"--Peter Brooks, Princeton University "This is an important book and a superb piece of writing, combining passionate enthusiasm with calm arguments and informative examples.

" Here Jonathan Lear argues that irony is one of the tools we use to live seriously, to get the hang of becoming human.

A CHOICE Outstanding Academic Title 2012! Contemporary picturebooks open up spaces for philosophical dialogues between people of all ages. As works of art, picturebooks offer unique opportunities to explore ideas and to create meaning collaboratively. This book considers censorship of certain well-known picturebooks, challenging the assumptions on which this censorship is based. Through a lively exploration of children's responses to these same picturebooks the authors paint a way of working philosophically based on respectful listening and creative and authentic interactions, rather (...) than scripted lessons. This dialogical process challenges much current practice in education. The authors propose that a courageous and critical practice of listening is central to the facilitation of mutually educative dialogue. This book will be of interest to scholars and students of education studies, philosophy of education, literacy teaching and learning, children's literature, childhood and pedagogy. (shrink)

The Hermeneutics of the Subject is the third volume in the collection of Michel Foucault's lectures at the College de France, one of the world's most prestigious institutions. Faculty at the college give public lectures, in which they can present works-in-progress on any subject of their choosing. Foucault's were more speculative and free-ranging than the arguments of such groundbreaking works as The History of Sexuality or Madness and Civilization . In the lectures comprising this volume, Foucault focuses upon the ways (...) the "self" and consequently "self-study" have been conceived since the days of antiquity, starting with Socrates. Definitions and conceptions of "self-study" in Greek and Roman literature, Foucault argues, remain in force today, and underlie modern interpretations of the self. Engaging, engrossing, and provocative, The Hermeneutics of the Subject reveals Foucault at the height of his powers. (shrink)

This book presents a history of spiritual exercises from Socrates to early Christianity, an account of their decline in modern philosophy, and a discussion of ...

Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education.

Publisher's description: The realistic spirit, a nonmetaphysical approach to philosophical thought concerned with the character of philosophy itself, informs all of the discussions in these essays by philosopher Cora Diamond. Diamond explains Wittgenstein's notoriously elusive later writings, explores the background to his thought in the work of Frege, and discusses ethics in a way that reflects his influence. Diamond's new reading of Wittgenstein challenges currently accepted interpretations and shows what it means to look without mythology at the coherence, commitments, and (...) connections that are distinctive of the mind. (shrink)

The Epicureans, Skeptics, and Stoics practiced philosophy not as a detached intellectual discipline but as a worldly art of grappling with issues of daily and urgent human significance. In this classic work, Martha Nussbaum maintains that these Hellenistic schools have been unjustly neglected in recent philosophic accounts of what the classical "tradition" has to offer. By examining texts of philosophers such as Epicurus, Lucretius, and Seneca, she recovers a valuable source for current moral and political thought and encourages us to (...) reconsider philosophical argument as a technique through which to improve lives. Written for general readers and specialists, The Therapy of Desire addresses compelling issues ranging from the psychology of human passion through rhetoric to the role of philosophy in public and private life. (shrink)

For much of its history, philosophy was not merely a theoretical discipline but a way of life, an "art of living." This practical aspect of philosophy has been much less dominant in modernity than it was in ancient Greece and Rome, when philosophers of all stripes kept returning to Socrates as a model for living. The idea of philosophy as an art of living has survived in the works of such major modern authors as Montaigne, Nietzsche, and Foucault. Each of (...) these writers has used philosophical discussion as a means of establishing what a person is and how a worthwhile life is to be lived. In this wide-ranging, brilliantly written account, Alexander Nehamas provides an incisive reevaluation of Socrates' place in the Western philosophical tradition and shows the importance of Socrates for Montaigne, Nietzsche, and Foucault. Why does each of these philosophers—each fundamentally concerned with his own originality—return to Socrates as a model? The answer lies in the irony that characterizes the Socrates we know from the Platonic dialogues. Socratic irony creates a mask that prevents a view of what lies behind. How Socrates led the life he did, what enabled or inspired him, is never made evident. No tenets are proposed. Socrates remains a silent and ambiguous character, forcing readers to come to their own conclusions about the art of life. This, Nehamas shows, is what allowed Montaigne, Nietzsche, and Foucault to return to Socrates as a model without thereby compelling them to imitate him. This highly readable, erudite study argues for the importance of the tradition within Western philosophy that is best described as "the art of living" and casts Montaigne, Nietzsche, and Foucault as the three major modern representatives of this tradition. Full of original ideas and challenging associations, this work will offer new ways of thinking about the philosophers Nehamas discusses and about the discipline of philosophy itself. (shrink)

