Abstract
The volume aims to highlight, through an accurate critical rereading, the possible pedagogical categories (even implicit) present within Heidegger’s Being and Time. After examining the author in his path of life and thought, the attention is focused on the masterpiece of 1927: on its genesis and on its more strictly philosophical contents. In particular, some very important categories for a theory of the education of the person are examined (cure, being-in-the-world, death). Ample space is also given to the notion of authenticity as a possible - high, complex and regulatory - goal of education. Thus, she tried to see what are the "existentials" that can still guide us towards a careful anthropological-pedagogical reflection.
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