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Monique Wonderly [3]Monique Lisa Wonderly [1]
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Profile: Monique Wonderly (Princeton University, University of California, Riverside)
  1. A Humean Approach to Assessing the Moral Significance of Ultra-Violent Video Games.Monique Wonderly - 2008 - Ethics and Information Technology 10 (1):1-10.
  2.  36
    On Being Attached.Monique Lisa Wonderly - 2016 - Philosophical Studies 173 (1):223-242.
    We often use the term “attachment” to describe our emotional connectedness to objects in the world. We become attached to our careers, to our homes, to certain ideas, and perhaps most importantly, to other people. Interestingly, despite its import and ubiquity in our everyday lives, the topic of attachment per se has been largely ignored in the philosophy literature. I address this lacuna by identifying attachment as a rich “mode of mattering” that can help to inform certain aspects of agency (...)
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  3.  15
    The Good of Community.Maudemarie Clark & Monique Wonderly - 2015 - In Nietzsche on Ethics and Politics. Oxford University Press. pp. 184-202.
    This chapter argues against a new and perhaps more benign way of classifying Nietzsche as a political conservative. It also adds to the argument that even though Nietzsche is seen as more leftist than he appears, he is not an egalitarian. It does so by making an extended and detailed case against Julian Young’s claim that the flourishing of the community is Nietzsche’s highest value. The final section suggests that Nietzsche’s view might nevertheless be able to accommodate richer notions of (...)
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  4.  34
    Children's Film as an Instrument of Moral Education.Monique Wonderly - 2009 - Journal of Moral Education 38 (1):1-15.
    This paper explores two philosophical treasures that we often neglect: the moral faculties of children and the pedagogic virtues of film. My thesis consists of three primary claims: (1) when properly educated, children are capable of thinking critically about ethical issues; (2) moral edification ought to have the dual aims of developing this capacity and educating the emotions; and (3) given these aims, the children's film genre is a surprisingly apposite tool for aiding the moral instruction of pre?adolescents. I advance (...)
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