Raimond Gaita's _Good and Evil_ is one of the most important, original and provocative books on the nature of morality to have been published in recent years. It is essential reading for anyone interested in what it means to talk about good and evil. Gaita argues that questions about morality are inseparable from the preciousness of each human being, an issue we can only address if we place the idea of remorse at the centre of moral life. Drawing on an (...) astonishing range of thinkers and writers, including Plato, Wittgenstein, George Orwell and Primo Levi, Gaita also reflects on the place of reason and truth in morality and ultimately how questions about good and evil are connected to the meaning of our lives. This revised edition of _Good and Evil_ includes a substantial new preface and afterword by the author. (shrink)

The Holocaust and attempts to deny it, racism, murder, the case of Mary Bell. How can we include these and countless other examples of evil within our vision of a common humanity? These painful human incongruities are precisely what Raimond Gaita boldly harmonizes in his powerful new book, _A Common Humanity_. Hatred with forgiveness, evil with love, suffering with compassion, and the mundane with the precious. Gaita asserts that our conception of humanity cannot be based upon the empty language of (...) individual rights when it is our shared feelings of grief, hope, love, guilt, shame and remorse that offer a more potent foundation for common understanding. Drawing on the work of Hannah Arendt, Simon Weil, Primo Levi, George Orwell, Iris Murdoch and Sigmund Freud, Gaita creates a beautifully written and provocative new picture of our common humanity. (shrink)

For much of its history, philosophy was not merely a theoretical discipline but a way of life, an "art of living." This practical aspect of philosophy has been much less dominant in modernity than it was in ancient Greece and Rome, when philosophers of all stripes kept returning to Socrates as a model for living. The idea of philosophy as an art of living has survived in the works of such major modern authors as Montaigne, Nietzsche, and Foucault. Each of (...) these writers has used philosophical discussion as a means of establishing what a person is and how a worthwhile life is to be lived. In this wide-ranging, brilliantly written account, Alexander Nehamas provides an incisive reevaluation of Socrates' place in the Western philosophical tradition and shows the importance of Socrates for Montaigne, Nietzsche, and Foucault. Why does each of these philosophers—each fundamentally concerned with his own originality—return to Socrates as a model? The answer lies in the irony that characterizes the Socrates we know from the Platonic dialogues. Socratic irony creates a mask that prevents a view of what lies behind. How Socrates led the life he did, what enabled or inspired him, is never made evident. No tenets are proposed. Socrates remains a silent and ambiguous character, forcing readers to come to their own conclusions about the art of life. This, Nehamas shows, is what allowed Montaigne, Nietzsche, and Foucault to return to Socrates as a model without thereby compelling them to imitate him. This highly readable, erudite study argues for the importance of the tradition within Western philosophy that is best described as "the art of living" and casts Montaigne, Nietzsche, and Foucault as the three major modern representatives of this tradition. Full of original ideas and challenging associations, this work will offer new ways of thinking about the philosophers Nehamas discusses and about the discipline of philosophy itself. (shrink)

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree (...) or disagree with what others have said. (shrink)

In recent years there has been an increase in the number of calls for moral education to receive greater public attention. In our pluralist society, however, it is difficult to find agreement on what exactly moral education requires. Philosophical Discussion in Moral Education develops a detailed philosophical defence of the claim that teachers should engage students in ethical discussions to promote moral competence and strengthen moral character. Paying particular attention to the teacher's role, this book highlights the justification for, and (...) methods of, creating a classroom community of ethical inquiry. (shrink)

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

This volume brings together Nussbaum's published papers on the relationship between literature and philosophy, especially moral philosophy.

