In this article I attempt to show that Heidegger’s notions of temporality suggest a role for education in averting what he refers to as the abandonment of being in the face of machination. I use ‘machination’ to translate Machenschaft, his term for self-making; its consequences are mechanical and biological ways of thinking about beingness. I argue that this role might prevent, by encouraging questioning, our adopting this technological way of being and seeing others as a means to our ends since, despite world time’s continuum of temporality, we retain an understanding of an originary notion of future.
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