Abstract

It is clear that we have to do something in our time concerning global warming yet before we can actually change the world, we must first understand our world. According to Heidegger, technology itself is not good or bad, but the problem is, that technological thinking (calculative thinking) has become the only form of thinking. Heidegger saw that the essence of technology nowadays is enframing – Ge-stell, which means that everything in nature is ‘standing-reserve’ (Bestand). Enframing (as apparatus) is one way of uncovering, which for Heidegger meant truth. Truth can appear in many ways and the danger is that this truth of representational-calculative thinking becomes the only truth. We claim that the calculative way of thinking must be changed and we posit that Gelassenheit (slow thinking, releasement, letting-go) is the remedy. It does not mean some kind of mysticism or irrationality. The notion of Gelassenheit includes the idea of to let learn. We as teachers and educators have to learn how to think outside of the technological ‘Ge-stell’ and start thinking and acting in radically new ways. Like Arne Naes and Michael Zimmerman we connect the overcoming of technological ‘Ge-stell’ with so called deep ecology. We have to ‘learn to think’ and act within the deep ecology. We call for an educational ecological imperative. Every teacher and educationalist has to think what they can do (not as private person but as professionals) in order to prevent the coming eco-catastrophe.

摘要

很明显，我们必须在我们这个时代就全球变暖做一些事情，但在我们真正改变世界之前，我们必须首先了解我们的世界。在海德格尔看来，技术本身没有好坏之分，但问题是，技术思维（计算思维）已经成为唯一的思维形式。海德格尔看到，当今技术的本质是框架——Ge-stell，这意味着自然界中的一切都是“常备”（Bestand）。框架（作为装置）是揭示的一种方式，对海德格尔来说，这意味着真理。真理可以以多种方式出现，危险在于，这种表征-计算思维的真理成为唯一的真理。我们声称必须改变计算的思维方式，我们认为 Gelassenheit（缓慢思考、释放、放手）是补救措施。这并不意味着某种神秘主义或非理性。Gelassenheit 的概念包括让学习的概念。作为教师和教育工作者，我们必须学习如何在技术“Ge-stell”之外思考，并开始以全新的方式思考和行动。像 Arne Naes 和 Michael Zimmerman 一样，我们将克服技术“Ge-stell”与所谓的深层生态联系起来。我们必须在深层生态中“学会思考”和行动。我们呼吁教育生态当务之急。每个教师和教育家都必须思考他们能做什么（不是作为个人，而是作为专业人士），以防止即将到来的生态灾难。作为教师和教育工作者，我们必须学习如何在技术“Ge-stell”之外思考，并开始以全新的方式思考和行动。像 Arne Naes 和 Michael Zimmerman 一样，我们将克服技术“Ge-stell”与所谓的深层生态联系起来。我们必须在深层生态中“学会思考”和行动。我们呼吁教育生态当务之急。每个教师和教育家都必须思考他们能做什么（不是作为个人，而是作为专业人士），以防止即将到来的生态灾难。作为教师和教育工作者，我们必须学习如何在技术“Ge-stell”之外思考，并开始以全新的方式思考和行动。像 Arne Naes 和 Michael Zimmerman 一样，我们将克服技术“Ge-stell”与所谓的深层生态联系起来。我们必须在深层生态中“学会思考”和行动。我们呼吁教育生态当务之急。每个教师和教育家都必须思考他们能做什么（不是作为个人，而是作为专业人士），以防止即将到来的生态灾难。