Abstract

The phenomenological tradition developed sophisticated techniques to draw attention to pre-theoretic or pre-reflective experience. This article examines how one of the most famous, Heidegger’s ‘broken tool’, might work in a pedagogical context. I contend that it can be highly effective there, fleshing out his vision of teaching as ‘letting learn’ with a distinctive educational method. At the same time, that context suggests fundamental changes to the standard reading of the ‘broken tool’, shifting the focus towards what I call ‘information tools’. My conclusions link to recent research stressing disruption in the learning process, and I close by contrasting my position with ‘bricolage’ theories and work by Applebaum and others.

摘要

现象学传统发展了复杂的技术来引起人们对前理论或前反思经验的关注。本文考察了最著名的海德格尔的“破损工具”之一如何在教学环境中发挥作用。我认为它在那里非常有效，用独特的教育方法充实了他的教学愿景，即“让学习”。与此同时，这种背景表明对“损坏的工具”的标准解读发生了根本性的变化，将重点转移到我所说的“信息工具”上。我的结论与最近强调学习过程中断的研究有关，最后我将我的立场与 Applebaum 和其他人的“拼凑”理论和工作进行了对比。