Drawing upon the work of Chantal Mouffe, Alasdair MacIntyre, and Bernard Lonergan, in this paper I develop an argument that, in our work as philosophers of education, we should support a particular form of what Ernst Boyer has termed the scholarship of integration, in part by being explicit both about the tradition(s) of inquiry in which we are working and about the nature of the particular contribution(s) we hope to make to those traditions. It offers five reasons why we should (...) support systematic, sympathetic, agreement-oriented assessments of competing worldviews and corresponding ways of life. It advocates two kinds of “border crossings” as integral to such assessment: engagement across disciplines and fields on the one hand, engagement with rival paradigms within a discipline or field on the other. (shrink)

After this, nothing happened -- Ethics at the horizon -- Critique of abysmal reasoning.

The human voice does not deceive. The one who is speaking is inevitably revealed by the singular sound of her voice, no matter “what” she says. We take this fact for granted—for example, every time someone asks, over the telephone, “Who is speaking?” and receives as a reply the familiar utterance, “It’s me.” Starting from the given uniqueness of every voice, Cavarero rereads the history of philosophy through its peculiar evasion of this embodied uniqueness. She shows how this history—along with (...) the fields it comprehends, such as linguistics, musicology, political theory, and studies in orality—might be grasped as the “devocalization of Logos,” as the invariable privileging of semantike over phone, mind over body. Female figures—from the Sirens to the Muses, from Echo to opera singers—provide a crucial counterhistory, one in which the embodied voice triumphs over the immaterial semantic. Reconstructing this counterhistory, Cavarero proposes a “politics of the voice” wherein the ancient bond between Logos and politics is reconfigured, and wherein what matters is not the communicative content of a given discourse, but rather who is speaking. (shrink)

What is logic? What were the most significant contributions of Kant, Plato and Descartes? What is the concept of yin and yang? The personalities, terminology, and definitions of philosophers and philosophical schools of thought are presented clearly in this unique A-to-Z reference guide.

Featuring the edited transcripts of eight lectures delivered by Alan Watts from 1960 to 1973. The Tao of Philosophy offers a rich introduction to the wit and wisdom of one of the foremost philosophers of the twentieth century.

""My death - is it possible?"" "That is the question asked, explored, and analyzed in Jacques Derrida's new book. "Is my death possible?" How is this question to be understood? How and by whom can it be asked, can it be quoted, can it be an appropriate question, and can it be asked in the appropriate moment, the moment of "my death"? One of the aporetic experiences touched upon in this seminal essay is the impossible, yet unavoidable experience that "my (...) death" can never be subject to an experience that would be properly mine, that I can have and account for, yet that there is, at the same time, nothing closer to me and more properly mine than "my death."" "This book bears a special significance because in it Derrida focuses on an issue that has informed the whole of his work up to the present. For the last thirty years, Derrida has repeatedly, in various contexts and various ways, broached the question of aporia. Making it his central concern here Derrida stakes out a new frontier, at which the debate with his work must take place from now on: the debate about the aporia between singularity and generality, about the national, linguistic, and cultural specificity of experience and the trans-national, trans-cultural law that protects this specificity; the aporia of the necessity to continue working in the tradition of critique and of the idea of critique, yet the corresponding necessity to transcend it without compromising it; the apoetical obligation to host the foreigner and the alien and yet to respect him, her, or it as foreign." "The foreign or the foreigner has always been considered a figure of death, and death a figure of the foreign. How this figure has been treated in the analytic of death in Heidegger's Being and Time is explored by Derrida in an analytical tour de force that will not fail to set new standards for the discussion of Heidegger and for dealing with philosophical texts, with their limits and their aporias. The detailed discussion of the theoretical presuppositions of recent cultural histories of death (Aries, for example) and of psychological theorizations of death (including Freud's) broaden the scope of Derrida's investigation and indicate the impact of the aporia of "my death" for any possible theory."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved. (shrink)

House. From cellar to garret. Significance of the hut -- House and universe -- Drawers, chests and wardrobes -- Nests -- Shells -- Corners -- Miniature -- Intimate immensity -- Dialectics of outside and inside -- Phenomenology of roundness.

