Should philosophy express the self?
Journal of Philosophy of Education 37 (1):35–51 (2003)
Abstract
R. K. Elliott once commended R. S. Peters' work in philosophy of education for being an authentic expression of the self. Many philosophers, probably including Peters, might see this more as a weakness. In an attempt to resolve this difference various kinds of continuity between philosopher and philosophy are explored. These point to an ideal of a two-way, and ultimately ‘organic’, relationship whereby the philosophy expresses the self and the self is formed by the philosophy. Ways of teaching to favour the development of such authenticity in novice philosophers are discussed.DOI
10.1111/1467-9752.3701003
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Citations of this work
Richard Peters and Valuing Authenticity.M. A. B. Degenhardt - 2009 - Journal of Philosophy of Education 43 (Supplement s1):209-222.
Subjecting ourselves to madness: A Maori approach to unseen instruction.Carl Mika - 2021 - Educational Philosophy and Theory 53 (7):719-727.
Educational stories: Engaging teachers in educational theory.David Dewhurst & Stephen Lamb - 2005 - Educational Philosophy and Theory 37 (6):907–917.
References found in this work
Philosophy as a Way of Life: Spiritual Exercises From Socrates to Foucault.Pierre Hadot - 1997 - Blackwell.
Cosmopolis: The Hidden Agenda of Modernity.Stephen Toulmin & Stephen Edelston Toulmin - 1992 - University of Chicago Press.
Must we mean what we say?Stanley Cavell - 1958 - In V. C. Chappell (ed.), Inquiry. New York: Dover Publications. pp. 172 – 212.
