David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 40 (7):873-887 (2008)
Both literature and philosophy, as genres of writing, can enable us to address important ontological, epistemological and ethical questions. One author who makes it possible for readers to bridge these two genres is Albert Camus. Nowhere is this more evident than in Camus' short novel, The Fall. The Fall, through the character and words of Jean-Baptiste Clamence, prompts readers to reflect deeply on themselves, their motivations and commitments, and their relations with others. This paper discusses the origin and structure of the book, identifies some of its key philosophical themes, and explores some of its educational implications.
|Keywords||literature The Fall ethics reflection Albert Camus|
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Citations of this work BETA
Aidan Curzon-Hobson (2012). Confronting the Absurd: An Educational Reading of Camus' The Stranger. Educational Philosophy and Theory 45 (4):461-474.
Peter Roberts (2013). Education and the Face of the Other: Levinas, Camus and (Mis)Understanding. Educational Philosophy and Theory 45 (11):1133-1149.
Peter Roberts (2012). Introduction: Educative Strangeness. Educational Philosophy and Theory 45 (4):355-359.
Aidan Curzon-Hobson (2013). Extending the Contribution of Albert Camus to Educational Thought: An Analysis of The Rebel. Educational Philosophy and Theory:1-13.
Peter Roberts (2013). Acceptance, Resistance and Educational Transformation: A Taoist Reading of The First Man. Educational Philosophy and Theory 45 (11):1175-1189.
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