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  1. Awakening My Voice: Learning From Cavell's Perfectionist Education.Naoko Saito - 2004 - Educational Philosophy and Theory 36 (1):79-89.
  • Philosophical Writing: Prefacing as Professing.Rob McCormack - 2008 - Educational Philosophy and Theory 40 (7):832-855.
    If you do not wish to construe philosophical discourse as simply a discourse of cognition, a theoretical discourse; if you think it is also a practical, ethical discourse: how should you write? How should you frame the ethos, the authority of your discourse? This article re‐presents an extended preface I wrote and rewrote obsessively over a period of nearly two years in an effort to forge a voice and mode of address adequate to my sense of philosophical discourse as a (...)
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  • Perfectionism and the Place of the Interior Life in Business: Toward an Ethics of Personal Growth.Joshua S. Nunziato & Ronald Paul Hill - 2019 - Business Ethics Quarterly 29 (2):241-268.
    ABSTRACT:Stanley Cavell’s moral perfectionism places the task of cultivating richer self-understanding and self-expression at the center of corporate life. We show how his approach reframes business as an opportunity for moral soul-craft, achieved through the articulation of increasingly reflective inner life in organizational culture. Instead of norming constraints on business activity, perfectionism opens new possibilities for conducting commercial exchange as a form of conversation, leading to personal growth. This approach guides executives in designing businesses that foster genius and channel creativity, (...)
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  • Skepticism and Critique in Arendt and Cavell.Andrew Norris - 2018 - Philosophy and Social Criticism 44 (1):81-99.
    In this article I compare and contrast Hannah Arendt’s and Stanley Cavell’s understandings of critique, focusing in each case upon the role played in it by skepticism. Both writers are decisively influenced by the later Heidegger’s thought that thinking as such is, first, the necessary turn to a practice adequate to our situation and, second, something that we shun. They also share the desire to take up this Heideggerian thought in Kantian terms: what is at stake is critical thinking. It (...)
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  • Agamben’s Uses of Wittgenstein: An Overall Critical Assessment.Andrea Di Gesu - 2018 - Philosophy and Social Criticism 45 (8):907-929.
    Agamben has often made explicit references to the reflexion of Wittgenstein: it is thus surprising to note that this important influence of his philosophy has been almost completely ignored. In thi...
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  • Catherine Wheatley (2019) Stanley Cavell and Film: Scepticism and Self-Reliance at the Cinema.Daniele Rugo - 2020 - Film-Philosophy 24 (3):375-378.
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  • A Comedian and a Fascist Walk Into Freud's Bar: On the Mass Character of Stand‐Up Comedy.Martin Shuster - 2020 - Journal of Aesthetics and Art Criticism 78 (4):525-534.
    This article explores the psychoanalytic points of commonality between stand‐up comedy shows and fascist rallies, arguing that both are concerned with the creation of a “mass” audience. The article explores the political significance of this analogy by arguing that while stand‐up shows are not as regressive as fascist rallies, their “mass” character does run counter to any political aspirations they may have toward the end of critical consciousness raising.
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  • Curiosity and Acquaintance: Ways of Knowing.Paul Standish - forthcoming - Journal of Philosophy of Education.
    Journal of Philosophy of Education, EarlyView.
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  • The Politics in/of Pain.Charles Djordjevic - forthcoming - Philosophy and Social Criticism:019145372091229.
    Pain, pain talk and pain ascriptions seem to be universal features of human experience and to have little to do with politics. It is often assumed that pain is always bad, a sign of a malfunctioning machine, that pain talk describes this malfunction and that the humane thing to do is to seek to ameliorate or excise pain. I argue that this viewpoint is one-sided at best and imperialistic at worst. In section I, I outline what I term the ‘prima (...)
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  • Philosophy in Schools: Then and Now.Megan J. Laverty - 2014 - Journal of Philosophy in Schools 1 (1).
