James M. Magrini is Adjunct Professor of Western Philosophy and Ethics at the College of Dupage, USA. Elias Schwieler is Associate Professor of Education at the Department of Education at Stockholm University, Sweden.

• Chapter One: Introduction - The Heideggerian Analysis of Literature, Poetry, and Education: On the Turn in Thought and Language in HeideggerSection I - From Philosophy to "Thinking": Heidegger’s Move from the Fundamental Ontology of Dasein to Art and Poetry Chapter Two: The Truth of Being as "Historical": From Being and Time through "The Origin of the Work of Art" and Contributions to Philosophy (1927-1938)Chapter Three: Heidegger’s Critical Confrontation with Hölderlin and Rilke: The Need for the Poet in "Destitute Times" (1934-1955)Section II - Reading Literature, Poetry, and Education Through the Heideggerian Lens of the "Turn"Chapter Four: Poietical Difference: Heidegger, Tranströmer, and RimbaudChapter Five: At the Limit of Metaphysics: Joseph Conrad’s Lord Jim and Heidegger’s Thinking after the "Turn"Chapter Six: Re-Thinking Gelassenheit in Heidegger’s "Turn": Releasing Ourselves to the Original Event of LearningConclusion: In-Between Origins and Futural Implications: Looking Back and Thinking Ahead with Heidegger

"This is a welcomed contribution to later Heidegger scholarship in the areas of philosophy, literature, poetry, and education. Magrini and Schwieler present a high-level textual analysis of Heidegger’s later, post-Turn writings that interweaves technical and non-technical language with original and inventive literary examples, thereby providing a well-balanced approach to some of the murky conceptual and methodological issues in later Heidegger scholarship. I highly recommend this book to those engaged in the more general academic conversation about the value and continued existence of the discipline of philosophy and the humanities in general. Magrini and Schwieler put forth a rigorous and succinct account of ‘authentic education,’ highlighting the ‘extra-disciplinary’ dimensions of Heidegger’s later thought and demonstrating the applicability and practical import of Heidegger’s self-proclaimed Turn. Their analysis of how Heidegger’s later thought can and should contribute to ongoing research in education and pedagogical practices carves out a relatively nuanced path in Heidegger scholarship. The authors’ creative and thought-provoking book will be greatly appreciated and well received by the academic community at large."--Megan Altman, Assistant Professor of Philosophy, Hiram College"Like Heidegger’s sense of language, this book—to quote James Magrini and Elias Schwieler—is ‘a primordial gathering, revelatory, and articulating force.’ Indeed, this book is nothing less than an event, a force to be reckoned with, a profoundly edifying articulation of that ‘rumbling silence’ that promises to release us to the ‘original event of learning.’ In decades to come the Magrini and Schwieler study will be recognized as the ‘Turn’ in education scholars’ thinking about Heidegger." --William F. Pinar, Professor and Canada Research Chair, University of British Columbia, CanadaThis is a superb book. It fulfills an excellent