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A Philosophical Reconstruction of Modernism for Existential Learning
Explores the contemporary pedagogical significance of modernism. Mediumism considers what the modernist movement in the arts could mean for us today. It examines how artists and critics, particularly in the visual arts, responded to the growth of industries of distraction since the nineteenth century by creating new kinds of artworks that stress their mediums. René V. Arcilla draws out the metaphysical and ethical implications of the work of critics Clement Greenberg, T. J. Clark, and Michael Fried from a perspective rooted in existentialism. He finds in the resulting moral orientation a way to understand the distinctive purpose of liberal education and its political resistance to consumerism. Eschewing terminology that would be familiar to only one set of specialists, the book aims to be accessible to a general audience as well as to readers interested in modernist art, cultural politics, existentialist philosophy, and the philosophical principles of liberal education.
Education and Women's Empowerment in Honduras
Juanita was seventeen years old and pregnant with her first child when she began an activity that would "open" her mind. Living in a remote Garifuna village in Honduras, Juanita had dropped out of school after the sixth grade. In 1996, a new educational program, Sistema de Aprendizaje Tutorial (Tutorial Learning System or SAT), was started in her community. The program helped her see the world differently and open a small business.
Empowering women through education has become a top priority of international development efforts. Erin MurphyGraham draws on more than a decade of qualitative research to examine the experiences of Juanita and eighteen other women who participated in the SAT program. Their narratives suggest the simple yet subtle ways education can spark the empowerment process, as well as the role of men and boys in promoting gender equality.
Drawing on indepth interviews and classroom observation in Honduras and Uganda, MurphyGraham shows the potential of the SAT program to empower women through expanded access and improved quality of secondary education in Latin America and Africa. An appendix provides samples of the classroom lessons.
Next-Generation Tactics to Remake Public Spheres
À travers huit textes suivis d’un entretien inédit dans lequel il revient sur certaines de ses idées pour les actualiser ou les préciser, Chomsky donne un exemple profondément inspirant à quiconque a à cœur la survie de cet idéal de l’université qu’il n’a cessé de défendre.
Vol. 9, no. 2 (2001) through current issue
The Philosophy of Music Education Review disseminates philosophical research in music education to an international community of scholars, artists, and teachers. It regularly includes articles that address philosophical or theoretical issues relevant to education, including reflections on current practice, research, issues, or questions; reform initiatives; philosophical writings; theories; the nature and scope of education and its goals and purposes; and cross-disciplinary dialogue relevant to the interests of music educators.
Published jointly by the Indiana University Press and the Indiana Jacobs School of Music, the Philosophy of Music Education Review is the premier journal in the philosophy of music education internationally. Its founding editor is Estelle R. Jorgensen of the Jacobs School and its assistant editor is Iris M. Yob of Walden University.
Peirce, Affectivity, and Social Criticism
How can sincere, well-meaning people unintentionally perpetuate discrimination based on race, sex, sexuality, or other socio-political factors? To address this question, Lara Trout engages a neglected dimension of Charles S. Peirce's philosophy - human embodiment - in order to highlight the compatibility between Peirce's ideas and contemporary work in social criticism. This compatibility, which has been neglected in both Peircean and social criticism scholarship, emerges when the body is fore-grounded among the affective dimensions of Peirce's philosophy (including feeling, emotion, belief, doubt, instinct, and habit). Trout explains unintentional discrimination by situating Peircean affectivity within a post-Darwinian context, using the work of contemporary neuroscientist Antonio Damasio to facilitate this contextual move. Since children are vulnerable, nave, and dependent upon their caretakers for survival, they must trust their caretaker's testimony about reality. This dependency, coupled with societal norms that reinforce historically dominant perspectives (such as being heterosexual, male, middle-class, and/or white), fosters the internalization of discriminatory habits that function non-consciously in adulthood. The Politics of Survival brings Peirce and social criticism into conversation. On the one hand, Peircean cognition, epistemology, phenomenology, and metaphysics dovetail with social critical insights into the inter-relationships among body and mind, emotion and reason, self and society. Moreover, Peirce's epistemological ideal of an infinitely inclusive community of inquiry into knowledge and reality implies a repudiation of exclusionary prejudice. On the other hand, work in feminism and race theory illustrates how the application of Peirce's infinitely inclusive communal ideal can be undermined by non-conscious habits of exclusion internalized in childhood by members belonging to historically dominant groups, such as the economically privileged, heterosexuals, men, and whites. Trout offers a Peircean response to this application problem that both acknowledges the blind spotsof non-conscious discrimination and recommends a communally situated network of remedies including agapic love, critical common-sensism, scientific method, and self-control.
Implications for Access, Equity and Knowledge Production
This book addresses the implications of this development in Kenya, with regard to the responsiveness of private higher education to issues of broadening access, equity and the traditional research function of universities.
A Philosophical Perspective on Film
In their thoughtful study of one of Stanley Cavell’s greatest yet most neglected books, William Rothman and Marian Keane address this eminent philosopher’s many readers, from a variety of disciplines, who have neither understood why he has given film so much attention, nor grasped the place of The World Viewed within the totality of his writings about film. Rothman and Keane also reintroduce The World Viewed to the field of film studies. When the new field entered universities in the late 1960s, it predicated its legitimacy on the conviction that the medium’s artistic achievements called for serious criticism and on the corollary conviction that no existing field was capable of the criticism filmed called for. The study of film needed to found itself, intellectually, upon a philosophical investigation of the conditions of the medium and art of film. Such was the challenge The World Viewed took upon itself. However, film studies opted to embrace theory as a higher authority than our experiences of movies, divorcing itself from the philosophical perspective of self-reflection apart from which, The World Viewed teaches, we cannot know what movies mean, or what they are. Rotham and Keane now argue that the poststructuralist theories that dominated film studies for a quarter of a century no longer compel conviction, Cavell’s brilliant and beautiful book can provide a sense of liberation to a field that has forsaken its original calling. read in a way that acknowledges its philosophical achievement, The World Viewed can show the field a way to move forward by rediscovering its passion for the art of film. Reading Cavell’s The World Viewed will prove invaluable to scholars and students of film and philosophy, and to those in other fields, such as literary studies and American studies, who have found Cavell’s work provocative an fruitful.
Moral Formation in American Higher Education
The Schooled Heart addresses a basic question about the nature of the university: should moral education figure among the university's purposes? This volume offers an affirmative response to that question. A central purpose of the university is the moral formation of students, what Beaty and Henry call the schooling of the heart.