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  1. “I’m Only Human”: A Self-Referential Sense of Humor and Meaningful Living.Drew Chastain - 2024 - The Philosophy of Humor Yearbook 5 (1):193-213.
    I argue that a self-referential sense of humor is positively self-accepting by acknowledging imperfection, abnormality, or average status, without genuinely intending ridicule on oneself. Instead, standards of perfection, normality, and greatness are the implicit targets of ridicule, which can provide a form of bonding among those having this sense of humor, who can then find commonality amongst themselves and relief from the pressure of those exacting standards. This self-accepting sense of humor helps to make life more meaningful by facilitating contentment (...)
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  • Laughter as Immanent Life-Affirmation: Reconsidering the educational value of laughter through a Bakhtinian lens.Joris Vlieghe - 2014 - Educational Philosophy and Theory 46 (2):148-161.
    In this article I try to conceive a new approach towards laughter in the context of formal schooling. I focus on laughter in so far as it is a bodily response during which we are entirely delivered to uncontrollable, spasmodic reactions. To see the educational relevance of this particular kind of laughter, as well as to understand why laughter is often dealt with in a very negative way in pedagogical contexts, this phenomenon should be carefully distinguished from humor or amusement. (...)
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  • Humorous Relations: Attentiveness, pleasure and risk.Cris Mayo - 2014 - Educational Philosophy and Theory 46 (2):175-186.
    This article focuses on the structures of humor and joke telling that require particular kinds of attentiveness and particular relationships between speaker and audience, or more specifically, between classmates. First, I will analyze the pedagogical and relational preconditions that are necessary for humor to work. If humor is to work well, the person engaging in humor needs to gauge their interlocutors carefully. I discuss, too, the kinds of listening necessary for listening for the joke, including attentiveness to complex possibilities for (...)
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  • ‘But What’s the Use? They Don’t Wear Breeches!’: Montaigne and the pedagogy of humor.Sammy Basu - 2014 - Educational Philosophy and Theory 46 (2):187-199.
    By virtue of his Essays Montaigne is rightly regarded not only as a radically modern philosopher but also as a transformative educational innovator. He confronted the extent to which pedantry and acculturation can justify cruelty by developing a conception of liberal arts education as the arts of liberation, and at the core of this education he placed the practice of essaying. This article argues that in easing us into essaying practices Montaigne qua educator makes reflexive use of three specific modes (...)
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  • Introduction.Mordechai Gordon & Cris Mayo - 2014 - Educational Philosophy and Theory 46 (2):115-119.
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  • Friendship, Intimacy and Humor.Mordechai Gordon - 2014 - Educational Philosophy and Theory 46 (2):162-174.
    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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