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  1. Behold: Silence and Attention in Education.David Lewin - 2014 - Journal of Philosophy of Education 48 (3):355-369.
    Educators continually ask about the best means to engage students and how best to capture attention. These concerns often make the problematic assumption that students can directly govern their own attention. In order to address the role and limits of attention in education, some theorists have sought to recover the significance of silence or mindfulness in schools, but I argue that these approaches are too simplistic. A more fundamental examination of our conceptions of identity and agency reveals a Cartesian and (...)
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  • “Heroism on an empty stomach”: Weil and hillesum on love and happiness amid the holocaust1.Timothy P. Jackson - 2012 - Journal of Religious Ethics 40 (1):72-98.
    I do four things in this essay: (1) briefly rehearse the biographies of Simone Weil and Etty Hillesum, (2) outline and compare some of the key themes in their lives and works, noting interesting (and also troubling) similarities between them, as well as salient differences, (3) use their examples as lenses through which to look at contemporary attitudes toward altruism vs. self-interest, freedom vs. necessity, eating vs. fasting, and acting vs. writing, and (4) highlight both their strengths and their weaknesses (...)
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  • Simone Weil’s Method: Essaying Reality through Inquiry and Action.Benjamin P. Davis - 2021 - Comparative and Continental Philosophy 13 (3):235-246.
    ABSTRACT I read a selection of Simone Weil’s political philosophy in the way that she reads Marx – as forming “not a doctrine but a method of understanding and action.” My claim is that Weil’s method is likewise twofold: she attempts to understand the world through inquiry, then she tests her understanding through action. First, I read “Reflections Concerning the Causes of Liberty and Social Oppression” (1934). In that essay, inquiry, exemplified by Weil’s calling into question the term “revolution,” is (...)
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  • “We will die and will be free”: A gnostic reading of the double life of Véronique.Costica Bradatan - 2014 - Angelaki 19 (4):127-139.
    :This article has a dual purpose. On the one hand, I propose a Gnostic reading of Krzysztof Kieślowski's The Double Life of Véronique. In this interpretation, the figure of the puppeteer, who is eventually revealed to be the maker of the film's story, stands for the Gnostic demiurge. He creates puppet-people only to discard and sacrifice them when he is done performing. On the other hand, I use the film as a springboard for launching a broader philosophical conversation, existentialist in (...)
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  • Loving Wisdom with Dewey and Simone Weil.H. Dirk Windhorst - 2011 - Analytic Teaching and Philosophical Praxis 31 (1):41-55.
    This paper attempts to explicate and compare the ideas of John Dewey and Simone Weil on wisdom. It is a conceptual analysis which proceeds on the assumption that cultivating a love of wisdom in a student is a teacher’s highest calling. The comparison is focussed around two main questions: 1) How is wisdom connected to experience from a psychological perspective? 2) How is wisdom connected to the social dimension of experience?
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