    It is twelve years since the article you are about to read was published. During that time, the philosophy in schools movement has expanded and diversified in response to curriculum developments, teaching guides, web-based resources, dissertations, empirical research and theoretical scholarship. Philosophy and philosophy of education journals regularly publish articles and special issues on pre-college philosophy. There are more opportunities for undergraduate and graduate philosophy students to practice and research philosophy for/with children in schools. The Ontario Philosophy Teachers Association reports (...)
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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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  • Perception, Evidence, and Our Expressive Knowledge of Others' Minds.Anil Gomes - forthcoming - In Matthew Parrott & Anita Avramides (eds.), Knowing Other Minds. Oxford: Oxford University Press.
    ‘How, then, she had asked herself, did one know one thing or another thing about people, sealed as they were?’ So asks Lily Briscoe in To the Lighthouse. It is this question, rather than any concern about pretence or deception, which forms the basis for the philosophical problem of other minds. Responses to this problem have tended to cluster around two solutions: either we know others’ minds through perception; or we know others’ minds through a form of inference. In the (...)
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  • Respect for Persons.Sarah Buss - 1999 - Canadian Journal of Philosophy 29 (4):517-550.
    We believe we owe one another respect. We believe we ought to pay what we owe by treating one another ‘with respect.’ If we could understand these beliefs we would be well on the way to understanding morality itself. If we could justify these beliefs we could vindicate a central part of our moral experience.Respect comes in many varieties. We respect some people for their upright character, others for their exceptional achievements. There are people we respect as forces of nature: (...)
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  • Necrology of Ontology: Putnam, Ethics, Realism.Sandra Laugier - 2020 - The Monist 103 (4):391-403.
    This article aims at putting in context and at pursuing the concept elaborated by the later Putnam of an ethics without ontology, which I associate with certain other contemporary philosophers like Stanley Cavell and Cora Diamond; and in general of a philosophy without ontology. Putnam’s ambition is to get rid of ontology by refocusing reflection on ethics in a realistic spirit. This calls for a reappraisal of the entirety of Putnam’s evolution after the 1980s, especially his “Wittgensteinian turn,” which has (...)
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  • Resolution in §201 of the Philosophical Investigations.Elek Lane - 2020 - Australasian Journal of Philosophy 98 (2):393-402.
    It is widely thought that, in §201 of the Philosophical Investigations, Wittgenstein reveals himself to oppose a definite view or theory of rule-following. I argue that, due to the self-undermining...
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  • Infants, Childhood and Language in Agamben and Cavell: Education as Transformation.Stefan Ramaekers & Joris Vlieghe - 2014 - Ethics and Education 9 (3):292-304.
    In this paper we explore a new way to deal with social inequality and injustice in an educational way. We do so by offering a particular reading of a scene taken from Minnelli's film The Band Wagon which is often regarded as overly western-centred and racist. We argue, however, that the way in which words and movements in this scene function are expressive of an event that can be read as a new beginning and that it is for this reason (...)
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  • Philosophy's Tragedy.Andrew Cooper - 2016 - Metaphilosophy 47 (1):59-74.
    Is tragedy, as Nietzsche declared, dead? In recent years many philosophers have reconsidered tragedy's relation to philosophy. While tragedy is deemed to contain important lessons for philosophy, there is a consensus that it remains a thing of the past. This article calls this consensus into question, arguing that it reifies tragedy, keeping tragedy at arm's length. With the interest of identifying the necessity of tragedy to philosophy, it draws from Quentin Skinner to put forward an alternative approach to genre as (...)
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  • Taking a Chance: Education for Aesthetic Judgment and the Criticism of Culture.Naoko Saito - 2015 - Ethics and Education 10 (1):96-104.
    This article explores the possibilities of the antifoundationalist thought of Cavell with a particular focus on his idea of chance in aesthetic experience, as a framework through which to destabilize the prevailing discourse of education centering on freedom and control. I try to present the idea of chance in a particular way, which does not identify it with chaos or limitlessness but takes it rather as a condition of meaning-making, and more generally of a perfecting of culture, of a conscientious (...)
