List of Articles هایدگر

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  1 - Elements and Place of the Concept of Techne in Greek Ancient Philosophy with Reference to Heidegger’s View
  Hassan  Mehrnia Hossein  Latifi Mahdi  Zakeri
  One of the significant and influential aspects of the philosophy of technology is the historical background of the concepts related to this field in the words of the writers and thinkers of ancient Greece. Among such concepts, the concept of techne, in the sense of tech More

  One of the significant and influential aspects of the philosophy of technology is the historical background of the concepts related to this field in the words of the writers and thinkers of ancient Greece. Among such concepts, the concept of techne, in the sense of technique, industry, or art, and its place in ancient Greek works is of greater importance. Martin Heidegger was one of the first thinkers who conceived of the study of the concept of techne in ancient Greece as the introduction of a distinct perception of modern technology and held a particular view in this regard. Through the study of three groups of Greek texts, the present paper initially aims to trace the main elements of the concept of techne in the view of ancient Greek writers and thinkers. Second, through investigating Heidegger’s view, it intends to reintroduce the core of his analysis of this problem. Finally, it demonstrates that, firstly, techne is a rich concept, which, given its various elements, was so attractive to Greek thinkers that they used it in their philosophical discussions; secondly, its main elements have been repeated during ancient periods. However, in some periods, due to the existing conditions and views of different thinkers, some of its elements have become more foregrounded. The writers also conclude that reducing the complicated and multi-dimensional concept of techne into a general element does not appear to be correct and accurate. Manuscript profile
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  2 - Phenomenological approach in tourism studies
  Saeed Shariati
  Tourism studies globally, and specifically in Iran have been mainly based on positivistic approach and quantitative techniques. Adopting new insight, perception and definitions in the field of tourism based on the idea that people have their own feelings, values and ins More

  Tourism studies globally, and specifically in Iran have been mainly based on positivistic approach and quantitative techniques. Adopting new insight, perception and definitions in the field of tourism based on the idea that people have their own feelings, values and insight (personal) toward surrounding phenomena and that they can make a precise presentation of them, necessitates taking qualitative and interpretive approach in tourism studies. Phenomenology with the emphasis on humanistic and experimental dimension of tourism, provides researchers the opportunity to look at tourism from those who are experiencing it; tourists’ point of view. This article reviews some highly referenced papers in order to show how phenomenology, specifically in hermeneutic, interprets tourists’ experience and that how social science researchers can apply phenomenology to their tourism studies. Manuscript profile
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  3 - Development of the Concept of Free Will in the View of Modern Philosophers
  Roohollah Karimi
  The concept of free will is one of the fundamental concepts in Western metaphysical tradition. Although there are some important signs regarding the origination of this concept in Greek classical philosophy and Middle Age philosophy, it was just at the beginning of the More

  The concept of free will is one of the fundamental concepts in Western metaphysical tradition. Although there are some important signs regarding the origination of this concept in Greek classical philosophy and Middle Age philosophy, it was just at the beginning of the modern period that the role of free will in the interpretation of the world was more highlighted in the thoughts of each philosopher more than those of the previous one. It seems as if the role of rational knowledge has become gradually less important in this process while the role of free will has become more significant. Inspired by Heidegger, the author has tried to strengthen his standpoint by yielding more proofs than he has offered in order to examine the development of the concept of free will. In doing so, he starts with Descartes and, by investigating the views of Espinoza, Leibniz, Rousseau, Kant, Fichte, Schelling, Hegel, Schopenhauer, and Nietzsche, aims to analyze the quality of the development of this concept, particularly the relationship between the free will and knowledge in the modern period. The purpose is to show that the significance of free will for Schopenhauer and Nietzsche is not accidental, and the preliminary contexts of such a development had been previously and gradually paved by modern philosophers. The findings of this study indicate that, unlike the previous comments and interpretations, Nietzsche’s “will to power” is not a complement to a Schopenhaurian project but, rather, a complement to German idealism. Manuscript profile
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  4 - The Manifestation and Concealment of Being in Sadra and Heidegger
  fariba hadavi عزیزالله افشار کرمانی
  Sadra and Heidegger both surpass the principality of quiddity and lead to the principality of Being, and both believe that entities and their relations can be understood and interpreted in the light of the unity of Being. Moreover, both recognize entities as manifestati More

