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Catherine Homan
Mount Mary University
  1.  41
    Nietzsche’s Metaphysics of Play.Eugen Fink, Catherine Homan & Zachary Hamm - 2019 - Philosophy Today 63 (1):21-33.
    This lecture from 1946 presents Eugen Fink’s interpretation of Nietzsche’s metaphysics. Fink’s aim here is twofold: to work against the trend of psychologistic interpretations of Nietzsche’s work and to perform the philosophical interpretation of Nietzsche he finds lacking in his predecessors. Fink contends that play is the central intuition of Nietzsche’s philosophy, specifically in his rejection of Western metaphysics’ insistence on being and presence. Drawing instead from Heraclitus, Nietzsche argues for an ontology of becoming characterized by the Dionysian as the (...)
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  2. The State of Teacher Training in Philosophy.David W. Concepción, Melinda Messineo, Sarah Wieten & Catherine Homan - 2016 - Teaching Philosophy 39 (1):1-24.
    This paper explores the state of teacher training in philosophy graduate programs in the English-speaking world. Do philosophy graduate programs offer training regarding teaching? If so, what is the nature of the training that is offered? Who offers it? How valuable is it? We conclude that philosophers want more and better teaching training, and that collectively we know how to deliver and support it.
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  3.  91
    The Play of Ethics in Eugen Fink.Catherine Homan - 2013 - Journal of Speculative Philosophy 27 (3):287-296.
    Central to Eugen Fink's distinctive understanding of the context of ethical engagement is his way of thinking about being in the world. From Fink's perspective we can see that Western metaphysics, and contemporary philosophical ethics, has forgotten the world. In its attempt to achieve objectivity, metaphysics has sought a vantage point that could be a view from nowhere. If the world is remembered, it is misconstrued to be a mere frame or container for objects and experiences. This has led to (...)
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  4.  16
    The Play of Being and Nothing.Catherine Homan - 2019 - Philosophy Today 63 (1):35-54.
    The question permeating much of Eugen Fink’s work is whether a nonmetaphysical thinking of the world is possible. Fink views metaphysics as understanding the world merely from the side of beings and as a container of things. A nonmetaphysical thinking would be cosmological; it would think the world as a totality, as the origin of being, of beings, of time, and of space. This thinking requires a radical way of thinking that which cannot be thought: the nothing that allows being (...)
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  5. A Hermeneutics of Poetic Education: The Play of the in-Between.Catherine Homan - 2020 - Lexington Books.
    A Hermeneutics of Poetic Education: The Play of the In-Between provides an account of poetic education as an alternative to aesthetic education. Drawing on philosophical hermeneutics and philosophy of play, Homan argues that rather than the cultivation of taste, education is the cultivation of formation and a learning to listen.
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  6.  13
    Nietzsche’s Metaphysics of Play in Advance.Eugen Fink, Catherine Homan & Zachary Hamm - forthcoming - Philosophy Today.
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  7.  8
    The Play of Being and Nothing in Advance.Catherine Homan - forthcoming - Philosophy Today.
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  8.  6
    8 Whoever Cannot Give, Also Receives Nothing.Catherine Homan - 2013 - In Emily Ryall (ed.), The Philosophy of Play. Routledge. pp. 98.
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