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Charles C. Verharen [10]Charles Coulter Verharen [1]
  1.  14
    Two Genealogies of Human Values: Nietzsche Versus Edward O. Wilson on the Consilience of Philosophy, Science and Technology.Charles C. Verharen - 2020 - Science and Engineering Ethics 26 (1):255-274.
    In the twenty-first century, Stephen Hawking proclaimed the death of philosophy. Only science can address philosophy’s perennial questions about human values. The essay first examines Nietzsche’s nineteenth century view to the contrary that philosophy alone can create values. A critique of Nietzsche’s contention that philosophy rather than science is competent to judge values follows. The essay then analyzes Edward O. Wilson’s claim that his scientific research provides empirically-based answers to philosophy’s questions about human values. Wilson’s bold new hypothesis about the (...)
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  2. History and Self-Knowledge: Fanon and Afrocentrism.Charles C. Verharen - 1995 - Philosophical Forum 26 (4):294-314.
     
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  3.  36
    A Philosophy Curriculum for Universalized University Education.Charles C. Verharen - 2008 - Proceedings of the Xxii World Congress of Philosophy 37:293-307.
    Focusing on philosophy’s roles in problem solving, this essay proposes a philosophy curriculum for a university “universalized” according to a Cuban model. This model arises from Fidel Castro Ruz’s “dream” that the Cuban nation itself should become a university for its people. The paper’s immediate stimulus was aVenezuelan paper on rural universalized universities at the Havana conference on university education, Universidad 2008. What should be the place of philosophy in a university curriculum for rural students? In the idiom of Richard (...)
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  4.  37
    A Cultural Introduction to Philosophy.Charles C. Verharen - 1996 - Teaching Philosophy 19 (1):65-81.
    This paper explores the potential pedagogical benefits of philosophy for resolving conflicts in academia and for introducing students to other disciplines. Following C.P Snow's definition of academic disciplines as representing a culture, the author argues that philosophical study can provide a means to reduce strife between science and the humanities. Defining philosophy as self-reflection and prescribing pedagogical methods which open philosophical study onto cultural studies, the author offers the notion of philosophy as an introduction to a liberal arts education. Such (...)
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  5.  4
    Nietzsche and Heidegger: PoPoMo Philosophers Avant la Lettre.Charles C. Verharen - 2018 - Educational Philosophy and Theory 50 (14):1549-1550.
  6.  7
    The Critical Pragmatism of Alain Locke: A Reader on Value Theory, Aesthetics, Community, Culture, Race and Education by Leonard Harris, Ed.Charles C. Verharen - 2001 - Philosophia Africana 4 (1):96-102.
  7.  4
    Ancient Africa and the Structure of Revolutions in Ethics: A Prolegomenon for Contemporary African Political Philosophy.Charles C. Verharen - 2012 - Philosophia Africana 14 (1):1-21.
  8.  37
    "Philosophy of Education," by Nel Noddings. [REVIEW]Charles C. Verharen - 2012 - Teaching Philosophy 35 (2):238-241.
  9.  20
    Understanding Non-Western Philosophy: Introductory Readings. [REVIEW]Charles C. Verharen - 1995 - Teaching Philosophy 18 (1):90-93.