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Monique Wonderly [3]Monique Lisa Wonderly [1]
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Profile: Monique Wonderly (Princeton University)
  1.  83
    Monique Wonderly (2008). A Humean Approach to Assessing the Moral Significance of Ultra-Violent Video Games. Ethics and Information Technology 10 (1):1-10.
  2.  13
    Monique Lisa Wonderly (forthcoming). On Being Attached. Philosophical Studies:1-20.
    We often use the term “attachment” to describe our emotional connectedness to objects in the world. We become attached to our careers, to our homes, to certain ideas, and perhaps most importantly, to other people. Interestingly, despite its import and ubiquity in our everyday lives, the topic of attachment per se has been largely ignored in the philosophy literature. I address this lacuna by identifying attachment as a rich “mode of mattering” that can help to inform certain aspects of agency (...)
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  3. Maudemarie Clark & Monique Wonderly (2014). The Good of Community. In Julian Young (ed.), Individual and Community in Nietzsche's Philosophy. Cambridge University Press 118-140.
    We examine the complex interplay between Nietzsche’s view of the import of the community and his perspectives on the flourishing of exceptional individuals. We argue against Julian Young’s claim that the flourishing of the community is Nietzsche’s highest value, instead defending the more traditional view that Nietzsche values the exceptional individual above all. We conclude by offering an alternative account of the sense in which Nietzsche regards communities as valuable.
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  4.  30
    Monique Wonderly (2009). Children's Film as an Instrument of Moral Education. Journal of Moral Education 38 (1):1-15.
    This paper explores two philosophical treasures that we often neglect: the moral faculties of children and the pedagogic virtues of film. My thesis consists of three primary claims: (1) when properly educated, children are capable of thinking critically about ethical issues; (2) moral edification ought to have the dual aims of developing this capacity and educating the emotions; and (3) given these aims, the children's film genre is a surprisingly apposite tool for aiding the moral instruction of pre?adolescents. I advance (...)
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