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Profile: Thomas E. Wartenberg (Mount Holyoke College)
  1. Cynthia A. Freeland, Thomas E. Wartenberg, Richard Allen, Murray Smith, Noël Carroll & Oxford Clarendon (1999). Is Analytic Philosophy the Cure for Film Theory? Philosophy of the Social Sciences 29 (3):416-440.
  2.  18
    Thomas E. Wartenberg (2007). Thinking on Screen: Film as Philosophy. Routledge.
    Thinking on Screen: Film as Philosophy is an accessible and thought-provoking examination of the way films raise and explore complex philosophical ideas. Written in a clear and engaging style, Thomas Wartenberg examines films’ ability to discuss, and even criticize ideas that have intrigued and puzzled philosophers over the centuries such as the nature of personhood, the basis of morality, and epistemological skepticism. Beginning with a demonstration of how specific forms of philosophical discourse are presented cinematically, Wartenberg moves on to offer (...)
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  3.  37
    Thomas E. Wartenberg (2006). Beyond Mere Illustration: How Films Can Be Philosophy. Journal of Aesthetics and Art Criticism 64 (1):19–32.
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  4. Thomas E. Wartenberg (1993). Hegel's Idealism: The Logic of Conceptuality'. In Frederick C. Beiser (ed.), The Cambridge Companion to Hegel. Cambridge University Press 102--29.
     
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  5.  51
    Thomas E. Wartenberg (2003). Philosophy Screened: Experiencing the Matrix. Midwest Studies in Philosophy 27 (1):139–152.
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  6.  14
    Thomas E. Wartenberg (2012). Wordy Pictures: Theorizing the Relationship Between Image and Text in Comics. In Aaron Meskin & Roy T. Cook (eds.), The Art of Comics: A Philosophical Approach. Wiley-Blackwell 87--104.
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  7.  1
    Thomas E. Wartenberg (1991). [Book Review] the Forms of Power, From Domination to Transformation. [REVIEW] Social Theory and Practice 17:105-130.
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  8.  11
    Thomas E. Wartenberg (1988). The Forms of Power. Analyse & Kritik 10 (3):3-31.
    The question of how to define the concept of social power has been a focus of controversy among social theorists. In this paper, I put forward a definition of social power that avoids many of the pitfalls of previous attempts at such a definition. Roughly, I define the power which one agent has over another as the ability that the dominant agent has to control the situation within which the subservient agent acts. Using this basic definition of power, I go (...)
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  9.  20
    Thomas E. Wartenberg (1988). The Situated Conception of Social Power. Social Theory and Practice 14 (3):317-343.
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  10.  58
    Thomas E. Wartenberg (1982). “Species-Being” and “Human Nature” in Marx. Human Studies 5 (1):77 - 95.
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  11.  19
    Thomas E. Wartenberg (2004). Perspectives. Questions: Philosophy for Young People 4:8-11.
    A Chair of the Philosophy Department at a local college explains his reasoning and tactics on how he transferred knowledge from teacher to student for his newly created course, “Philosophy for Children” at MHC.
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  12.  4
    Thomas E. Wartenberg (1992). 7 Reason and the Practice of Science. In Paul Guyer (ed.), The Cambridge Companion to Kant. Cambridge University Press 3--228.
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  13.  6
    Cynthia A. Freeland & Thomas E. Wartenberg (1998). Reply to Aurand. Film-Philosophy 2 (1).
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  14.  40
    Thomas E. Wartenberg (2007). Need There Be Implicit Narrators of Literary Fictions? Philosophical Studies 135 (1):89 - 94.
  15.  16
    Thomas E. Wartenberg (1988). Teaching Women Philosophy. Teaching Philosophy 11 (1):15-24.
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  16.  6
    Thomas E. Wartenberg (1979). The Aesthetic Dimension. International Studies in Philosophy 11:189-191.
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  17.  6
    Thomas E. Wartenberg (1991). Blood at the Root. Radical Philosophy Review of Books 3 (3):1-6.
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  18.  33
    Murray Smith & Thomas E. Wartenberg (2006). Introduction. Journal of Aesthetics and Art Criticism 64 (1):1–9.
    Although they might not express themselves in quite this way, non-philosophers tend to think that mereological composition is a vague matter : sometimes it occurs, sometimes it does not, and sometimes it sort of occurs. For example, when I am building a boat, at first the timbers that I have acquired for the job do not jointly compose an entity; in the end they do—they compose the boat that I have built; and in between they sort of or more or (...)
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  19.  5
    Thomas E. Wartenberg (1989). Continental Philosophy Since 1750. Teaching Philosophy 12 (3):261-262.
  20. Cynthia A. Freeland & Thomas E. Wartenberg (eds.) (1995). Philosophy and Film. Routledge.
    Philosophy and Film moves from broad theoretical reflections on film as a medium to concrete examinations of individual films.
     
