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Radical hope: ethics in the face of cultural devastation

Cambridge, Mass.: Harvard University Press (2006)

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  1. Book Symposium: David W. Johnson, Watsuji on Nature.David W. Johnson, Bernard Stevens, Augustin Berque, Hideki Mine & Hans Peter Liederbach - 2021 - European Journal of Japanese Philosophy 6:133–215.
    [Open access] In this book symposium the author takes up questions from phenomenology, hermeneutics, ethical theory, and intellectual history raised by a group of scholarly interlocutors from a range of backgrounds. In the course of engaging with these issues, he discusses, inter alia, McDowell’s realism, Jonathon Lear’s work on the end of a world, Michael Oakeshott’s view of selfhood, Heidegger’s conception of Jemeinigkeit, Uexküll’s notion of Umwelt, and Gadamer’s hermeneutic conception of truth.
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  • The anthropology of hope and the philosophy of history: Rethinking Kant’s third and fourth questions with Blumenberg and McCarthy.Vida Pavesich - 2011 - Thesis Eleven 104 (1):20-39.
    In order to address the question of hope in the present, it behooves us to revisit Kant’s third and fourth questions: ‘What may we hope?’ and ‘What is the human being?’ I reexamine these questions through an analysis of Thomas McCarthy’s recent book Race, Empire, and the Idea of Human Development and several works by Hans Blumenberg. I agree with McCarthy that Kant’s anthropology is incomplete and that the postmodern rejection of macronarratives was premature, but I claim that he requires (...)
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  • Practical irony: Reflections on a theme in the work of Jonathan Lear.Simon Thornton - 2021 - European Journal of Philosophy 30 (2):840-853.
    European Journal of Philosophy, Volume 30, Issue 2, Page 840-853, June 2022.
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  • Rethinking the Purposes of Schooling in a Global Pandemic: From Learning Loss to a Renewed Appreciation for Mourning and Human Excellence.Jeff Frank - 2022 - Studies in Philosophy and Education 42 (1):5-16.
    A main goal of this paper is to complicate “learning loss” as the only, or even the main, thing schools should be concerned about as they respond to the Covid-19 pandemic. While schools have a responsibility to make sure students who are enrolled in school are learning, this cannot come at the cost of ignoring the other substantial losses students are also contending with. Following the work of Jonathan Lear, I make the case that schools should engage students in a (...)
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  • Analysing hope: The live possibility account.Carl Johan Palmqvist - 2020 - European Journal of Philosophy 29 (4):685-698.
    The orthodox definition of hope suffers from an exclusion problem: it is unable to exclude subjects without hope. In fact, the orthodox definition even allows for despair to be falsely classified as hope. This problem suggests two basic desiderata for a successful analysis of hope: it should solve the exclusion problem, and it should have the resources to explain why, in a given situation, a subject does or does not form a hope. Bearing these desiderata in mind, I assess two (...)
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  • An Imaginary of Radical Hope: Developing Brave Space for Class Discussion.Benjamin V. Hole & Majestik De Luz - 2022 - Teaching Ethics 22 (1):83-96.
    Many students feel despair when addressing systemic issues of ethical significance, such as climate change, and student despair has been exacerbated by the circumstances of the Covid-19 pandemic. This creates an unwelcoming space for authentic student engagement. To address the problem, we present an imaginary of radical hope, a pedagogical tool informed by trauma, for developing a brave space for class discussion. It is psychologically beneficial to acknowledge negative emotions, clearing the emotional space for students to engage. Therefore, we frame (...)
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  • The ephemeral politics of feminist accompaniment networks in Mexico City.Amy Krauss - 2019 - Feminist Theory 20 (1):37-54.
    This article examines the tension in Hannah Arendt’s thought between the creativity of political action and the worldlessness of labour in light of fieldwork with feminist activists in Mexico City. Drawing from my ethnographic research, I explore how labour and action are knitted together in the feminist practice of accompanying women who seek safe abortion in the city. Bringing Arendt’s thought into dialogue with anthropologies of illness experience as well as the reflections of my interlocutors in the field, I shift (...)
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  • Forgetting and the task of seeing: Ordinary oblivion, Plato, and ethics.Jennifer R. Rapp - 2011 - Journal of Religious Ethics 39 (4):680-730.
    The gaps, fissures, and lapses of attention in a life—what I call “ordinary oblivions”—are fertile fragilities that present a compelling source for ethics. Plato, not Aristotle, is the ancient philosopher specially poised to speak to this feature of human life. Drawing upon poet C. K. Williams's idea that forgetting is a “looking away” that makes possible “beginning again,” I present a Platonic approach to ethics as an alternative to Aristotelian or virtue ethics. Plato's Phaedrus is a key source text for (...)
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  • Beyond the “Formidable Circle”: Race and the Limits of Democratic Inclusion in Tocqueville's Democracy in America.Christine Dunn Henderson - 2021 - Journal of Political Philosophy 30 (1):94-115.
