Abstract
In the preceding chapters, I have attempted to develop the notion of, what I call, the aporia of translation. I have done so by exploring how such aporias of translation figure themselves in texts and contexts where literature, philosophy, and education intersect. Chapter 1 of the book introduced the main themes of the study, which provide a “roadmap” for the reader, together with chapter summaries. In Chap. 2, I addressed the education of death as it figures in Thomas Bernhard’s novel Gargoyles; in Chap. 3, I explored the notions of censorship in literature, philosophy, and education, and its relation to aproias of translation; in Chap. 4, I analyzed cultural translation, critical thinking, and discourses of rationality and logic, from the perspective of aporia; in Chap. 5, I proposed a reading of Heidegger’s notion of learning in his analysis of Stefan George’s poem “Words”; in Chap. 6, I addressed John Ashbery’s poetry and aesthetic education; and in Chap. 7, my focus was on the notion of the other, diversity, social justice education, and aporias of responsibility.
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Notes
- 1.
This volume of the Gesamtausgabe has not been translated in its entirety. However, a translation of the short essay “Armut” can be found in Schalow (2011) under the title “Poverty.” In consequence, I rely on my own translations of the passages in Heidegger’s text that I refer to.
- 2.
Richard Polt (2006), in his The Emergency of Being: On Heidegger’s Contributions to Philosophy, unpacks Heidgger’s notion of Inständigkeit in the following way: “Insistence in the Contributions resembles authenticity in Being and Time: it is a stance that enables proper ownness. Genuine selfhood – belonging to one’s self – requires belonging to being. Heidegger calls this stance a paradoxical ‘out-standing insistence’ (ausstehende Inständigkeit). We understand being only by with-standing its abandonment and standing ready for its call (64). This means dwelling in the place and time where appropriation may happen. This ‘masterful knowing’ (44, 62, 64, 281–82) is both the ‘innermost’ (64) and the ‘outermost’ happening (57); it gathers us into intimate belonging to our particular moment and site, yet it also takes us to the strangest limits of our ability to embrace what is and what is not” (p. 127). Polt’s page references are to Heidegger (1999).
- 3.
References
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Heidegger, M. (1999). Contributions to philosophy (from enowning) (P. Emad & K. Maly, Trans.). Indiana University Press.
Heidegger, M. (2012). Four seminars: Le Thor 1966, 1968, 1969, Zähringen 1973 (A. Mitchell & F. Raffoul). Indiana University Press.
Magrini, J. M., & Schwieler, E. (2018). Heidegger on literature, poetry, and education after the “turn”: At the limits of metaphysics. Routledge.
Polt, R. (2006). The emergency of being: On Heidegger’s contributions to philosophy. Cornell University Press.
Schalow, F. (Ed.). (2011). Heidegger, translation, and the task of thinking: Essays in honor of Parvis Emad. Springer.
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Schwieler, E. (2022). Coda: Aporia and the Excess of Translation and Education. In: Aporias of Translation. Contemporary Philosophies and Theories in Education, vol 18. Springer, Cham. https://doi.org/10.1007/978-3-030-97895-2_8
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