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  • Solipsismo E Reconhecimento: Metafísica Descritiva Com Rosto Humano.Jônatas Techio - 2008 - Principia: An International Journal of Epistemology 12 (2):217-235.
    The paper provides a reconstruction of Strawson’s argument in chapter 3 of Individuals, emphasizing an aspect of his analysis which has received relatively small attention in the literature: the role played by a “non-detached” or “involved” stance towards other subjects in the constitution of a non-solipsistic consciousness of the world. Additionally, the paper presents some of the main lines of development which are available to further clarify and articulate the underscored aspect of Strawson’s analysis, ending up with the suggestion that (...)
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  • Wittgenstein, Modern Music, and the Myth of Progress.Eran Guter - 2017 - In Ilkka Niiniluoto & Thomas Wallgren (eds.), On the Human Condition – Essays in Honour of Georg Henrik von Wright’s Centennial Anniversary, Acta Philosophica Fennica vol. 93. Helsinki: Societas Philosophica Fennica. pp. 181-199.
    Georg Henrik von Wright was not only the first interpreter of Wittgenstein, who argued that Spengler’s work had reinforced and helped Wittgenstein to articulate his view of life, but also the first to consider seriously that Wittgenstein’s attitude to his times makes him unique among the great philosophers, that the philosophical problems which Wittgenstein was struggling, indeed his view of the nature of philosophy, were somehow connected with features of our culture or civilization. -/- In this paper I draw inspiration (...)
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  • Phainomena e explicação na Ética Eudêmia de Aristóteles.Raphael Zillig - 2014 - In Conocimiento, ética y estética en la Filosofía Antigua: Actas del II Simposio Nacional de Filosofía Antigua. Rosário, Argentina: Asociación Argentina de Filosofía Antigua. pp. 330-336.
  • The Good, the Bad, and the Vacuous: Wittgenstein on Modern and Future Musics.Eran Guter - 2015 - Journal of Aesthetics and Art Criticism 73 (4):425-439.
    This article explains Wittgenstein's distinction between good, bad, and vacuous modern music which he introduced in a diary entry from January 27, 1931. I situate Wittgenstein's discussion in the context of Oswald Spengler's ideas concerning the decline of Western culture, which informed Wittgenstein's philosophical progress during his middle period, and I argue that the music theory of Heinrich Schenker, and Wittgenstein's critique thereof, served as an immediate link between Spengler's cultural pessimism and Wittgenstein's threefold distinction. I conclude that Wittgenstein's distinction (...)
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  • The Authority of Us : On the Concept of Legitimacy and the Social Ontology of Authority.Adam Robert Arnold - unknown
    Authority figures permeate our daily lives, particularly, our political lives. What makes authority legitimate? The current debates about the legitimacy of authority are characterised by two opposing strategies. The first establish the legitimacy of authority on the basis of the content of the authority’s command. That is, if the content of the commands meet some independent normative standard then they are legitimate. However, there have been many recent criticisms of this strategy which focus on a particular shortcoming – namely, its (...)
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  • Miejsce I Rola Kryteriów W Filozofii Wittgensteina.Wawrzyniak Jan - 2015 - Argument: Biannual Philosophical Journal 5 (1):179-190.
    The role of criteria in Wittgenstein’s philosophy The main objective of this article is to explain the role of the concept of a ‘criterion’ in Ludwig Wittgenstein’s philosophy. To do so, the author juxtaposes a few well‑known interpretations of this issue, and compares the notion of a criterion with the notion of a rule. Contrary to Peter M.S. Hacker’s reading, he points out that according to Wittgenstein, to give the ‘criteria of use’ of an expression is to determine its ‘grammar’. (...)
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  • Characterizing Skepticism’s Import.Jill Rusin - 2012 - International Journal for the Study of Skepticism 2 (2):99-114.
    This paper discusses a common contemporary characterization of skepticism and skeptical arguments-that their real importance is instrumental, that they “drive progress in philosophy.“ I explore two possible contrasts to the idea that skepticism's significance is thus wholly methodological. First, I recall for the reader a range of views that can be understood as `truth in skepticism' views. These concessive views are those most clearly at odds with the idea that skepticism is false, but instrumentally valuable. Considering the contributions of such (...)