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  21.  8
    Thomas E. Wartenberg (1979). Order Through Reason. Kant's Transcendental Justification of Science. Kant-Studien 70 (1-4):409-424.
  22.  20
    Thomas E. Wartenberg (1994). "But Would You Want Your Daughter to Marry One?" The Representation of Race and Racism in Guess Who's Coming to Dinner. Journal of Social Philosophy 25 (s1):99-130.
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  23.  7
    Thomas E. Wartenberg (2001). Film, Philosophy, and the Ordinary: A Response to Butle. Film-Philosophy 5 (1).
    Brian Butler Transgression: Ordinary and Otherwise _Film-Philosophy_, vol. 5 no. 22, July 2001.
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  24.  15
    Thomas E. Wartenberg (2003). Teaching Philosophy by Teaching Philosophy Teaching. Teaching Philosophy 26 (3):283-297.
    Standard approaches to teaching philosophy tend to focus on teaching aspects of philosophy that are important to doing professional philosophy. This paper suggests an alternative to this approach by preparing college students to teach philosophy to elementary school children. After arguing that classics in children’s literature ought to be the primary vehicle for initiating philosophical discussion in elementary school children, an upper-level seminar for undergraduates at Mount Holyoke College that takes this alternative approach is described. Finally, the paper evaluates this (...)
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  25.  5
    Thomas E. Wartenberg (2008). SYMPOSIUM: Danto's' The Transfiguration of the Commonplace'Twenty-Five Years Later. Contemporary Aesthetics 6.
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  26.  10
    Thomas E. Wartenberg (1997). Feminist Interpretations of G. W. F. Hegel. The Owl of Minerva 29 (1):100-103.
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  27.  13
    Thomas E. Wartenberg (2010). Moving Viewers: American Film and the Spectator's Experience by Plantinga, Carl. Journal of Aesthetics and Art Criticism 68 (1):70-72.
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  28.  4
    Thomas E. Wartenberg (2001). [Book Review] Unlikely Couples, Movie Romance as Social Criticism. [REVIEW] Social Theory and Practice 27 (1):174-180.
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  29.  10
    Thomas E. Wartenberg (2010). Review of Robert B. Pippin, Hollywood Westerns and American Myth: The Importance of Howard Hawks and John Ford for Political Philosophy. [REVIEW] Notre Dame Philosophical Reviews 2010 (9).
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  30.  2
    Thomas E. Wartenberg (2004). Perspectives: Teaching College Students to Teach Elementary School Philosophy. Questions 4:8-11.
    A Chair of the Philosophy Department at a local college explains his reasoning and tactics on how he transferred knowledge from teacher to student for his newly created course, “Philosophy for Children” at MHC.
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  31. Thomas E. Wartenberg (1985). Marx and the Social Constitution of Value in Essays on Marx: Value, Property and Ideology. Philosophical Forum 16 (4).
     
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  32.  11
    Thomas E. Wartenberg (1990). Comments on Appiah and Lugones. Journal of Philosophy 87 (10):508-509.
  33. Thomas E. Wartenberg (1984). Foucault's Archaeological Method: A Response to Hacking and Rorty. Philosophical Forum 15 (4):345.
     
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  34. Thomas E. Wartenberg (1998). David Bordwell and Noël Carroll, Eds., Post-Theory: Reconstructing Film Studies Reviewed By. Philosophy in Review 18 (2):85-87.
     
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  35.  3
    Thomas E. Wartenberg (2001). Film and Representation. In Ananta Charana Sukla (ed.), Art and Representation: Contributions to Contemporary Aesthetics. Praeger 210.
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  36.  6
    Thomas E. Wartenberg (2008). Review of Irving Singer, Ingmar Bergman, Cinematic Philosopher: Reflections on His Creativity. [REVIEW] Notre Dame Philosophical Reviews 2008 (5).
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  37.  2
    David J. Ross & Thomas E. Wartenberg (1983). Quine and the Third Manual. Metaphilosophy 14 (3-4):267-275.
  38.  5
    Thomas E. Wartenberg (2002). Can Romance Function as Social Criticism? A Defense of Unlikely Couples. Journal of Social Philosophy 33 (2):310–321.
  39. Thomas E. Wartenberg (1984). Ted Cohen and Paul Guyer, Eds., Essays in Kant's Aesthetics Reviewed By. Philosophy in Review 4 (5):185-187.
     
