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  1. Exhausted: Education and the Response to the Planetary Crisis.Paul Standish - 2020 - Journal of Philosophy of Education 54 (4):927-943.
    Journal of Philosophy of Education, EarlyView.
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  • What Measures Justice? What Justifies Happiness? Emersonian Moral Perfectionism and the Cultivation of Political Emotions.Naoko Saito - 2019 - Educational Philosophy and Theory 51 (5):478-487.
    This article will highlight the distinctive role of Cavell in renewing a dawn of American philosophy. Following Emerson’s remark, ‘the inmost in due time becomes the outmost’, Cavell develops his distinctive line of antifoundationalist thought. To show how unique and valuable Cavell’s endeavor to resuscitate Emerson’s and Thoreau’s voice in American philosophy is, this paper discusses the political implications of Cavell’s Emersonian moral perfectionism. This involves a reconsideration of what measures justice and what justifies happiness. While Cavell is sometimes said (...)
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  • American Philosophy and its Eastern Strains: Crisis, Resilience, and Self-Transcendence.Naoko Saito - 2016 - Educational Philosophy and Theory 48 (10):1065-1076.
    This paper will critically reconsider the potential of Dewey’s pragmatist idea of security without foundation. There is some potential in his anti-foundationalism as a form of wisdom for living beyond the risk society. I shall argue that Deweyan critical thinking needs to be further reconstructed, and even to be destabilized, if it is to exercise its best possible power of transcendence. One way to do this is to open its boundaries towards the ‘East’, towards European poststructuralism as well as towards (...)
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  • What Measures Justice? What Justifies Happiness? Emersonian Moral Perfectionism and the Cultivation of Political Emotions.Naoko Saito - 2017 - Educational Philosophy and Theory:1-10.
    This article will highlight the distinctive role of Cavell in renewing a dawn of American philosophy. Following Emerson’s remark, ‘the inmost in due time becomes the outmost’, Cavell develops his distinctive line of antifoundationalist thought. To show how unique and valuable Cavell’s endeavor to resuscitate Emerson’s and Thoreau’s voice in American philosophy is, this paper discusses the political implications of Cavell’s Emersonian moral perfectionism. This involves a reconsideration of what measures justice and what justifies happiness. While Cavell is sometimes said (...)
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  • Changing Politics: Thoreau, Dewey and Cavell, and Democracy as a Way of Life.Naoko Saito - 2018 - Contemporary Pragmatism 15 (2):179-193.
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  • ‘Language Must Be Raked’: Experience, Race, and the Pressure of Air.Paul Standish - 2018 - Educational Philosophy and Theory 50 (4):428-440.
    This article begins by clarifying the notion of what Stanley Cavell has called ‘Emersonian moral perfectionism.’ It goes on to explore this through close analysis of aspects of Emerson’s essay ‘Experience,’ in which ideas of trying or attempting or experimenting bring out the intimate relation between perfectionism and styles of writing. ‘Where do we find ourselves?’ Emerson asks, and the answer is to be found in part in what we write and what we say, injecting a new sense of possibility (...)
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  • Out of the Ordinary: Incorporating Limits with Austin and Derrida.Emma Williams - 2014 - Educational Philosophy and Theory 46 (12):1-16.
    This article seeks to open up a re-examination of the relationship between thought and language by reference to two philosophers: John Austin and Jacques Derrida. While in traditional philosophical terms these thinkers stand far apart, recent work in the philosophy of education has highlighted the importance of Austin’s work in a way that has begun to bridge the philosophical divide. This article seeks to continue the renewed interest in Austin in educational research, yet also take it in new direction by (...)
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  • Race and Repression in a Dance Routine: A Response to Ramaekers and Vlieghe.Paul Standish - 2015 - Ethics and Education 10 (3):327-342.
    Stefan Ramaekers and Joris Vlieghe’s ‘Infants, childhood and language in Agamben and Cavell: education as transformation’ is an insightful discussion of an important facet of educational experience. In the article, they consider a Fred Astaire dance sequence from the 1953 Vincente Minnelli film, The Band Wagon, in combination with a remarkable article about this same sequence by Stanley Cavell. On the strength of this, they develop an interesting line of thought regarding the experience of language, exploring connections between the ideas (...)
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  • The World of Instruction: Undertaking the Impossible.Megan J. Laverty - 2014 - Ethics and Education 9 (1):42-53.
    Throughout history, philosophers have reflected on educational questions. Some of their ideas emerged in defense of, or opposition to, skepticism about the possibility of formal teaching and learning. These philosophers include Plato, Augustine, St Thomas Aquinas, Søren Kierkegaard, Martin Heidegger, and Ludwig Wittgenstein. Together, they comprise a tradition that establishes the impossibility of instruction and the imperative to undertake it. The value of this tradition for contemporary education is that it redirects attention away from performance assessments and learning outcomes to (...)
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  • Transition, Action and Education: Redirecting Pragmatist Philosophy of Education.Colin Koopman & Darren Garside - 2019 - Journal of Philosophy of Education 53 (4):734-747.
    Recent developments in contemporary pragmatist thought have the potential to help reshape our understandings of pragmatism in philosophy of education. We first survey the development of pragmatism as founded in experience, moving through linguistic pragmatism, to a newer actionistic approach in conduct pragmatism. Conduct pragmatism prioritises action over both experience and discursive thought in ways that can be central to educational activity and projects. Conduct pragmatism so conceived has the potential to alter and shift how philosophers of education relate to (...)
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  • Philosophy, Translation and the Anxieties of Inclusion.Naoko Saito - 2018 - Journal of Philosophy of Education 52 (2):197-215.
  • The Perfection of the Teacher Through the Pursuit of Happiness: Cavell’s Reading of J. S. Mill.Mitsutoshi Takayanagi - 2016 - Studies in Philosophy and Education 35 (1):17-28.
    Drawing upon Nel Noddings’ contention that, if children are to be happy in schools, their teachers should also be happy, this paper tries to explore a way in which the obviously intimate but seemingly conflicting connections between students’ and teachers’ happiness can be understood from the viewpoint of Stanley Cavell’s reading of J. S. Mill. Mill’s conceptions of desire and pleasure are examined as a means of liberating the above connection from existing prioritization: that is, teachers’ or students’ happiness comes (...)
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