Switch to: References

Citations of:

The Cavell reader

Cambridge: Blackwell. Edited by Stephen Mulhall (1996)

Add citations

You must login to add citations.
  1. What's the Point of Elucidation?Phil Hutchinson - 2007 - Metaphilosophy 38 (5):691-713.
    In this article I examine three ways in which one might interpret Wittgenstein's Philosophical Investigations (PI). In a partial response to Hans‐Johann Glock's article in this journal, I suggest that since publication PI has, broadly speaking, been interpreted in three ways: doctrinal; elucidatory; or therapeutic. The doctrinal interpretation is shown to be, at best, difficult to sustain textually. The elucidatory (standard) interpretation, though seemingly closer to the text, is shown both to implicate Wittgenstein in some unfortunate philosophical commitments and to (...)
    Download  
     
    Export citation  
     
    Bookmark   14 citations  
  • Levinas, Durkheim, and the Everyday Ethics of Education.Anna Strhan - 2016 - Educational Philosophy and Theory 48 (4).
    This article explores the influence of Émile Durkheim on the philosophy of Emmanuel Levinas in order both to open up the political significance of Levinas’s thought and to develop more expansive meanings of moral and political community within education. Education was a central preoccupation for both thinkers: Durkheim saw secular education as the site for promoting the values of organic solidarity, while Levinas was throughout his professional life engaged in debates on Jewish education and conceptualized ethical subjectivity as a condition (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  • No harm done: The implications for educational research of the rejection of truth.Stefan Ramaekers - 2006 - Journal of Philosophy of Education 40 (2):241–257.
    In much educational theory there is concern about claims that the concept of truth has no place anymore in educational thinking. These claims are generally identified as ‘postmodernist’ or ‘poststructuralist’. The fear is that when abandoning the quest for truth we enter the domain of mere belief, and in this way leave education without firm grounds. In this article I examine some examples of what is often crudely lumped together as ‘postmodernist’ educational research. What is at stake here, I argue, (...)
    Download  
     
    Export citation  
     
    Bookmark   5 citations  
  • Problematising critique in education and child-rearing: Ruhloff's scepticism.Stefan Ramaekers - 2004 - Journal of Philosophy of Education 38 (3):395–407.
    In ‘Problematising Critique in Pedagogy’ Jörg Ruhloff develops a concept of critique that is motivated by a deep concern for the state of humanity. This is a thought-provoking development of critique, but I find myself disagreeing over, or rather simply unconvinced by, his understanding of the human condition, and, connected to this, of criticism. Referring to Nietzsche, I start by illustrating one way in which a concept of critique such as Ruhloff's may in some sense be implied in educational praxis, (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • What's the point of elucidation?Anthony Philip A. Hutchinson - 2007 - Metaphilosophy 38 (5):691-713.
    A. P. A. Hutchinson. What's the Point of Elucidation? Metaphilosophy, 2007, vol. 38, no. 5, pages 691-713. Published by and copyright Wiley-Blackwell Publishing. The definitive version of this article is available from http://www.blackwell-synergy.com/.
    Download  
     
    Export citation  
     
    Bookmark   9 citations