  Sadra and Heidegger both surpass the principality of quiddity and lead to the principality of Being, and both believe that entities and their relations can be understood and interpreted in the light of the unity of Being. Moreover, both recognize entities as manifestations of being and interpret the plurality based on unity. Sadra and Heidegger don’t consider Being as an entity itself, but the foundation of entities that can never be disclosed completely. Although entities manifest Being, they conceal it themselves. Thus, each entity manifests the absolute Being and at the same time conceals it. Sadra implies that God is in an absolute absence, but Heidegger merely refers to Being in general which is current in entities, and never indicates explicitly God as the creator of entities. Sadra's theory of gradation of Being is the best explanation of . manifestation and concealment of Being, but Heidegger has no words in this manner .Sadra implies that God is in an absolute absence, but Heidegger merely refers to Being in general which is current in entities, and never indicates explicitly God as the creator of entities. Sadra's theory of gradation of Being is the best explanation of manifestation and concealment of Being, but Heidegger has no words in this manne. Manuscript profile
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  5 - A Critique of the Theory of the End of Comparative Philosophy Based on Steven Burik’s View
  Maryam Parvizi Ghasem Pourhasan
  Since the coinage of the term “comparative philosophy” several views have been propounded concerning its whatness, principles, and function. Some thinkers emphasize the end of comparative philosophy, and some others insist on its significance and necessity. There are st More

  Since the coinage of the term “comparative philosophy” several views have been propounded concerning its whatness, principles, and function. Some thinkers emphasize the end of comparative philosophy, and some others insist on its significance and necessity. There are still others who advocate the beginning of some basic changes in this school from Europe-centeredness to interaction and dialog with others. However, the word “end” has different meanings the investigation of which could lead to three main meanings and referents for it: 1) essential impossibility: the followers of this theory believe that comparative philosophy suffers from an important defect called “impossibility in essence” because of its internal problems and shortages and should not have been formed at all; 2) appearance of all possibilities and actualization of all potencies and abilities, which emphasizes the principle of progress and perfection; 3) end of the past and a new beginning. Following an analytic-descriptive method and relying on Steven Burik’s viewpoint, the present study investigates and evaluates the theory of the end of comparative philosophy based on these three meanings. Apparently, what opponents of comparative philosophy emphasize is end in the first sense because they believe that this kind of philosophy has become “Europe-centered” and cannot enter any dialog or interaction with other scientific traditions and systems. Accordingly, it conceptually enjoys a kind of essential impossibility. Nevertheless, unlike the opponents, Burik believes that comparative philosophy is necessary for stopping the East’s isolation and the growth of Europe-centeredness. Through adopting a critical approach to the “previous comparative philosophy” because of its Europe-centeredness, he pays attention to the “future comparative philosophy”, which bears two responsibilities: 1) maintaining various methods of thinking and 2) facilitating the relationship between these methods without reducing one to another. Manuscript profile
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  6 - Creative learning based on Heidegger's modern hermeneutics
  Leila ahmadzadeh Afzal Al-Sadat  Hosseini Dehshiri iman Mohseni Naeini
  With the expansion of specialized fields in the academic centers of the world, hermeneutics left the scope of interpretation of religious texts and entered the field of various sciences such as history, art, economics, political science and psychology, followed by educa More