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  40.  3
    Thomas E. Wartenberg (2008). Introduction to Symposium on Gareth B. Matthews. Metaphilosophy 39 (1):1–2.
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  41.  1
    Thomas E. Wartenberg (2008). Not Just Mere Things. Contemporary Aesthetics 6.
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  42.  1
    Thomas E. Wartenberg (2009). Blending Fiction and Reality. In Noël Carroll & Lester H. Hunt (eds.), Philosophy in the Twilight Zone. Wiley-Blackwell
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  43. Thomas E. Wartenberg & Angela Curran (eds.) (2008). The Philosophy of Film. John Wiley & Sons.
     
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  44. Cynthia A. Freeland & Thomas E. Wartenberg (eds.) (2016). Philosophy and Film. Routledge.
    _Philosophy and Film_ moves from broad theoretical reflections on film as a medium to concrete examinations of individual films.
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  45.  10
    Sara Goering, Nicholas J. Shudak & Thomas E. Wartenberg (eds.) (2012). Philosophy in Schools: An Introduction for Philosophers and Teachers. Routledge.
    All of us ponder the big and enduring human questions—Who am I? Am I free? What should I do? What is good? Is there justice?
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  46. Sara Goering, Nicholas J. Shudak & Thomas E. Wartenberg (eds.) (2015). Philosophy in Schools: An Introduction for Philosophers and Teachers. Routledge.
    All of us ponder the big and enduring human questions—Who am I? Am I free? What should I do? What is good? Is there justice? Is life meaningful?—but this kind of philosophical interrogation is rarely carefully explored or even taken seriously in most primary and secondary school settings. However, introducing philosophy to young people well before they get to college can help to develop and deepen critical and creative thinking, foster social and behavioral skills, and increase philosophical awareness. _Philosophy in (...)
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  47. Sara Goering, Nicholas J. Shudak & Thomas E. Wartenberg (eds.) (2013). Philosophy in Schools: An Introduction for Philosophers and Teachers. Routledge.
    All of us ponder the big and enduring human questions—Who am I? Am I free? What should I do? What is good? Is there justice? Is life meaningful?—but this kind of philosophical interrogation is rarely carefully explored or even taken seriously in most primary and secondary school settings. However, introducing philosophy to young people well before they get to college can help to develop and deepen critical and creative thinking, foster social and behavioral skills, and increase philosophical awareness. _Philosophy in (...)
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  48. Nicholas Rescher, Richard Shusterman, Linda Martín Alcoff, Lorraine Code, Sandra Harding, Bat-Ami Bar On, John Lachs, John J. Stuhr, Douglas Kellner, Thomas E. Wartenberg, Paul C. Taylor, Nancey Murphy, Charles W. Mills, Nancy Tuana & Joseph Margolis (2002). The Philosophical I: Personal Reflections on Life in Philosophy. Rowman & Littlefield Publishers.
    Philosophy is shaped by life and life is shaped by philosophy. This is reflected in The Philosophical I, a collection of 16 autobiographical essays by prominent philosophers.
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  49. Thomas E. Wartenberg (2013). A Sneetch is a Sneetch and Other Philosophical Discoveries: Finding Wisdom in Children's Literature. Wiley-Blackwell.
    Taking Picture Books Seriously: What can we learn about philosophy through children's books? This warm and charming volume casts a spell on adult readers as it unveils the surprisingly profound philosophical wisdom contained in children's picture books, from Dr Seuss's Sneetches to William Steig's Shrek! . With a light touch and good humor, Wartenberg discusses the philosophical ideas in these classic stories, and provides parents with a practical starting point for discussing philosophical issues with their children. Accessible and multi-layered, it (...)
     
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  50. Thomas E. Wartenberg (2013). A Sneetch is a Sneetch and Other Philosophical Discoveries: Finding Wisdom in Children's Literature. Wiley-Blackwell.
    _Taking Picture Books Seriously: What can we learn about philosophy through children's books?_ This warm and charming volume casts a spell on adult readers as it unveils the surprisingly profound philosophical wisdom contained in children's picture books, from Dr Seuss's _Sneetches_ to William Steig's _Shrek!_. With a light touch and good humor, Wartenberg discusses the philosophical ideas in these classic stories, and provides parents with a practical starting point for discussing philosophical issues with their children. Accessible and multi-layered, it answers (...)
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