Education Commons^™

Reflections On En-Teaching: Dewey, Heidegger And Lao Tzu, Jie Yu

LSU Doctoral Dissertations

Reflecting on my past two unsettling journeys of teaching in China and America produces questions about the teaching of truth in chapter one. The question of truth as it relates to the teacher’s role in the classroom raises not only issues of what and how we should teach, but challenges the very purpose of teaching. When I explored Martin Heidegger’s phenomenological perspective on (un)truth for insights into taken-for-granted assumptions about education and the purposes of teaching and learning, I noticed a strong resonance between his notion of “clearing” and the essential spirit of Taoism, “the Tao of inaction.” This led …