Education and the Narrative Aspect of Temporality

Byung-Chul Han’s Views on Our Challenges of Contemplative Lingering

Authors

  • Jakob Bühlmann Quero Globethics, Spain

DOI:

https://doi.org/10.26034/fr.jehe.2023.4653

Keywords:

Byung-Chul Han, philosophy of time, temporality, point-time, duration, philosophy of education, ethics of information

Abstract

Byung-Chul Han (Seoul, 1959) establishes one of the most meaningful and deep understandings of the experience of the contemporary subject. In his view, temporality has suffered a radical atomization that translates into a fragmented life experience: a collection of isolated instants devoid of a sense of duration. As a by-product of this circumstance, we see our very way of thinking and learning changing accordingly. Where we used to find knowledge, we now see information. The aim of this paper will be to explore the transformative power of education in the context of our “broken” temporality.

Time for Education: JEHE 3(2023)

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Published

2023-12-22

How to Cite

Bühlmann Quero, J. (2023). Education and the Narrative Aspect of Temporality: Byung-Chul Han’s Views on Our Challenges of Contemplative Lingering. Journal of Ethics in Higher Education, (3), 17–26. https://doi.org/10.26034/fr.jehe.2023.4653

Issue

No. 3 (2023): Time for Education

Section

Thematic Articles

License

Copyright (c) 2023 Jakob Bühlmann Quero

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