马丁·海德格尔的《哲学论稿——从本有而来》,通常被视为他的第二本奠基性著作,作为其后期思想的指导原则这本书受到了越来越多的敏感而富有判断力的关注。然而,常被忽视的是,海德格尔对教学问题上的一种不可教的教义的根本的强调。本文以《哲学论稿》中所呈现的教学问题作为切入点,旨在批判性地考察海德格尔思想的根基。笔者将论证,海德格尔的成问题的Paideia[教化、潘迪亚]方式,与奥维德式的通过修辞手法彻底改变我们在世界中的爱欲取向的做法最为相像。由于我们对存在者的爱需要被净化并导向存在,一系列相关于能动性和真理的难题便随之而出,而海德格尔所贡献的那种转化的实践可行性和可欲性也成了值得探讨的问题。最后,笔者探究了《哲学论稿》在政治上的结果,揭示了海德格尔对现代性和古典传统,以及对日常的在世存在本身的挑战的激进本质。 Martin Heidegger’s “philosophical thesis - from here” is often seen as his second, ground-breaking book, which is increasingly sensitive as a guiding principle of later ideas And judgmental attention. What is often overlooked, however, is Heidegger’s fundamental emphasis on a non-teachable teaching of teaching. This paper takes the teaching problems presented in “Philosophy Draft” as an entry point, aimed at critically examining the foundation of Heidegger’s thought. I will argue that Heidegger’s problematic Paideia approach is most similar to Ovid’s rhetorical approach of completely altering our worldly love-orientation. As our love for the being needs to be purified and oriented, a series of problems related to initiative and truth emerge, and the practical feasibility and desirability of the transformation that Heidegger contributed Worth to explore the issue. Finally, I explore the political outcome of Philosophical Ontology, revealing the radical nature of Heidegger’s challenge to modernity and classical traditions as well as to the daily existence of the being itself.