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  1. Harry Brod (2007). Euthyphro, Foucault, and Baseball: Teaching the Euthyphro. Teaching Philosophy 30 (3):249-258.
    The central question of the Euthyphro is “Is the pious loved by the gods because it is pious, or pious because it is loved?” A baseball analogy explains this to students: “Does the umpire say ‘Out’ because the runner is out, or is the runner out because the umpire says ‘Out’?” The former makes the relevant knowledge public, making Socrates the appropriate secular moral authority, while the latter makes it religious, invoking Euthyphro’s expertise. Foucault’s aphorism that power is knowledge illuminates (...)
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  2. Harry Brod (1992). Hegel's Philosophy of Politics: Idealism, Identity, and Modernity. Westview Press.
  3. Harry Brod (1989). Hegel on Economics and Freedom. The Owl of Minerva 20 (2):242-247.
  4. Harry Brod (1988). Pornography and the Alienation of Male Sexuality. Social Theory and Practice 14 (3):265-284.
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  5. Harry Brod (1988). The Art of Deception. Teaching Philosophy 11 (2):166-168.
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  6. Harry Brod (1987). Does Manning Men's Studies Emasculate Women's Studies? Hypatia 2 (2):153 - 156.
    Defends "The New Men's Studies: From Feminist Theory to Gender Scholarship" (Hypatia 2:1, Winter 1987) against what is argued are Mary Libertin's misreadings. The argument for men's studies is logically independent of though related to the debate about essentialism in women's studies. Men's studies studies men in and as particular groups. Intellectual should not be equated with institutional autonomy. The feminist study of men should be supported by feminist scholars.
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  7. Harry Brod (1987). The New Men's Studies: From Feminist Theory to Gender Scholarship. Hypatia 2 (1):179 - 196.
    The paper situates the new field of men's studies in the context of the evolution of women's studies. It argues that men's studies' distinctive feminist approach to men is a necessary complement to women's studies, citing paradigmatic examples of new perspectives. In tracing women's studies' development, the paper argues that reconceptualizations of "gender" resolve tensions between much of women's studies' non-essentialist empirical social science describing "sex roles" and much of feminist theory's essentialist celebrations of women's core selves.
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  8. Harry Brod (1986). Philosophy Teaching as Intellectual Affirmative Action. Teaching Philosophy 9 (1):5-13.
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  9. Harry Brod & Intelleetual Affirmative Aetion (1986). Index to Volume Nine, 1986. Teaching Philosophy 9 (4).
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  10. Harry Brod (1984). Hegel and the French Revolution. Review of Metaphysics 37 (3):645-647.
  11. Harry Brod (1982). Logic and Politics. Teaching Philosophy 5 (3):211-219.
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