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Charles C. Verharen [12]Charles Coulter Verharen [1]
  1.  12
    The Future of Ethics and Education: Philosophy in a Time of Existential Crises.Charles C. Verharen - 2020 - Ethics and Education 15 (3):371-389.
    ABSTRACT Philosophy confronts two existential crises: the threats to its existence from scientists like Stephen Hawking who claim that philosophy is dead; and the threat to life itself from catastrophic climate change. The essay’s first theoretical part critiques Nietzsche’s claim that philosophy’s primary function is to guarantee the future of life. The essay’s second practical part claims that philosophy must meet the challenge of life’s extinction through a revised model for ethics in education. Taking its start from recent conceptualizations of (...)
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  2.  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.
  3.  40
    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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  4.  2
    An Odd Coupling: Nietzsche and W.E.B. Du Bois on 21st Century Philosophy of Education.Charles C. Verharen - forthcoming - Studies in Philosophy and Education:1-15.
    This essay contrasts Nietzsche’s remarks on elite education with W.E.B. Du Bois’ demand for democratized education. The essay takes their remarks as springboards for a twenty-first century philosophy of education rather than an historical account of their philosophies. Both thinkers cultivated Kant and Hegel’s dream that the spirit of freedom guided by reason would unite all the world’s peoples. Both held that education was key to realizing the dream. Their judgments about qualifying for education separated them. Nietzsche insisted that only (...)
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  5.  38
    A Philosophy Curriculum for Universalized University Education: A Cuban Model.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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  6. History and Self-Knowledge: Fanon and Afrocentrism.Charles C. Verharen - 1995 - Philosophical Forum 26 (4):294-314.
     
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  7.  5
    Nietzsche and Heidegger: PoPoMo Philosophers Avant la Lettre.Charles C. Verharen - 2018 - Educational Philosophy and Theory 50 (14):1549-1550.
  8.  13
    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.
  9.  18
    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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