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  • What Is Critique?Sverre Raffnsøe - unknown
    Since the Enlightenment critique has played an overarching role in how western society understands itself and its basic institutions. However, opinions differ widely concerning the understanding and evaluation of critique. To understand such differences and clarify a viable understanding of critique, the article turns to Kant’s critical philosophy, inaugurating the “age of criticism”. While generalizing and making critique unavoidable, Kant coins an unambiguously positive understanding of critique as an affirmative, immanent activity. Not only does this positive conception prevail in the (...)
     
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  • What is Critique? Critical Turns in the Age of Criticism.Sverre Raffnsøe - 2017 - Outlines. Critical Practice Studies 18 (1):28-60.
    Since the Enlightenment, critique has played an overarching role in how Western society understands itself and its basic institutions. However, opinions differ widely concerning the understanding and evaluation of critique. To understand such differences and clarify a viable understanding of critique, the article turns to Kant’s critical philosophy, inaugurating the “age of criticism”. While generalizing and making critique unavoidable, Kant coins an unambiguously positive understanding of critique as an affirmative, immanent activity. Not only does this positive conception prevail in the (...)
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  • Thinking About Animals: James, Wittgenstein, Hearne.Russell B. Goodman - 2016 - Nordic Wittgenstein Review 5 (1):9-29.
    In this paper I reconsider James and Wittgenstein, not in the quest for what Wittgenstein might have learned from James, or for an answer to the question whether Wittgenstein was a pragmatist, but in an effort to see what these and other related but quite different thinkers can help us to see about animals, including ourselves. I follow Cora Diamond’s lead in discussing a late paper by Vicki Hearne entitled “A Taxonomy of Knowing: Animals Captive, Free-Ranging, and at Liberty”, which (...)
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  • Chains of Life: Turing, Lebensform, and the Emergence of Wittgenstein’s Later Style.Juliet Floyd - 2016 - Nordic Wittgenstein Review 5 (2):7-89.
    This essay accounts for the notion of _Lebensform_ by assigning it a _logical _role in Wittgenstein’s later philosophy. Wittgenstein’s additions of the notion to his manuscripts of the _PI_ occurred during the initial drafting of the book 1936-7, after he abandoned his effort to revise _The Brown Book_. It is argued that this constituted a substantive step forward in his attitude toward the notion of simplicity as it figures within the notion of logical analysis. Next, a reconstruction of his later (...)
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  • Naturalism, Conventionalism, and Forms of Life: Wittgenstein and the "Cratylus".Paul M. Livingston - 2015 - Nordic Wittgenstein Review 4 (2):7-38.
    I consider Plato’s argument, in the dialogue Cratylus, against both of two opposed views of the “correctness of names.” The first is a conventionalist view, according to which this relationship is arbitrary, the product of a free inaugural decision made at the moment of the first institution of names. The second is a naturalist view, according to which the correctness of names is initially fixed and subsequently maintained by some kind of natural assignment, rooted in the things themselves. I argue (...)
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  • A Reconsideration of the Relation Between Kuhnian Incommensurability and Translation.Vasso Kindi - 2017 - International Studies in the Philosophy of Science 31 (4):397-414.
    ABSTRACTUp to the introduction of the term and concept of incommensurability by T. S. Kuhn and P. K. Feyerabend in the early 1960s, scientific texts were supposed to pose no problem as regards their translation, unlike literature, which was thought very difficult to translate. After the introduction of the term, translation of scientific language became equally problematic because, due to conceptual and perceptual incommensurability, there was no common observation basis to ground linguistic equivalences between languages of incommensurable paradigms. This article (...)
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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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  • Child Rearing: Passivity and Being Able to Go On. Wittgenstein on Shared Practices and Seeing Aspects.Stefan Ramaekers & Paul Smeyers - 2008 - Educational Philosophy and Theory 40 (5):638-651.
