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Jussi Backman
The Singularity of Being and the Fourfold in the Later Heidegger
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The paper studies the notion of the unique singularity (Einzigkeit, Einmaligkeit) of Being in Heidegger’s work, first and foremost in Contributions to Philosophy. I argue that whereas the Aristotelian metaphysical tradition regards Being as the most universal or “transcendental” notion that comprehends all instances of “to be,” Heidegger, by contrast, addresses Being in a “postmetaphysical” sense as the singularization of each meaningful situation into a unique configuration of a multidimensional meaning-context. I show that the theme of singularity was present in Heidegger’s thinking all the way from his 1915 dissertation on Duns Scotus and the notion of the singular instant (Augenblick) in Being and Time. Finally, I suggest an interpretation of the fourfold (Geviert) as Heidegger’s most developed articulation of the structure of this context-specific singularity of meaningfulness.
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Gregory Fried
Introduction to and Commentary on Christopher Ruth’s “Marx and Heidegger: The Question of the Human” and Robert Bernasconi’s “Poets as Prophets and Painters: Heidegger’s Turn to Language and the Hölderlinian Turn in Context”
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Robert C. Scharff
Commentary on Scott Campbell’s “Dilthey, Destruction, and the Early Heidegger’s Philosophy of Life”:
Did Heidegger Ever Have a “Philosophy of Life”?
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Daniela Vallega-Neu
Heidegger’s Poietic Meditations in Das Ereignis (GA 71)
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Bret Davis
Horizon and Open-Region:
Epistemology in Heidegger’s Country Path Conversations (GA 77)
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Pol Vandevelde
Commentary on Daniela Vallega-Neu’s “Heidegger’s Poietic Meditations in Das Ereignis (GA 71)”
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William McNeill
Buried Treasure:
Greeting and The Temporality of Remembrance in Heidegger’s Lectures on ‘Andenken’
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Cathy Leblanc
Commentary on Bret Davis’s “Horizon and Open-Region: Epistemology in Heidegger’s Country Path Conversation (GA77)”
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Julia A. Ireland
“Learning in Dialogue”:
The Letter to Böhlendorff and Hölderlin’s Conception of History
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David Farrell Krell
The Swaying Skiff of Sea:
A Note on Heidegger’s—and Hölderlin’s—Andenken
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Wayne Froman
Commentary on Sophie-Jan Arrien’s “Natorp and Heidegger: From Reconstruction to Deconstruction”
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Sophie-Jan Arrien
Natorp and Heidegger: From Reconstruction to Destruction
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Zygmunt Adamczewski
Questions in Heidegger's Thought About Being
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Thomas J. Sheehan
Heidegger's Interpretation of Aristotle:
Dynamis and Ereignis
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Theodore Kisiel
Heidegger (1907-1927): The Transformation of the Categorical
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Richard E. Palmer
Heidegger's Contribution to a Postmodern Interpretive Self-Awareness
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Graeme Nicholson
The Vindication of Being in Heidegger's Essence of Truth
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Joan Stambaugh
An Inquiry into Authenticity and Inauthenticity in Being and Time
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Hans Seigfried
Descriptive Phenomenology and Constructivism
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Matthew Kruger-Ross
Teaching Heidegger: A conversation in community
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If, as Lovitt (1977) declares, “Heidegger is primarily a teacher,” then how can interpreting Heidegger’s thinking as acts of pedagogical relationality inform not only our understanding of his thinking but also who we are as teachers? Given the introduction of a new format for presentation, I am proposing an oral presentation and discussion to cultivate possible answers to this question. Attendees are profoundly teachers; it is a fundamental part of our scholarly lives. We teach who we are, and who we are has been influenced by our engaging with Heidegger’s thinking. In this conversation, we will share and reflect on our backgrounds as teachers and how we understand our teaching in connection to Heidegger’s philosophy and calls for a renewal in “thinking.”
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