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  1. Hannah Arendt: Athens or Perhaps Jerusalem?Danielle Celermajer - 2010 - Thesis Eleven 102 (1):24-38.
    As a political thinker nurtured in early 20th-century German, Hannah Arendt is most often identified with the Greek philosophical tradition. This article argues that the crisis in reality that threw her into politics also, though unacknowledgedly, threw her into ‘Jewish modes of thinking’ as an alternative source where she found the Greek tradition lacking. This claim is controversial, given Arendt’s vehement criticisms of any recourse to the absolute, or metaphysical truths in the realm of politics. Nevertheless, and consistent with a (...)
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  • A Strange Condition of Things: Alterity and Knowingness in Dickens' David Copperfield.Richard Smith - 2013 - Educational Philosophy and Theory 45 (4):371-382.
    It is sometimes said that we are strangers to ourselves, bearers of internal alterity, as well as to each other. The profounder this strangeness then the greater the difficulty of giving any systematic account of it without paradox: of supposing that our obscurity to ourselves can readily be illuminated. To attempt such an account, in defiance of the paradox, is to risk knowingness: a condition which, appearing to challenge our alterity but in fact often confirming it, holds an ambiguous place (...)
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  • Music Education and Cultural Identity.Robert A. Davis - 2005 - Educational Philosophy and Theory 37 (1):47-63.
    Renewed interest in the relationship between music education and cultural identity draws its vigor from strongly divergent sources. Globalized education and globalized musical culture supply new paradigms for understanding the central tasks of music education and their responsibility to a multicultural ethic of diversity, hybridity and difference. Yet recent anthropological studies of musical cognition and development emphasise both the centrality of ethnic and cultural particularism to the formation of musical awareness and the transcultural, factors in which such particularism is embedded. (...)
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  • Global Nihilism and Local Meanings? Dreyfus on Kierkegaard and Heidegger Today.Ian McPherson - 2002 - Educational Philosophy and Theory 34 (4):395–401.
  • If You’Re a Critical Theorist, How Come You Work for a University?Daniel Loick - 2018 - Critical Horizons 19 (3):233-245.
    ABSTRACTHow can we deal with the apparent contradiction between the normative ideals of critical theory and the practice of the current university system? To answer this question, I consult three classical criticisms of the university system: At the beginning of the nineteenth century, the French educator Joseph Jacotot formulated a pedagogical critique of the disciplinary effects of the educational system; at the beginning of the twentieth century, German historian Franz Rosenzweig articulated an ethical critique of the hegemonic educational system’s distance (...)
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  • Books Received. [REVIEW][author unknown] - 2002 - The European Legacy 7 (6):823-826.
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  • Wszystkie ciała człowieka.Adam Lipszyc - 2018 - Ruch Filozoficzny 73 (3):113.
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  • The Literary Life of Educational Authority.Charles Bingham - 2006 - Journal of Philosophy of Education 40 (3):357–369.
    This article looks into the workings of educational authority. While scholarly debate in education usually promotes authority as either good or bad, the same debate seldom asks questions about how authority works. This article is, then, an answer to the question ‘How?’ How does educational authority operate? It operates, it is suggested, in much the same way that literary authority operates. To make the case for educational authority as literary authority, the paper uses the philosophical work of Jacques Derrida and (...)
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  • Proteus Rising: Re-Imagining Educational Research.Richard Smith - 2008 - Journal of Philosophy of Education 42 (s1):183-198.
    The idea that educational research should be 'scientific', and ideally based on randomised control trials, is in danger of becoming hegemonic. In the face of this it seems important to ask what other kinds of educational research can be respectable in their own different terms. We might also note that the demand for research to be 'scientific' is characteristically modernist, and thus arguably local and temporary. It is then tempting to consider what non-modernist approaches might look like. The purpose of (...)
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  • Music Education and Cultural Identity.Robert A. Davis - 2005 - Educational Philosophy and Theory 37 (1):47–63.
    Renewed interest in the relationship between music education and cultural identity draws its vigor from strongly divergent sources. Globalized education and globalized musical culture supply new paradigms for understanding the central tasks of music education and their responsibility to a multicultural ethic of diversity, hybridity and difference. Yet recent anthropological studies of musical cognition and development emphasise both the centrality of ethnic and cultural particularism to the formation of musical awareness and the transcultural, factors in which such particularism is embedded. (...)
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  • Franz Rosenzweig.Benjamin Pollock - 2010 - Stanford Encyclopedia of Philosophy.
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