    It is not uncommon to hear parents say in discussions they have with their children 'Look at it this way'. And called upon for their advice, counsellors too say something to adults with the significance of 'Try to see it like this'. The change of someone's perspective in the context of child rearing is the focus of this paper. Our interest in this lies not so much in giving an answer to the practical problems that are at stake, but at (...)
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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 Aims of Education and the Leap of Freedom.SunInn Yun - 2014 - Ethics and Education 9 (3):276-291.
    This paper considers the place of freedom in discussions of the aims of education. Bearing in mind remarks of R.S. Peters to the affect that the singling out of aims can ‘fall into the hands of rationalistically minded curriculum planners’, it begins by considering the views of Roland Reichenbach regarding Bildung and his account of this in ateleological terms. The particular place of freedom is examined in the light of the writings of Martin Heidegger and Jean-Luc Nancy. The meaning of (...)
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  • Wittgenstein for Adolescents? Post-Foundational Epistemology in High School Philosophy.Jeff A. Stickney - 2014 - Ethics and Education 9 (2):201-219.
    Drawing on experience teaching secondary philosophy students, I investigate meaningful engagement with Wittgenstein in a Grade 12 epistemology unit. The premise is that without some introduction to landmark philosophers of the early twentieth century, students are left out of many contemporary philosophical conversations: linguistic idealism or relativism, and nominalism versus realism. Wanting to share with students Foucault, Rorty, and Hacking, I need expedient avenues of approach. Using Wittgenstein's methods I offer practical, ‘shallow grounds’ for an eclectic syllabus conveying post-foundational epistemology, (...)
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  • Registers of the Religious: The Terence H. McLaughlin Lecture 2010.Paul Standish - 2012 - Ethics and Education 7 (2):185-197.
  • Wittgenstein and Stage-Setting: Being Brought Into the Space of Reasons.David Simpson - 2014 - Educational Philosophy and Theory 46 (6):624-639.
    I hope to clarify and explicate an account of how a creature comes to be brought into the space of reasons – that is, comes to take its place as a rational agent in social practices. My ultimate interest, however, is with a tension apparently generated by the emphasis on training coupled with this attack on cognitivism. If one’s coming to maturity depends on one being embedded in a practice, so that one comes to adopt, with ‘comfortable certainty’, the common (...)
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  • Beyond Monolingualism: Philosophy as Translation and the Understanding of Other Cultures.Naoko Saito - 2009 - Ethics and Education 4 (2):131-139.
    Beyond a monolingual mentality and beyond the language that is typically observed in the prevalent discourse of education for understanding other cultures, this article tries to present another approach: Stanley Cavell's idea of philosophy as translation . This Cavellian approach shows that understanding foreign cultures involves a relation to other cultures already within one's native culture. Foreshadowing the Cavellian sense of tragedy, Emerson's 'Devil's child' helps us detect the sources of repression and blindness that are hidden behind the foundationalist approach (...)
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  • Presuppositional Languages and the Failure of Cross-Language Understanding.Xinli Wang - 2003 - Dialogue 42 (1):53-77.
    Why is mutual understanding between two substantially different comprehensive language communities often problematic and even unattainable? To answer this question, the author first introduces a notion of presuppositional languages. Based on the semantic structure of a presuppositional language, the author identifies a significant condition necessary for effective understanding of a language: the interpreter is able to effectively understand a language only if he/she is able to recognize and comprehend its metaphysical presuppositions. The essential role of the knowledge of metaphysical presuppositions (...)
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  • Deferred Prosecution Agreements and the Presumption of Innocence.Roger A. Shiner & Henry Ho - 2018 - Criminal Law and Philosophy 12 (4):707-723.
    A deferred prosecution agreement, or DPA, allows a corporation, instead of proceeding to trial on a criminal charge, to settle matters with the state by acknowledging the facts on which any charge would be based, pay a reduced fine, and agree to change the way they conduct business. Critics of DPAs have suggested that, because the defendant corporation must pay a fine and submit to structural reform without having been found guilty at trial, DPAs violate the Presumption of Innocence. This (...)
