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  1.  52
    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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  2.  11
    Learning to Laugh at Ourselves: Humor, Self-Transcendence, and the Cultivation of Moral Virtues.Mordechai Gordon - 2010 - Educational Theory 60 (6):735-749.
    In this essay Mordechai Gordon begins to address the neglect of humor among philosophers of education by focusing on some interesting connections between humor, self‐transcendence, and the development of moral virtues. More specifically, he explores the kind of humor that makes fun of oneself and how it can affect educational encounters. Gordon begins his analysis by discussing the nature and purpose of humor in general, while distinguishing it from laughter and amusement. In the next part of the essay, he takes (...)
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  3.  14
    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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  4.  10
    Toward A Pragmatic Discourse of Constructivism: Reflections on Lessons From Practice.Mordechai Gordon - 2009 - Educational Studies 45 (1):39-58.
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  5.  68
    Exploring the Relationship Between Humor and Aesthetic Experience.Mordechai Gordon - 2012 - Journal of Aesthetic Education 46 (1):111-121.
    The connection between humor and aesthetic experience has already been recognized by several thinkers and aesthetic educators. For instance, humor theorist John Morreall writes that "humor is best understood as itself a kind of aesthetic experience, equal in value at least to any other kind of aesthetic experience."1 For Morreall, both humor and aesthetic experience involve the use of the imagination, are accompanied by a sense of freedom, and often lead to surprises that we did not anticipate. Another theorist has (...)
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  6.  7
    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 51 (3):209-222.
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  7.  28
    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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  8.  20
    Hannah Arendt on Authority: Conservatism in Education Reconsidered.Mordechai Gordon - 1999 - Educational Theory 49 (2):161-180.
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  9.  45
    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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  10.  17
    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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  11.  14
    Friendship, Intimacy and Humor.Mordechai Gordon - 2012 - Educational Philosophy and Theory 46 (2):1-13.
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  12.  7
    Special Issue on Humor, Laughter, and Philosophy of Education: Introduction.Mordechai Gordon & Cris Mayo - 2012 - Educational Philosophy and Theory 46 (2):1-5.
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  13.  4
    Teachers as Absurd Heroes: Camus’ Sisyphus and the Promise of Rebellion.Mordechai Gordon - forthcoming - Educational Philosophy and Theory:1-16.
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  14.  2
    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.
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  15.  8
    John Dewey on Authority: A Radical Voice Within the Liberal Tradition.Mordechai Gordon - 1998 - Educational Philosophy and Theory 30 (3):239–258.
  16.  4
    Living the Questions: Rilke's Challenge to Our Quest for Certainty.Mordechai Gordon - 2007 - Educational Theory 57 (1):37-52.
    In this essay, Mordechai Gordon explores the significance of Rilke’s challenge to “live the questions” and embrace uncertainty with respect to the quest for certainty in education. The quest for certainty in education refers to our desire to gain a sense of psychological security and more control over a field that is fundamentally indeterminate. This quest implies an unwillingness to live with the inherent complexities and risks of education. After exploring the meaning and import of Rilke’s challenge and comparing it (...)
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  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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