In "What Calls for Thinking?" Martin Heidegger explores the nature of thinking, questioning what it means to truly think and what prompts or "calls" us to engage in the act of thinking. This essay is part of Heidegger’s broader philosophical project that seeks to redefine thinking as something far more profound than the logical or calculative processes typically associated with it.
Heidegger begins by differentiating between calculative thinking and what he calls meditative thinking. Calculative thinking is the kind of thinking that plans, organizes, and computes; it is essential for navigating everyday tasks and solving practical problems. However, Heidegger argues that this form of thinking, while necessary, is not the essence of thinking. Calculative thinking is limited because it deals only with what is measurable, predictable, and controllable, often overlooking the deeper questions of existence.
In contrast, meditative thinking is a more contemplative form of thought that opens itself to the mystery of Being. Heidegger suggests that true thinking is not about solving problems or achieving specific outcomes but about engaging with the fundamental questions of existence—questions that often have no clear answers. Meditative thinking is characterized by a willingness to dwell on these questions, to let them unfold and reveal their significance over time. It is a form of thinking that is more attuned to the complexities and ambiguities of life.
Heidegger emphasizes that this form of thinking is not something that can be forced or willed into existence; rather, it is something that must be "called forth." The "call" for thinking comes from Being itself, from the way the world presents itself to us and invites us to reflect on its meaning. This call is not always obvious, and it often requires a certain openness or readiness on our part to hear it. Heidegger warns that in the modern world, with its emphasis on speed, efficiency, and technology, we are in danger of losing our ability to hear this call. The noise and distractions of modern life can drown out the more subtle and profound invitations to think.
Moreover, Heidegger discusses the relationship between thinking and language. He argues that language is the medium through which thinking occurs; it is through language that we articulate our thoughts and bring them into the world. However, Heidegger also warns that language can become hollow and empty if it is not rooted in genuine thinking. When language is used merely as a tool for communication or manipulation, it loses its connection to the deeper truths of existence. True thinking, therefore, requires a return to a more authentic use of language, one that is connected to the essence of what is being thought.
In the latter part of "What Calls for Thinking?", Heidegger reflects on the role of teaching and learning in fostering true thinking. He suggests that education should not be about filling students with information or training them to think in a certain way. Instead, it should be about guiding them to hear the call of thinking, to engage with the fundamental questions of existence, and to develop the capacity for meditative thought. This requires a shift in our understanding of what it means to teach and to learn—one that prioritizes openness, reflection, and the pursuit of wisdom over the mere acquisition of knowledge.
