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  1.  13
    Teachers as Absurd Heroes: Camus’ Sisyphus and the Promise of Rebellion.Mordechai Gordon - 2016 - Educational Philosophy and Theory 48 (6).
    Inspired by Camus’ portrayal of Sisyphus, this essay examines the act of teaching as an absurd profession, one that faces numerous obstacles and challenges and continually falls short of its intended goals. I begin my analysis by demonstrating that Camus’ understanding of the absurd was heavily influenced by Nietzsche’s conception of nihilism. I argue that for Camus the sense of absurdity comes from the conflict between humans’ longing for order and meaning and the disorder and meaninglessness that we experience in (...)
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  2.  66
    Hannah Arendt and Education: Renewing Our Common World.Mordechai Gordon (ed.) - 2001 - Westview Press.
    Renewing Our Common World: Essays On Hannah Arendt And Education is the first book to bring together a collection of essays on Hannah Arendt and education. The contributors contend that Arendt offers a unique perspective, one which enhances the liberal and critical traditions' call for transforming education so that it can foster the values of democratic citizenship and social justice. They focuses on a wide array of Arendtian concepts— such as natality, action, freedom, public space, authority and judgment— which are (...)
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  3.  77
    Listening as Embracing the Other: Martin Buber's Philosophy of Dialogue.Mordechai Gordon - 2011 - Educational Theory 61 (2):207-219.
    In this essay, Mordechai Gordon interprets Martin Buber's ideas on dialogue, presence, and especially his notion of embracing in an attempt to shed some light on Buber's understanding of listening. Gordon argues that in order to understand Buber's conception of listening, one needs to examine this concept in the context of his philosophy of dialogue. More specifically, his contention is that closely examining Buber's notion of embracing the other is critical to making sense of his conception of listening. Gordon's analysis (...)
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  4.  26
    Between Remembering and Forgetting.Mordechai Gordon - 2015 - Studies in Philosophy and Education 34 (5):489-503.
    This essay seeks to add to a growing body of literature in philosophy of education that focuses on issues of historical consciousness and remembrance and their connections to moral education. In particular, I wish to explore the following questions: What does it mean to maintain a tension between remembering and forgetting tragic historical events? And what does an ethical stance that seeks to maintain this tension provide us? In what follows, I first describe two contemporary approaches to cultivating historical consciousness (...)
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  5.  22
    Lying in Politics: Fake News, Alternative Facts, and the Challenges for Deliberative Civics Education.Mordechai Gordon - 2018 - Educational Theory 68 (1):49-64.
  6.  28
    Hannah Arendt on Authority: Conservatism in Education Reconsidered.Mordechai Gordon - 1999 - Educational Theory 49 (2):161-180.
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  7.  14
    Special Issue on Humor, Laughter, and Philosophy of Education: Introduction.Mordechai Gordon & Cris Mayo - 2014 - Educational Philosophy and Theory 46 (2):1-5.
  8.  2
    Introduction.Mordechai Gordon & Cris Mayo - 2014 - Educational Philosophy and Theory 46 (2):115-119.
  9.  23
    Toward A Pragmatic Discourse of Constructivism: Reflections on Lessons From Practice.Mordechai Gordon - 2009 - Educational Studies: Journal of the American Educational Studies Association 45 (1):39-58.
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  10.  52
    Camus, Nietzsche, and the Absurd: Rebellion and Scorn Versus Humor and Laughter.Mordechai Gordon - 2015 - Philosophy and Literature 39 (2):364-378.
    Throughout his relatively short life, Albert Camus struggled with nihilism and the absurd nature of human existence. Indeed, many of his writings deal with the problem of nihilism and with the issues of suicide, murder, suffering, and mass death. Always serious in his writings yet never resorting to cynicism or despair, Camus advocated rebellion as a response to nihilism. The choice of rebellion as a response to the absurdity of human existence makes sense when one realizes that his life spanned (...)
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  11.  14
    In Search of a Universal Human Rights Metaphor: Moral Conversations Across Differences.Mordechai Gordon - 2018 - Educational Philosophy and Theory 50 (1):83-94.
    This article takes up the educational challenge of the framers of the Universal Declaration of Human Rights. Specifically, the author explores the question of: how can we talk about a universal conception of human rights in a way that both respects the need for cultural pluralism and the necessity to protect those rights and freedoms that all people—regardless of differences such as race, class, culture, or religion—are entitled to? What metaphor or metaphors can be useful for us to speak clearly (...)
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  12.  40
    Using Humorous Video Clips to Enhance Students' Understanding, Engagement and Critical Thinking.Mordechai Gordon - 2014 - Think 13 (38):85-97.
    This essay examines the results of my attempt to use humorous video clips in a course taught in the Fall of 2010 and 2011. The regular display of these clips was designed to enhance my students' understanding of the central concepts of the course, participation in class discussions and to encourage them to think more critically and creatively. The results of a survey I administered at the end of the semester suggest that there is a positive correlation between the use (...)
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  13.  17
    For the Love of Our Children: Hannah Arendt, the Limits of Freedom and the Role of Education in a Culture of Violence.Mordechai Gordon - 2015 - Educational Studies: Journal of the American Educational Studies Association 51 (3):209-222.
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  14.  20
    On the Dangers of Antiquarian Investigations: Nietzsche, the Excesses of History, and the Power of Forgetting.Mordechai Gordon - 2015 - Educational Philosophy and Theory 47 (7):704-714.
    Drawing on Nietzsche’s insights as well as those of his critics, this article explores the dangers and limitations of the antiquarian type of historical investigations. The author begins his analysis by closely examining Nietzsche’s conception of antiquarian history and explaining why he finds this mode of historical investigation so troubling. Next he shows that the problem that Nietzsche associates with the antiquarian type of historicizing can be seen in a contemporary genealogical investigation: Daniel Mendelsohn’s book The Lost. Returning to Nietzsche, (...)
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  15.  21
    Friendship, Intimacy and Humor.Mordechai Gordon - 2014 - Educational Philosophy and Theory 46 (2):1-13.
    A review of the literature in philosophy in the past 20 years indicates that relatively little has been written on the connection between friendship, intimacy and humor. This article is intended to begin to address the neglect of this topic among philosophers by focusing on some interesting aspects of the relationship between friendship, intimacy and humor. The author begins his analysis by examining the different types of friendships while highlighting the characteristics of the particular kind of friendship that involves intimacy. (...)
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  16.  24
    John Dewey on Authority: A Radical Voice Within the Liberal Tradition.Mordechai Gordon - 1998 - Educational Philosophy and Theory 30 (3):239–258.
  17. 1. Front Matter Front Matter (Pp. I-Iii).Andrea Kantrowitz, David Wong, Tyson E. Lewis, K. E. Gover, Sophie Bourgault, Azlan Iqbal, Emily Brady, Mordechai Gordon & Todd Parker - 2012 - Journal of Aesthetic Education 46 (1).
     
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