In this essay, I investigate musical silence. I first discuss how to integrate the concept of silence into a general theory or definition of music. I then consider the possibility of an entirely silent musical piece. I begin with John Cage’s 4′33″, since it is the most notorious candidate for a silent piece of music, even though it is not, in fact, silent. I conclude that it is not music either, but I argue that it is a piece of non-musical (...) sound art, rather than simply a piece of theatre, as Stephen Davies has argued. I end with consideration of several other candidates for entirely silent pieces, concluding that two of these are in fact pieces of music consisting entirely of silence. (shrink)

This paper considers the contribution of philosophy to education. First, a case is made that the fundamental goal of education is to cultivate human agency in the sense of being able to enact one’s freedom (as opposed to conditioned and habituated patterns of thinking, perception, and action) grounded in personal knowledge and ethics. This agency is named as ‘autonomy’ in this paper. Secondly, philosophy is conceived as an “art of living,” which has ancient roots in both the East and West. (...) An argument is made that identifying philosophical activity as predominantly discursive and theoretical activity entrenches us in the “addiction” to conceptualization and blinds us to seeing that a map is not the territory. Human beings encompass the discursive as well as the non-discursive, theoretical as well as practical dimensions. Hence philosophy as an art of living must address all the dimensions. As an illustration, a number of exemplary philosophic arts pertaining to these practices are explored, including world-making through dialogue (Socratic); autobiographical experiment through philosophical writing (Nietzschean); human-making and self-transformation (Confucian); and mindfulness practice (Buddhist). The case is made that these practices combine to illustrate and demonstrate that philosophy is a practice devoted to the cultivation of fundamental human agency, namely autonomy. (shrink)

Styles of Radical Will, Susan Sontag's second collection of essays, extends the investigations she undertook in Against Interpretation with essays on film, literature, politics and a ground-breaking study of pornography.

The Indian-America philosopher Sri Chinmoy Ghose has distinguished between outer silence, inner silence, and innermost silence. In this paper I explore these distinctions and their educational relevance. My main conclusions are that (a) a deep inner silence, undistracted by questions or other thoughts, is at the root of one paradigm kind of good listening in education, and (b) what Chinmoy refers to as “innermost silence” is the moral virtue of receptivity to others that sustains inner silence, even under challenging conditions, (...) a virtue of importance in teaching and in learning from others. (shrink)

This chapter contains sections titled: Religion Spirituality Education.

How do we evaluate the power and utility of language when it has been made to articulate falsehoods in certain totalitarian regimes or has been charged with vulgarity and imprecision in a mass-consumer democracy? How will language react to the increasingly urgent claims of more exact speech such as mathematics and symbolic notation? These are some of the questions Steiner addresses in this elegantly written book, first published in 1967 to international acclaim.

This paper makes the case that environmental education needs to be taken up as a moral education to the extent that we see the connection between harm and destruction in the environment and harm and destruction within human individuals and their relationship, and proceeds to show this connection by introducing the key notion of human alienation and its psychological factors of wounding, dissociation or split, self and other oppression and exploitation, all of which result in compromised moral agency. To this (...) end, the paper further makes the case that we need to replace the culture of alienation with a culture of healing and reclamation of fundamental humanity manifest as compassion and wisdom, and presents an ideal of moral agency that would emerge when all parts and dimensions of one’s being—body–mind–heart–energetics—are aligned, attuned and integrated, having healed from the body–mind split, mind–heart split, body–spirit split and mind–matter split. Concepts and imagery borrowed from Asian philosophies, such as Buddhism and Daoism, are offered as illustrative resources for the project of reclaiming uncompromised moral agency and its manifestation through compassion and wisdom. These concepts include hungry ghosts, bodhicitta, sunyata and wu-wei. (shrink)