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.
CITATION STYLE
Golob, S. (2022). A Heideggerian pedagogy of disruption. Educational Philosophy and Theory, 54(2), 194–203. https://doi.org/10.1080/00131857.2021.1888712
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