Is Learning making a ‘thing’ invisible?

by techagogy

I was thinking in a meeting yesterday of using the idea of stepping out of my subjectivity, the external arc as referred to int the “Enigma of subjectivity”. The issue for me is an epistemological one – how can I gain knowledge from reading, such that this knowledge in a Heideggarian sense becomes ‘ready to hand’? Is this learning?

Taking a phenomenological stance, I can view my ‘intelligence’ as a function of memory and experiences, when memory and experiences become ready to hand they form an intelligent function. That is articulation of this knowledge – internally or externally – determines the intelligent behaviour of this. Just as the hammer in Heidegger’s ‘Being and Time’ the mind is a tool but has to achieve an essence of itself, standing outside the subjective nature of self. Is it therefore that the learning process, is again in a Heideggarian sense making the essence of a thing invisible, when this state is achieved learning has occurred?

As perhaps an example, a discussion with a colleague yesterday about how he enabled students to learn about a thing – he stated “try not to understand it now, but let your mind work on it overnight, then we can talk about it tomorrow”, this led to my subjective position “I always understand things that I was taught last year”. Is this the sub conscious mechanism moving the essence of a thing to be invisible, the thing no longer subjects the conscious to its essence?

The relates to the hammer, initially a child like response to the hammer is to examine it, be shown its use. After time an individual who needs repair an object with a nail, subconsciously knows that the hammer is the thing that has this essence. The learnt thing is that the essence of the hammer is ‘ready to hand’, although actual use of the hammer to effect the outcome, may render it ‘not ready to hand’

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