the global experience of working as a university educator 
  • Highlights the experience of teaching within higher education and emphasises it is as crucial as research
  • Contemplates the range of experiences from a number of university educators and explores their stories
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Buy this book

eBook 41,64 €
price for Germany (gross)
  • ISBN 978-3-319-71516-2
  • Digitally watermarked, DRM-free
  • Included format: EPUB, PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover 53,49 €
price for Germany (gross)
  • ISBN 978-3-319-71515-5
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
About this book

This book explores the lived meanings of being a university educator from an existential perspective. The book enriches our understanding of educators' experiences in light of Martin Heidegger's early philosophy, and vice versa (opening our understanding of Heidegger's philosophy through educators' experiences). Also drawing on the philosophical insights of Hans-Georg Gadamer, the book situates the purposes and experiences of the ‘educator’ in historical and contemporary contexts. In doing so, the author reveals that being a university educator is essentially characterised by conversation and time. Inspired by the author’s own experiences of teaching community development and sociology within a youth-work specific bachelor degree, the book invites educators to apply existential philosophy as a tool to reflect upon their own experiences and to reconnect with the question of what it means to be an educator in their shared world of practice. This thoughtful volume is sure to resonate with the experiences of readers who educate within a university context.

About the authors

Joshua Spier is Research Associate in the College of Education, Psychology and Social Work at Flinders University, Australia. His research centres on hermeneutic phenomenological approaches to meaning in higher education and community development practice. 

Reviews

“What I found so rewarding about Spier’s approach is that he makes a concerted effort to render Heidegger’s language relevant, meaningful and accessible to the world of practical enquiry … . it is the key contribution that this book makes to the question of what it means to be an educator that I think is of most significance to its readers.” (Mo Mandić, International Journal of Lifelong Education, September, 2018)
“This book provides layers of insights into today's higher education and reveals hidden aspects of teaching and learning. And it does so by showing how Heidegger's thinking has much to offer in illuminating what it is to be an academic. All who are interested in the university can benefit from this admirable text.” (Ronald Barnett, Emeritus Professor of Higher Education, University College London, UK)

“A highly useful and deeply touching account of how real conversation can contribute to the development of genuine professional relations.” (Nel Noddings, Emeritus Professor, Stanford University, USA)

“Joshua Spier’s book not only elevates and celebrates the experiences of educators in university youth work courses, whose status in the academy often renders them invisible, it also seamlessly integrates the phenomenological and existential philosophies of Heidegger and Gadamer as tools to better understand our experiences. The resulting text is both challenging and affirming, and it offers insights for university educators, administrators, youth workers, and students of philosophy alike.” (Ben Anderson-Nathe, Portland State University, USA)

“Heidegger and the Lived Experience of Being a University Educator reveals common threads in tertiary educators’ experiences, including uncertainty, caring, and the search for new possibilities. Far from presenting the university educator as an aloof intellectual, the interviews reveal university educators as deeply committed to reflective relationships with students and colleagues. As the teaching side of academics’ careers is pushed to the forefront of policy discourse internationally, this book offers a timely and valuable contribution to scholarly understandings of what it means to teach in a university.” (Andrea R. English, Chancellor's Fellow in Philosophy of Education, University of Edinburgh, Scotland)

“Spier's approach, which sets out to interpret lecturers’ experiential stories, enables him to draw unique connections between teaching approaches and teachers’ lives’ narratives. This exploration of the ‘dance of education’ reflects the rich and fluid manner in which the educational fabric is woven through meaningful, planned and unplanned interactions, between students and teachers.” (Joëlle Fanghanel, Professor of Higher Education and Pro Vice-Chancellor (Academic), University of West London, UK)

“Joshua Spier does a great job of scholarship and for educators in this involving and insightful book. His work offers permissions both to tell our stories and for us to listen to one another’s stories. This is critical as machination take the passion from our teaching practice. I will be recommending this short and entertaining book to my students and colleagues.” (Paul Gibbs, Professor of Education, University of Middlesex, UK)

“Joshua Spier must be thanked for giving us a carefully wrought study that reminds us of the deeper reasons we do the work we do as educators. Focused on teaching in higher education, Spier’s book goes against the tide of educational research and practice that seeks to reduce teaching to a set of techniques. Drawing on the philosophy of Martin Heidegger, the book presents rich stories of teaching that reveal basic, existential structures which will be recognised by all educators, regardless of their teaching specialty. With this book, Spier contributes to a growing literature that provides new ways to understand teaching as a fundamental commitment to the being of others.” (Steven Hodge, Griffith University, Australia)

“Dr Joshua Spier has written a compelling and engaging book that deftly takes up the integrity of pedagogic conversations. Drawing on the stories of educators, and his own sensitive and deep interpretations, he poetically and practically embraces ‘something in the other’. I would highly recommend this book to all educators as an invitation to stop and listen – differently.” (Nancy J. Moules, University of Calgary, Canada)

“Josh Spier engages readers in fascinating conversations about the conversational relation of ‘the experience of educating within higher education.’ He shows that conversations are not just moments for sharing information, they are moments for sharing our being and our inner lives. Josh Spier richly infuses the thinking of great minds into his reflective explorations of the pedagogical significance of conversation. Unlike discussions, lectures and debates that can be planned, conversations are unplannable, unpredictable, ‘no one knows in advance what will come out of a conversation,’ says Gadamer. The most important condition of the conversational relation is a special kind of shared togetherness, in which the spell-binding qualities of true wonder, questioning, and insightful understanding of subjects can flourish. I highly recommend Josh Spier’s book to teachers who want to draw their students into genuine conversational relations with each other and the subjects they teach.” (Max van Manen, Professor Emeritus, Faculty of Education, University of Alberta, Canada)

“Joshua J. Spier’s book is a thorough inquiry and provocative commentary on the experience of education within higher education. In the center of attention is the event (Ereignis) of education, the (self)understanding, and the narrative identity of a teacher. Spier successfully illuminates the fundamental priority of con-versation, which calls for radical responsibility of teachers to refine constantly their hermeneutic ear and learn from one another's histories and life stories.” (Andrzej Wierciński, Professor of General Education and Philosophy of Education, Faculty of Education, University of Warsaw, Poland)

Table of contents (6 chapters)

  • Introduction

    Spier, Joshua

    Pages 1-19

  • Heidegger and the Question of Being

    Spier, Joshua

    Pages 21-33

  • Being as Conversation

    Spier, Joshua

    Pages 35-63

  • Being as ‘Having-been’

    Spier, Joshua

    Pages 65-87

    Preview Buy Chapter 29,69 €
  • Being as Possibility

    Spier, Joshua

    Pages 89-104

Buy this book

eBook 41,64 €
price for Germany (gross)
  • ISBN 978-3-319-71516-2
  • Digitally watermarked, DRM-free
  • Included format: EPUB, PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover 53,49 €
price for Germany (gross)
  • ISBN 978-3-319-71515-5
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
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Bibliographic Information

Bibliographic Information
Book Title
Heidegger and the Lived Experience of Being a University Educator
Authors
Copyright
2018
Publisher
Palgrave Pivot
Copyright Holder
The Editor(s) (if applicable) and The Author(s)
eBook ISBN
978-3-319-71516-2
DOI
10.1007/978-3-319-71516-2
Hardcover ISBN
978-3-319-71515-5
Edition Number
1
Number of Pages
XIII, 136
Topics