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Lessons of the masters

Cambridge, Mass.: Harvard University Press (2003)

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  1. How Does Corporeality Inform Theorizing? Revisiting Hannah Arendt and the Banality of Evil.Paulina Segarra & Ajnesh Prasad - 2018 - Human Studies 41 (4):545-563.
    The perplexing relationship between two of the twentieth century’s most important philosophers, Hannah Arendt and Martin Heidegger, has been the subject of much speculation within academic circles. For Arendt, Heidegger was at once, her mentor, her lover, and her friend. In this paper, we juxtapose Arendt’s theory of the banality of evil against her relationship with Heidegger in an effort to consider the question: How does corporeality inform theorizing? In answering this question, we repudiate the conventional reading of the banality (...)
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  • Narrative Reflection in the Philosophy of Teaching: Genealogies and Portraits.Hunter Mcewan - 2011 - Journal of Philosophy of Education 45 (1):125-140.
    How has philosophical reflection contributed to the ways that we think about teaching? In this paper I explore two forms of narrative reflection on teaching—genealogies and portraits. Genealogies tell a story about the origins of teaching; portraits find expression in myths and other narrative forms. I explore two genealogies of teaching—one deriving from the sophist, Protagoras, in which teaching is viewed as a technical skill employing methods of instruction; the other, deriving from Plato, in which teaching is seen fundamentally in (...)
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  • (1 other version)Recapturing the universal in the university.Ronald Barnett - 2005 - Educational Philosophy and Theory 37 (6):785–797.
    The idea of ‘the university’ has stood for universal themes—of knowing, of truthfulness, of learning, of human development, and of critical reason. Through its affirming and sustaining of such themes, the university came itself to stand for universality in at least two senses: the university was neither partial nor local in its significance . Now, this universalism has been shot down: on the one hand, universal themes have been impugned as passé in a postmodern age; in the ‘knowledge society’, knowledge (...)
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  • Instruction Dialogues in the Zhuangzi: An “Anthropological” Reading.Carine Defoort - 2012 - Dao: A Journal of Comparative Philosophy 11 (4):459-478.
    There is a tendency in academia to read early Chinese masters as consistent philosophers. This is to some extent caused by the specific form in which these masters have been studied and taught for more than a century. Convinced of the influence that the form of transmission has on the content, this article studies the more fragmented parts of the book Zhuangzi—instruction scenes or dialogues—and more specifically their formal traits rather than the philosophical content conveyed in them. The focus is (...)
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  • (1 other version)Platonic dialogue, maieutic method and critical thinking.Fiona Leigh - 2007 - Journal of Philosophy of Education 41 (3):309–323.
    In this paper I offer a reading of one of Plato's later works, the Sophist, that reveals it to be informed by principles comparable on the face of it with those that have emerged recently in the field of critical thinking. As a development of the famous Socratic method of his teacher, I argue, Plato deployed his own pedagogical method, a ‘mid‐wifely’ or ‘maieutic’ method, in the Sophist. In contrast to the Socratic method, the sole aim of this method is (...)
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  • A Portrait of the Teacher as Friend and Artist: The example of Jean‐Jacques Rousseau.Hunter Mcewan - 2011 - Educational Philosophy and Theory 43 (5):508-520.
    The following is a reflection on the possibility of teaching by example, and especially as the idea of teaching by example is developed in the work of Jean-Jacques Rousseau. My thesis is that Rousseau created a literary version of himself in his writings as an embodiment of his philosophy, rather in the same way and with the same purpose that Plato created a version of Socrates. This figure of Rousseau—a sort of philosophical portrait of the man of nature—is represented as (...)
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  • (1 other version)University in Translation: Internationalizing Higher Education. By S. Harris.Caprice Lantz - 2012 - British Journal of Educational Studies 60 (1):96-98.
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  • Michel Foucault: ética de la palabra y vida académica.Jorge Dávila Vázquez - 2007 - Utopía y Praxis Latinoamericana: Revista Internacional de Filosofía Iberoamericana y Teoría Social 39:107-132.
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  • Review of Pádraig Hogan, The New Significance of Learning: Imagination's Heartwork: Routledge, 2010. [REVIEW]Mark Fettes - 2011 - Studies in Philosophy and Education 30 (3):315-321.
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