Lawrence Hatab

Like most philosophers, Heidegger gave little attention to childhood, but his philosophical emphasis on pre-reflective practice and understanding seems uniquely qualified to help make sense of a child’s experience and development. Moreover, it seems to me that many central Heideggerian concepts are best defended, exemplified, and articulated by bringing child development into the discussion. A Heideggerain emphasis on pre-theoretical world-involvement opens up a rich array of phenomena for studying child development, which can improve upon standard theories that have over-emphasized exclusive conditions or criteria. I begin by laying out some basic features of Heidegger’s conception of being-in-the-world as a preparation for understanding the world of the child. Then I will briefly discuss some of Heidegger’s remarks on childhood, followed by some reflections on language acquisition and the correlation of anxiety and meaning.

This paper ventures an analysis of empathy along the lines of Heidegger’s ecstatic structure of being-in-the-world. Empathy is construed as a mode of attunement disclosing the existential weal and woe of others, and as such it serves a basic ethical function of opening up moral import, interest, and motivation. The following conclusions will be drawn: 1) empathy is a genuine possibility in human experience and should not be understood as a “subjective” phenomenon; 2) empathy is “natural” in a way that can trump psychological egoism and open up alternatives to ethical egoism; 3) the role of empathy shows the limits of rationality in ethics and the structural defects in utilitarian and deontological theories; 4) findings in social psychology reinforce Heidegger’s phenomenology, and the latter can help surmount flawed assumptions in the former; 5) empathy is not sufficient for an ethics but it may be a necessary condition for human moral development.