Journal of Philosophy of Education 43 (2):253-267 (2009)

Abstract
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 destabilising of our conceptions of self and language. Cavell seeks to achieve this through the idea of finding one's voice, understood as an autobiographical exercise. This necessitates both negotiation of the inheritance from the past and innovation for the future, initiation into the language community and deviation from it. What this amounts to, in ways that the paper seeks to explain, is a process of the self and language in translation. This is a sense of 'translation' that is broader than the conventional understanding of the term. Such a conception can, it is argued, exercise a therapeutic effect on the self, destabilising the myth of self-identity. The implications of this account for the contemporary vogue for narrative in educational research, as well as for classroom practice, are considered
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DOI 10.1111/j.1467-9752.2009.00691.x
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Becoming Cosmopolitan: On the Idea of a Japanese Response to American Philosophy. Saito - 2011 - Transactions of the Charles S. Peirce Society 47 (4):507.
The Pedagogue as Translator in the Classroom.Stephen Dobson - 2012 - Journal of Philosophy of Education 46 (2):271-286.
The Aims of Education and the Leap of Freedom.SunInn Yun - 2014 - Ethics and Education 9 (3):276-291.

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