
We do not know what thinking is: Five Heideggerian statements
Grant Farred develops five statements inspired by Martin Heidegger to unsettle ordinary confidence about thinking. Beginning from the claim that we do not know what thinking is but recognize its absence, he treats thought as a demanding practice organized around negation, attention and openness rather than routine opinion. The essay explores how language enables and limits inquiry, asking readers to remain with not-knowing instead of converting thought too quickly into mastery.
Opens on www.thephilosopher1923.org · Curated by GlobeRead
GlobeRead's Take
Information has become abundant while the word “thinking” is applied to almost every mental reaction. Search, recall, preference and rapid commentary can all pass as thought, especially in environments that reward immediate positions. Heidegger’s provocation matters because it withholds that comfort: familiarity with the word does not prove familiarity with the activity.nnBeginning from negation changes the practice. If we recognize moments when we are not thinking, thought cannot simply mean whatever occurs in consciousness. It may require interruption, attention and a willingness to let a question unsettle established language. The claim that we do not know what thinking is becomes productive because it prevents the definition from closing before the experience has been examined.nnLanguage creates a second difficulty. We must use inherited words to investigate the conditions those words conceal, so inquiry can never stand completely outside its tools. Farred follows Heidegger by treating thought less as possession than as an event or practice one approaches. Not-knowing is therefore not empty ignorance; it is disciplined resistance to substituting a familiar phrase for the phenomenon itself.nnWe picked this essay for readers prepared to slow down and experience philosophy as difficulty rather than explanation. It will appeal to students, writers and anyone concerned that constant expression has weakened attention. The prose is demanding, but that demand performs part of the argument by refusing effortless consumption.The challenge has practical consequences beyond philosophy seminars. Education that rewards quick answers may train recognition and performance while weakening the patience required for thought. Farred’s negations restore value to hesitation, revision and silence—the intervals in which a question can resist becoming merely another object to process. If genuine thinking begins when our automatic concepts stop working, which of our most confident opinions are signs that thought has not yet started?
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