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Pedagogical Prosthesis and Vertical Address: Visuality and Hortatory Conversion as Technics of Self in Martin Heidegger, Bernard Stiegler, and Peter Sloterdijk

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Title: Pedagogical Prosthesis and Vertical Address: Visuality and Hortatory Conversion as Technics of Self in Martin Heidegger, Bernard Stiegler, and Peter Sloterdijk
Language: English
Authors: Ian Tan
Source: Asia Pacific Journal of Education. 2026 46(2):475-486.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Educational Philosophy, Influence of Technology, Technology Uses in Education, Individual Development, World Views
DOI: 10.1080/02188791.2025.2502086
ISSN: 0218-8791
1742-6855
Abstract: This paper will outline the contemporary philosophical appropriation and critique of Heidegger's understanding of techne as the primary mode of being-in-the-world, and its implications for education, in the work of Bernard Stiegler and Peter Sloterdijk. I begin by engaging with a Heideggerian theory of education as turning away from inauthentic captivation towards the moment of truth. Heidegger's ambiguous depiction of technological captivation motivates Steigler's characterization of the contemporary malaise of education, which demands an alternative engagement with Heidegger's historicization of the human being that precipitates a complex negotiation with the possibilities of relating technology with education, correlating authenticity with the primacy of the prosthetic. By contrasting Steigler's arguments about technological co-appropriation with Heidegger's allergy against technocratic modernity, I argue for how a pedagogic dealing with the technological can allow for difference to emerge on the level of Stiegler's tertiary synthesis which unfolds in a horizontal dimension. Lastly, I supplement Stiegler's depiction of educational malaise by drawing on Sloterdijk's use of the hortatory to effect a teaching-from-above, demonstrating how this vertical address located in both Heidegger and Peter Sloterdijk reorientates education from dead repetition to total conversion.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500788
Database: ERIC
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: This paper will outline the contemporary philosophical appropriation and critique of Heidegger's understanding of techne as the primary mode of being-in-the-world, and its implications for education, in the work of Bernard Stiegler and Peter Sloterdijk. I begin by engaging with a Heideggerian theory of education as turning away from inauthentic captivation towards the moment of truth. Heidegger's ambiguous depiction of technological captivation motivates Steigler's characterization of the contemporary malaise of education, which demands an alternative engagement with Heidegger's historicization of the human being that precipitates a complex negotiation with the possibilities of relating technology with education, correlating authenticity with the primacy of the prosthetic. By contrasting Steigler's arguments about technological co-appropriation with Heidegger's allergy against technocratic modernity, I argue for how a pedagogic dealing with the technological can allow for difference to emerge on the level of Stiegler's tertiary synthesis which unfolds in a horizontal dimension. Lastly, I supplement Stiegler's depiction of educational malaise by drawing on Sloterdijk's use of the hortatory to effect a teaching-from-above, demonstrating how this vertical address located in both Heidegger and Peter Sloterdijk reorientates education from dead repetition to total conversion.
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