Abstract
This paper investigates the origin of Heidegger's theory of Pathos prior to his Sein und Zeit. Pathos is a concept generally means moods or sufferings. It has long been considered that moods and sufferings are closely related to education and human development. How is it possible, however, to think about moods and sufferings in connection with education? Heidegger's theory of Pathos gives some valuable suggestions concerning this question.
In his earlier thinking, Heidegger already appreciated a close relationship between moods and sufferings, on one hand, as well as our existence, on the other. In his lecture, “Grundbegriffe der aristotelischen Philosophie” (1924), he scrutinized the Greek concept of Pathos. He attempted to reveal those fundamental grounds upon which our understanding of, and speaking about, Pathos become possible. According to Heidegger, the concept has three basic meanings; 1) variable disposition, 2) suffering, 3) passion. In our Dasein, we human beings always have the possibilities of being angry, grieved, or pleased. In these variable moods, we as In-der-Welt-Sein are constantly and inevitably caught by the world and ourselves. Being thus encountered by the world or by ourselves, we are in such movedness (Bewegtheit) as being embarrassed or making up our minds. In this way, we always find the world and ourselves in moods through Logos.
In conclusion, the study of the concept of Pathos brings us to those fundamental experiences which enable us to understand and speak about moods and sufferings in connection with education : 1) movedness, 2) passivity, 3) discoveredness (Entdecktheit). The present paper is an initial attempt to find a proper way to think and speak about moods and sufferings.