  With the expansion of specialized fields in the academic centers of the world, hermeneutics left the scope of interpretation of religious texts and entered the field of various sciences such as history, art, economics, political science and psychology, followed by education. In its old form, hermeneutics was related to religious education and in the field of checking the holy texts. And today it has entered the scope of modern education. The present research was conducted with the aim of investigating creative learning based on Heidegger's modern hermeneutics with the method of library study and document analysis along with an inferential approach. In deducing the relationship between modern hermeneutics and creative learning, it can be stated that; In order to achieve creative learning, first of all, it is necessary to approach the issue under discussion, criticize the issue in question and create, strengthen and institutionalize creative learning in him by increasing his understanding and making this understanding comprehensive and qualitative. It is necessary to carry out this process with precision and breadth of vision and in-depth observation and follow the path according to the drawn process in order to achieve the purpose and goal of creative learning. Manuscript profile
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  7 - The Dichotomy of Autonomy and Authenticity in Education; An Autonomous or Responsible Person?
  jalal karimian Narges  Sajjadieh khosrow Bagheri Mahdi Montazerghaem
  Autonomy, a widely recognized ideal in the realm of education, has been subject to diverse interpretations. In its broadest sense, autonomy pertains to adhering to one's own laws. Imbued with significance by Kant, the progenitor of this notion within contemporary philos More

  Autonomy, a widely recognized ideal in the realm of education, has been subject to diverse interpretations. In its broadest sense, autonomy pertains to adhering to one's own laws. Imbued with significance by Kant, the progenitor of this notion within contemporary philosophy, autonomy is regarded as a descriptor of human volition, crucial for the establishment of an absolute moral code. This term finds a profound association with modern rationality. In contrast to autonomy, authenticity emerges as a concept that, while acknowledging human freedom as the aim of education, directs attention toward the actualization of freedom throughout the educational process and human development. In the contemporary era, educational conceptions of autonomy have presented various definitions attempting to elucidate the nexus between rationality and authenticity. However, the philosophical profundity of authenticity has received limited attention within these delineations. Within this context, Heidegger's explication of authenticity (or Eigentlichkeit) possesses the potential to deepen the ideal of autonomy within education. In his ontological existentialism, Heidegger conceives of authenticity as humanity's capacity to engage in spiritual contemplation, aligned with a profound understanding of existence as a meaningful totality, while acknowledging an ongoing connection with truth. Being authentic, therefore, implies openness toward Being itself and an earnest quest for truth within human life. Authenticity arises from a departure from the prescribed paths laid by others, leading toward a more fulfilled existence and facilitating an existential consciousness concerning Being-towards-death. The pursuit of this path necessitates an acceptance of the inner calling of human conscience, embracing fully one's ontological responsibility. Hence, authenticity and its concomitant truth-seeking nature become profoundly intertwined, ultimately serving as a complement to existing definitions of autonomy. Therefore, as a consequence, authenticity emerges as a foundational principle, serving as a guiding light that elevates human responsibility to the forefront as the central objective and primary pathway within the realm of educational pursuits. Manuscript profile
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  8 - Historicity in Heidegger's Thought and its Implications for Education
  Poorya Aeini faramarz mohamadipouya
  education, in confrunting the world's developments in the field of history, in relation to the past and historical tradition on the one hand, and new phenomena on the other hand. This philosophical issue can be traced under the topic of historicity. Historicism was firs More

  education, in confrunting the world's developments in the field of history, in relation to the past and historical tradition on the one hand, and new phenomena on the other hand. This philosophical issue can be traced under the topic of historicity. Historicism was first introduced into philosophy by Hegel, and after him, attention to history in epistemology was continued by various philosophers. Heidegger deals with historicity in a different way from others and considers it not as a secondary and temporary characteristic, but as an existential element for humans. Accordingly, we found Heidegger's exploration of historicity as a way to answer our question. From Heidegger's point of view, human is "thrown" into a historical tradition and culture, and since he has existence, he can plan his way of becoming. The ability to do this is based on the unique possibilities that belong to human, as the result of this thrownness. The result of this research is that in a desired education, based on authentic historicity, first of all, historical tradition cannot be considered as an object for the will of a person; historical tradition is always present in us and offers all the possibilities of our existence. Secondly, since human beings have an existence towards the future, the objective recovery of historical tradition and the effort to educate human beings similar to past human beings is meaningless and independent of "here" and "now" in the life. Thirdly, ignoring the historical tradition destroys the existential continuity of human experiences throughout history and removes the originality and "spontaneity" of human actions. That is, it is not possible to make such a will to raise a person who is abandoned and separated from the past. Manuscript profile