Learning and teaching from Martin Heidegger’s What’s a Thing?

Abstract

The present work, derived from a bibliographical research through the method of content analysis, aims to think about learning and teaching from the mathematical principle, tá mathemata, taken up by Heidegger. As the basic text, our proposal takes up Heidegger's work, What is a Thing? (1935-1936). The work is organized in two parts: a preparatory part and a main part divided into two chapters. Our text will take up the preparatory part in which, Heidegger, through the question, “What is a thing?,” aims to understand whether there is a knowledge that determines the foundations and limits of science or, rather, if it is Science that is the standard of measurement of knowledge.  It will also take up the first chapter of the main part, in order to approach the discussion about the mathematical principle that etymologically derives from the Greek ta mathemata, what can be learned – manthanoein – and at the same time, consequently what can be taught – mathesis – which means lesson and implies a double meaning: receiving a lesson or learning on the one hand and what is taught on the other. Mathematics is understood as a prerequisite for learning and teaching about anything. Thus, our proposal is to consider in the Greek principle tá mathemata, as taken over by Heidegger, teaching by underscoring its requirement to awaken in the student the sense for an authentic learning instead of a simple transference of a certain subject.