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Educational Implications for Heidegger's Views On Poetry And Thinking ABSTRACT: I discuss a number of the educational consequences emerging from Heidegger's views on poetry, thinking, and language. Especially, Heidegger's views on the area between poetry and believing suggest that many accepted methods for teaching poetry are in error, since they dismiss this neighboring relation. The importance of this relation is introduced and clarified. I then discuss the implications of Heidegger's view for teaching poetry. Heidegger's series of three lectures, later published as "The Nature of Language" has some very significant consequences for education. (1) In this paper I focus on the second lecture. In opening his second lecture, Heidegger invites his listeners to think about the nature of language. Such thinking, he explains, has little to do with the quest for knowledge from the sciences. He cautions his listeners concerning the danger arising out of the domination of procedure in scientific research and discourse. He cites Nietzsche who said that what characterizes contemporary science is the victory of scientific strategy over mathematics. By comparison, thinking, including thinking about the nature of language, has to do with a very unique region where thought exists. It is not dominated by or based on a method. Believing isn't even governed by a specific theme. In the present science, Heidegger holds, even the theme of research is portion of the method. The field of Computer Sciences, with which Heidegger was not well versed, since it thrived - exploded - after his death, is a poignant illustration of a modern science whose theme is controlled by way. Heidegger's description of science has proved very true in the four decades s.. .