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  • Teaching and Learning with Wittgenstein and Turing: Sailing the Seas of Social Media.Juliet Floyd - 2019 - Journal of Philosophy of Education 53 (4):715-733.
  • Re‐Conceptualizing Critical Thinking for Moral Education in Culturally Plural Societies.Duck‐Joo Kwak - 2007 - Educational Philosophy and Theory 39 (4):460-470.
    This paper critically examines the contemporary educational discourse on critical thinking as one of the primary aims of education, its modernist defence and its postmodernist criticism, so as to explore a new way of conceptualizing critical thinking for moral education. What is at stake in this task is finding a plausible answer to the question of how the teaching of critical thinking in moral education can contribute to leading young people to avoid moral relativism while at the same time to (...)
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  • ‘How Well He's Read, To Reason Against Reading’: Language, Eros and Education in Shakespeare's Love's Labour's Lost.Valentin Gerlier - 2019 - Journal of Philosophy of Education 53 (3):589-604.
  • Awe or Horror: Differentiating Two Emotional Responses to Schema Incongruence.Pamela Marie Taylor & Yukiko Uchida - 2019 - Cognition and Emotion 33 (8):1548-1561.
    ABSTRACTExperiences that contradict one's core concepts elicit intense emotions. Such schema incongruence can elicit awe, wherein experiences that are too vast...
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  • Inheriting Wittgenstein's Augustine: A Grammatical Investigation of the Incarnation.Philip G. Porter - 2019 - New Blackfriars 100 (1088):452-473.
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  • Learning Our Concepts.Megan J. Laverty - 2009 - Philosophy of Education 43 (Supplement s1):27-40.
    Richard Stanley Peters appreciates the centrality of concepts for everyday life, however, he fails to recognize their pedagogical dimension. He distinguishes concepts employed at the first-order from second-order conceptual clarification. This distinction serves to elevate the discipline of philosophy at the expense of our ordinary language-use. I revisit this distinction and argue that our first-order use of concepts encompasses second-order concern. Individuals learn and teach concepts as they use them. Conceptual understanding is an obligation that all individuals, and not just (...)
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  • Maximalist Islamic Education as a Response to Terror: Some Thoughts on Unconditional Action.Yusef Waghid & Nuraan Davids - 2015 - Educational Philosophy and Theory 47 (13-14):1477-1492.
    Inasmuch as Muslim governments all over the world dissociate themselves from despicable acts of terror, few can deny the brutality and violence perpetrated especially by those in authoritative positions like political governments against humanity. Poignant examples are the ongoing massacre of Muslim communities in Syria, Iraq, Afghanistan and Pakistan by those government or rebel forces intent on eliminating the other whom they happen to find unworthy of living. This article attempts to map Islamic education’s response to violence and terror often (...)
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  • Citizenship and Scholarship in Emerson, Cavell and Foucault.Naomi Hodgson - 2011 - Ethics and Education 6 (1):85 - 100.
    This article explores the relationship between democracy, citizenship and scholarship through the notion of voice. The conception of voice in current policy operates governmentally, and shores up an identity ordered according to existing classifications and choices rather than destabilising it, and enabling critique. Rather than leading to an empowerment then the notion of voice, found in policy, research and practice, constitutes a depoliticisation of citizenship. The work of Ralph Waldo Emerson, Stanley Cavell and Michel Foucault is drawn upon here to (...)
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  • Ourselves in Translation: Stanley Cavell and Philosophy as Autobiography.Naoko Saito - 2009 - Journal of Philosophy of Education 43 (2):253-267.
    This paper offers a different approach to writing about oneself—Stanley Cavell's idea of philosophy as autobiography. In Cavell's understanding, the acknowledgement of the partiality of the self is an essential condition for achieving the universal. In the apparently paradoxical combination of the 'philosophical' and the 'autobiographical', Cavell shows us a way of focusing on the self and yet always transcending the self. The task requires, however, a reconstruction of the notions of philosophy and autobiography, and at the same time the (...)
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