This paper addresses the indifference of students in higher education to the importance of self-reflection. As the economic justifications for higher education lose their hold, students display an absence of reasons for getting a college degree. The result of this, their indifference to the task of self-reflection, cannot be tackled from a perspective that presupposes the importance of self-reflection (e.g. traditional courses or coursework). Instead, the author holds that students need texts that demonstrate the path to self-reflection. Turning to literary (...) texts, the author discusses why stories are so capable of speaking to and moving students on a personal level. The author concludes by presenting a number of texts from a course he designed and explaining their philosophical role in the course. (shrink)

If philosophical dialogue is broadly defined by concepts that are central to our lives and essentially contested, then philosophical dialogue is ethically valuable because it engages participants in the kind of communal and reasonable deliberation necessary for ethical life. Discourse Ethics acknowledges the instrumental value of philosophical dialogue for the making of ethical judgments. I defend the intrinsically ethical value of philosophical dialogue on the grounds that it potentially orients us towards that which transcends human subjectivity in an effort to (...) include it (which could also be called “otherness,” “alterity,” “Thou,” or “the unthinkable”). If respect is the modality of reason, then love is the modality of the transcendent, and, as with respect, love is recognizable by the virtues that express it. These include faith, grace, naivety, irony, and genius. My observation that these qualities are more readily found in children than adults suggests that children are particularly suited to philosophical dialogue because they can engage in it with an appreciation of its value and limits. (shrink)

The origins and development of community of philosophical inquiry -- The theoretical landscape -- Philosophising with five year olds -- Creating a community of philosophical inquiry (CoPI) with all ages -- Different methods of group philosophical discussion -- What you need to know to chair a CoPI with six to sixteen year olds -- Implementing CoPI in primary and secondary schools -- CoPI, citizenship, moral virtue, and academic performance with primary and secondary children.

In this marvellous book, Raimond Gaita discusses ideas about love and hatred, good and evil, guilt and forgiveness. Moving, wise and inspiring, A Common Humanity explores personal, political and philosophical ideas about the kind of society and the sort of public conversation we might have in the twenty-first century. 'Raimond Gaita's insights are original and his prose is as eloquent as it is affecting.' Economist, Books of the Year, 2000.

A collection of original philosophical essays that together make a robust case for the teaching of philosophy in schools. >.

Books into Ideas uses a Philosophy for Children approach to encourage thinking in young learners. It clearly explains how facilitators can set up a Community of INquiry within the classroom and teach questioning techniques at all levels of thinking. There are detailed notes on how to use 15 picture books.

_Taking Picture Books Seriously: What can we learn about philosophy through children's books?_ This warm and charming volume casts a spell on adult readers as it unveils the surprisingly profound philosophical wisdom contained in children's picture books, from Dr Seuss's _Sneetches_ to William Steig's _Shrek!_. With a light touch and good humor, Wartenberg discusses the philosophical ideas in these classic stories, and provides parents with a practical starting point for discussing philosophical issues with their children. Accessible and multi-layered, it answers (...) questions like, Is it okay for adults to deceive kids? What's the difference between saying the Mona Lisa is a great painting and vanilla is your favorite flavor? Each chapter includes illustrations commissioned especially for this book. (shrink)

Those of us who have experienced the joy and terror of the intensive formation of a philosophical community of inquiry over an extended period, understand intuitively that it is a process of development which has certain characteristic structures and patterns. These can be glossed in a number of ways, all of which will be metaphors, if only because any given moment within the life of the COI is an instant of vertiginous freedom.

Accompanying a series of visually and verbally challenging books for children, this manual provides teachers and parents with discussion plans, exercises and activities to guide children in an investigation of the philosophical ideas emerging from the storybooks.

All of us ponder the big and enduring human questions—Who am I? Am I free? What should I do? What is good? Is there justice?

Many student papers in applied ethics tend to be pure opinion or pure application of one of the traditional moral theories without any serious involvement. In addition, there exists a significant gap between the way professional ethicists write and the way students think about ethical issues. In order to address these two issues, this paper describes two modifications. The first involves beginning a research paper assignment by asking students to write a “moral story,” a story that deals with a serious (...) contemporary moral problem. The second involves shifting away from a model where students are asked to determine the “correct” answer to an ethical problem to a balance scale model of moral reasoning, i.e., one that places the emphasis on determining which arguments have the weightier conclusion. (shrink)

This book is a compendium of lesson plans for classroom exercises designed to foster philosophical inquiry with young people. It introduces the reader to a wide range of activities for exploring philosophical questions and problems with children from preschool age through high-school.