Preliminary communication
https://doi.org/10.21464/mo.31.2.7
Education and the forgetfulness of being: An ontological reflection in the age of reform crises
Barbara Stamenković Tadić
; Callegari, Zagreb, Croatia
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* Corresponding author.
Abstract
This paper develops an ontological critique of current educational reforms grounded in the standardization and formalization of qualification frameworks. Reform patterns are interpreted as examples of how the ontological dimensions of education–such as risk, passion, uncertainty, and dialogue–are systematically excluded. Drawing on the ideas of Heidegger, Biesta, Buber, Recalcati, and Arendt, education is reimagined as a space of encounter, subjectification, and vocation. Through a phenomenological-hermeneutical approach, education is understood as an existential event. The paper argues for the necessity of an ontological turn: a return to the teacher as a witness to meaning, the student as a subject, and the school as a space of being and dialogue.
Keywords
educational ontology; educational reforms; school as apparatus; subjectification; being; encounter; passion in education; risk in education
Hrčak ID:
331669
URI
Publication date:
20.5.2025.
Visits: 625 *