This paper introduces the special section on Cora Diamond’s significance for education and educators. The introduction is meant to be the beginning of a conversation, and—to that end—the special section editors suggest lines of connections that philosophers of education might draw between their work and the work of Cora Diamond. Their list is not meant to be exhaustive, but it is meant to suggest Diamond’s far-reaching significance for education and educators.

Recent scholarly comment on the relation between Ralph Waldo Emerson and William James offers an either–or choice between conflating the two thinkers in a proto-postmodern, antifoundationalist cast or dividing them into mutually exclusive categories of idealist believer and relativist skeptic. Contending that neither of these positions captures the pragmatist adumbrations in Emerson or the transcendentalist retentions in James, this essay turns to James's annotations of Emerson's writings as a singularly revealing yet largely neglected source of information about the exact nature (...) of the Emerson–James connection. This evidence points to a pluralistic and distinctly literary formulation of intuitive insight as the key for opening up the Emerson–James relation and for framing it with a precision hitherto missing in discussions of these thinkers. The balance of the essay presents an analytic overview of the various aspects and implications of Emerson's and James's ideas of intuition. Combining doubt and belief, skepticism and faith, realism and idealism, a particular formulation of intuition is the answer that Emerson and James both offer to the problem of modernity—the problem of locating a source of value that is both of the self and beyond the self. (shrink)

This essay has several related goals. The first is to contribute to the philosophy of education literature on Cora Diamond while introducing the work of her sister, Julie Diamond, to the field. I introduce Julie Diamond’s work by connecting it to the work of John Dewey, and a secondary goal of the paper is to test lines of connection between Dewey and Cora Diamond. Finally, by developing Cora and Julie Diamond’s thinking on teaching and the moral life, I hope to (...) contribute to conversations in teacher education, especially ongoing conversations about the meaning of responsive teaching. The first half of the paper discusses and engages Cora Diamond’s thinking on the moral life drawing on a range of her published work, the middle of the paper builds a bridge from Cora Diamond to Dewey as a way of introducing Julie Diamond, and the final part of the paper offers an engagement with Julie Diamond’s work. I discuss teaching throughout the paper, and my hope is that a vision of responsive teaching, one grounded in the work of Julie and Cora Diamond, emerges that allows teachers to come alive to aspects of their work that can disappear in the rush and whirl of classroom life. The paper begins with a personal story as a way of connecting with the style of Cora and Julie Diamond’s approach to teaching and the moral life. (shrink)

The philosophical argument between Jean-Paul Sartre and Albert Camus can be summarised in their conflicting accounts of skiing and swimming. For Sartre skiing exemplifies the struggle of existence and the angst of the alienated ego. For Camus, swimming represents some glimmering of collective harmony, the possibility of transcendence. Sartre's thinking is inflected by quantum theory and the 'steady state', whereas Camus is more of a wave theorist, with a lingering nostalgia for the 'primeval atom' and a fondness for peak experiences. (...) Put together their separate ways of analysing consciousness suggest a two-phase account of cognition. (shrink)