Huebner\u27s Critical Encounter with the Philosophy of Heidegger in \u3cem\u3eBeing and Time\u3c/em\u3e: Learning, Understanding, and the Authentic Unfolding of History in the Curriculum

Abstract

This paper responds to the following question: What are the issues concerned with potential educational reform that arise from Huebner\u27s critical encounter with Heidegger and the tradition in education and curriculum theory? In attempting a rejoinder, I revisit Huebner\u27s groundbreaking essay, Curriculum as Concern for Man\u27s Temporality, which introduces the phenomenological method in education and curriculum studies, with the goal of examining in detail the underlying themes, issues, and concepts, which ground Huebner\u27s reconceptualization of curriculum reform, as they emerge from Heidegger\u27s philosophy. I show that Huebner\u27s understanding of Being-in-the-world in terms of the design of the educational environment, not only mirrors, but as well, embodies the flux, flow, and rhythmic dynamics of history\u27s dialectic unfolding as a temporal phenomenon, which for Heidegger represents our authentic historizing in the moment of vision, or Augenblick, and this for Heidegger is the definitive embodiment of Dasein\u27s authentic mode of existence as historical Being-in-the-world as Being-with Others