    Journal of Political Philosophy, Volume 30, Issue 1, Page 94-115, March 2022.
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  • Encouraging a Thoughtful Love of Life: Pamela Sue Anderson and Gillian Howie on Practising Philosophy.Patrice Haynes - 2014 - Sophia 53 (2):199-213.
    Wherever you turn your eyes the world can shine like transfiguration. You don’t have to bring a thing to it except a little willingness to see. Only, who could have the courage to see it?—Marilynne RobinsonMarilynne Robinson, Gilead (London: Virago Press, 2004), p. 280.Preamble: Going the Bloody Hard WayThe writings of Pamela Sue Anderson and Gillian Howie have been, and continue to be, important in helping to shape the development of my own philosophical vision. Yet my commitment to (a fairly (...)
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  • The Paralyzing Instant.Jonathan Malesic - 2013 - Journal of Religious Ethics 41 (2):209-232.
    Kierkegaard in Fear and Trembling presents a reductio ad absurdum regarding the time-spans subject to moral evaluation. The text's classic dilemma depends on assuming that we only evaluate discrete, contextless instants. The pseudonymous author constantly seeks the single instant or moral “photograph” that indicates Abraham's status. Doing so, however, extracts scripture's moral legislation out from narrative, resulting in theological paralysis and thereby requiring an alternative temporal vocabulary for evaluating Abraham. Fear and Trembling contains an under-explored alternative that sets Abraham within (...)
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  • Lost in Orientation.Gianfranco Pellegrino - forthcoming - Philosophy and Public Issues - Filosofia E Questioni Pubbliche.
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  • Philosophy in Schools: Then and Now.Megan J. Laverty - 2014 - Journal of Philosophy in Schools 1 (1):107-130.
    It is twelve years since the article you are about to read was published. During that time, the philosophy in schools movement has expanded and diversified in response to curriculum developments, teaching guides, web-based resources, dissertations, empirical research and theoretical scholarship. Philosophy and philosophy of education journals regularly publish articles and special issues on pre-college philosophy. There are more opportunities for undergraduate and graduate philosophy students to practice and research philosophy for/with children in schools. The Ontario Philosophy Teachers Association reports (...)
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  • Narrative Ethics as Dialogical Story‐Telling.Arthur W. Frank - 2014 - Hastings Center Report 44 (s1):16-20.
    The narrative ethicist imagines life as multiple points of view, each reflecting a distinct imagination and each more or less capable of comprehending other points of view and how they imagine. Each point of view is constantly being acted out and then modified in response to how others respond. People generally have good intentions, but they get stuck realizing those intentions. Stories stall when dialogue breaks down. People stop hearing others' stories, maybe because those others have quit telling their stories. (...)
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  • The Stories We Share: Learnings from a Hundred Years of the Three Communities.Ben Mylius - 2023 - Political Theory 51 (1):178-189.
    This essay is part of a special issue celebrating 50 years of Political Theory. The ambition of the editors was to mark this half century not with a retrospective but with a confabulation of futures. Contributors were asked: What will political theory look and sound like in the next century and beyond? What claims might political theorists or their descendants be making in ten, twenty-five, fifty, a hundred years’ time? How might they vindicate those claims in their future contexts? How (...)
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  • Mourning work: Death and democracy during a pandemic.David W. McIvor, Juliet Hooker, Ashley Atkins, Athena Athanasiou & George Shulman - 2021 - Contemporary Political Theory 20 (1):165-199.
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  • Learning Our Concepts.Megan J. Laverty - 2009 - Journal of Philosophy of Education 43 (supplement s1):27-40.
    Richard Stanley Peters appreciates the centrality of concepts for everyday life, however, he fails to recognize their pedagogical dimension. He distinguishes concepts employed at the first-order (our ordinary language-use) from second-order conceptual clarification (conducted exclusively by academically trained philosophers). This distinction serves to elevate the discipline of philosophy at the expense of our ordinary language-use. I revisit this distinction and argue that our first-order use of concepts encompasses second-order concern. Individuals learn and teach concepts as they use them. Conceptual understanding (...)
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  • Radically Hopeful Civic Engagement.Benjamin Hole, Monica Janzen & Ramona C. Ilea - 2023 - Teaching Philosophy 46 (3):291-311.
    Tragedy feels disempowering and the confluence of tragedies since the beginning of 2020 can overwhelm one’s sense of agency. This paper describes how we use a civic engagement (CE) project to nurture radical hope for our students. Radical hope involves a desire for a positive outcome surpassing understanding, as well as an activity to strive to achieve that outcome despite its uncertainty. Our CE project asks students to identify ethical issues they care about and respond in a fitting way, questioning (...)
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  • Humanism from an agonistic perspective: Themes from the work of Bonnie Honig.David Owen Mathew Humphrey - 2014 - Contemporary Political Theory 13 (2):168.
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  • Gabriel Marcel and the Possibility of Non-anthropocentric Hope in Environmental Education.Oded Zipory - 2017 - Philosophy of Education 73:107-121.
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