Abstract: The educational ecology dominated by technological rationality has driven the Being of education into an inauthentic state of fallenness. The loss of teacher as “Being” has become one of the severe challenges confronting contemporary education. Specifically, teacher’s “Being” is alienated into “beings”; teacher’s “Dasein” is alienated into the “They-self”; and teacher’s “poetic dwelling” is alienated into “technological inhabitation”. On the basis of criticizing the technological “Ge-stell”, Heidegger proposed a clarifying path for the return of Being oriented toward the “poetic thinking”. Taking this as a starting point, teachers should adhere to the dual-track parallelism of “technology-Being” in teaching, return to the authentic development of Dasein through “readiness-to-hand” and “conscience”, and arouse the possibilities of their Dasein through poetic measures, thereby helping themselves retrieve authentic Being under the “poetic breakthrough”.

Key words: ontology, technological discipline, poetic growth, teacher’s “Being”