There is today significant interest in Heidegger as an educational philosopher worldwide. Some reasons for this can be discerned. New Heideggerian material in English is being published; new interpretations are appearing; and there are those who seek to tease out the implications of Heideggerian thought in the practical world (Heidegger, 2005; Inwood, 2002b, p.ix; Skirbekk, 1969; Tallis, 2002; Young, 2002). The new interpretation of Being and Time by Stambaugh reads differently from the Macquarrie Robinson translation from its very first sentence (Heidegger, 1996). There is also a developing literature that seeks to relate Heidegger’s writing to his lived life and circumstances. This has provided new perspectives regarding the theory (Caputo, 1993; Wolin, 2001; Wolin, 1993). In addition, t