Matthew Kruger-Ross

The development of gene expression profiling and next-generation sequencing technologies have steered oncogenomics to the forefront of precision medicine. This created a need for harmonious cooperation between clinicians and researchers to increase access to precision oncology, despite multiple implementation challenges being encountered. The aim is to apply personalised treatment strategies early in cancer management, targeting tumour subtypes and actionable gene variants within the individual’s broader clinical risk profile and wellbeing. A knowledge-generating database linked to the South African Medical Research Council’s Genomic Centre has been created for the application of personalised medicine, using an integrated service and research approach. Insights gained from patient experiences related to tumour heterogeneity, access to targeted therapies and incidental findings of pathogenic germline variants in tumour DNA, provided practice-changing evidence for the implementation of a cost-minimisation pathology-supported genetic testing strategy. Integrating clinical care with genomic research through data sharing advances personalised medicine and maximises precision oncology benefits.

The aim of what follows is to explore how to raise the question of Being by way of Heidegger’s phenomenological ontology. Phenomenological ontology is a way of approaching and conducting philosophy exemplified in the work of German philosopher Martin Heidegger’s, and specifically in his magnum opus Being and Time. In preparation to raise the question of Being a more nuanced understanding of Heidegger’s phenomenological analyses on truth and language are summarized. Following, the manner in which Being is referenced is analyzed before considering the way of Heidegger’s phenomenological ontology. In conclusion, existing attempts and continuing efforts into the question of Being in education through phenomenological ontology are shared. At a time when decontextualized and reductive ways of knowing and being are becoming the norm within education, phenomenological ontology offers new possibilities for scholarship and practice. The present inquiry does not offer solutions in the traditional sense but rather traces a path that opens and keeps in tension the question of Being in education in order to support further study.