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This study draws on a wide range of Sartre's writings, early and late, both philosophical and literary, to creat a Sartre-inspired philosophy of education. It highlights the need to give priority to questioning rather than to passivity, excellence rather than success, the avoidance of a kind of objectivity that precludes making moral judgements and condemning evil.
This landmark book, first published in 1979, met acclaim as a doubly important work of radical philosophy. Its subject, Jean-Paul Sartre, was among the twentieth century's most controversial and influential philosophers; its author, István Mészáros, was himself establishing a reputation for profound contributions to the Marxian tradition, which would continue into the next century. The Work of Sartre was thus considered essential for its insights on Sartre and as a piece of Mészáros 's developing politico-philosophical project. In this completely updated and expanded volume, Mészáros examines the manifold aspects of Sartre's legacy—as novelist, playwright, philosopher, and political actor—and in so doing casts light upon the enture oeuvre, situating it within the historical and social context of Sartre's time. Although critical of aspects of Sartre's philosophy, Mészáros celebrates his unyielding commitment to the struggle against the power of capital, and elucidates what this means for the individual in their search for freedom.
This book, first published in 1965, is a critical exposition of the philosophical doctrines of Jean-Paul Sartre. His contribution to ethical and political theory, and to metaphysics and ontology, is reviewed against the background of German idealism and phenomenology, and his arguments are presented clearly so that readers may assess their philosophical value in their own right.
This book sets out to explore the challenge to education contained in Heidegger’s work. His direct remarks about education are examined and placed in the broader context of his philosophy to create an account of Heidegger’s challenge. Martin Heidegger is an undisputed giant of 20th Century thought. During his long academic career he made decisive contributions to philosophy, influencing a host of thinkers in the process including Arendt, Gadamer, Sartre, Merleau-Ponty, Derrida and Foucault. Heidegger inquired into the deepest levels of human being and its social, natural and technological contexts. Although he did not develop a systematic philosophy of education, his philosophical insights and occasional remarks about education make him an interesting and troubling figure for education. Heidegger is of interest to education for his contributions to our understanding of human being and its environment. Heidegger’s insights are troubling, too, for many of the assumptions of education. His critiques of humanism and the modern instrumental mindset in particular have significant implications. The work of scholars who have expanded on Heidegger’s remarks and those who have been influenced by his philosophy is also surveyed to fill out the examination. A vision of education emerges in which teachers and learners awaken to the deadening influences around them and become attuned to the openness of being.
The first edition of Nel Noddings' Philosophy of Education was acclaimed as the 'best overview in the field' by the journal Teaching Philosophy and predicted to 'become the standard textbook in philosophy of education' by Educational Theory. This classic text, originally designed to give the education student a comprehensive look at philosophical thought in relation to teaching, learning, research, and educational policy, has now been updated to reflect the most current thinking in the field. A revised chapter on Logic and Critical Thinking makes the topic more accessible to students and examines how critical thinking plays a role in light of the new Common Core standards. Philosophy of Education introduces students to the evolution of educational thought, from the founding fathers to contemporary theorists, with consideration of both analytic and continental traditions. This is an essential text not only for teachers and future teachers, but also for anyone needing a survey of contemporary trends in philosophy of education.
This book re-conceptualizes teaching through an engagement with Jean-Paul Sartre’s early existentialist thought. Against the grain of teacher accountability, it turns to the demanding account of being human in Sartre’s thought, on the basis of which an alternative account of teaching can be developed. It builds upon Sartre’s key concepts related to the self, freedom, bad faith, and the Other, such that they might open up original ways of thinking about the practices of teaching. Indeed, given the everyday complexities that characterize teaching, as well as the vulnerabilities and uncertainty that it so often involves, this book ultimately aims to create a space in which to reimagine forms of accounting that move from technicist ways of thinking to existential sensitivity in relation to one’s practice as a teacher.
Existentialism represents a protest against the rationalism of traditional philosophy, against misleading notions of the bourgeois culture, and the dehumanizing values of industrial civilization. Since alienation, loneliness and self-estrangement constitute threats to human personality in the modern world, existential thought has viewed as its cardinal concerns a quest for subjective truth, a reaction against the ‘negation of Being’ and a perennial search for freedom. From the ancient Greek philosopher, Socrates, to the twentieth century French philosopher, Jean Paul Sartre, and other thinkers have dealt with this tragic sense of ontological reality - the human situation within a comic context The book put forward is the beginning of an attempt to revive existentialism by addressing these issues. The idea is eventually to present a conception of personhood that is recognizably existentialist, or similar to that presented by writers like Kierkegaard, Heidegger, Jaspers, and Sartre in certain fundamental ways, but that takes into account the last twenty years of developments in the many different areas of philosophy that directly affect our understanding of what it is to be a person. The result will hopefully be a more ‘sophisticated’ existentialist theory of personhood that can be presented in contemporary terms as a serious challenge to current dogmas in metaphysics and moral theory, and be defended against the ascendant naturalistic, rationalistic, or pragmatist alternatives.
Betty Cannon is the first to explore the implications of Sartrean philosophy for the Freudian psychoanalytic tradition. Drawing upon Sartre's work as well as her own experiences as a practicing therapist, she shows that Sartre was a "fellow traveler" who appreciated Freud's psychoanalytic achievements but rebelled against the determinism of his metatheory. The mind, Sartre argued, cannot be reduced to a collection of drives and structures, nor is it enslaved to its past as Freud's work suggested. Sartre advocated an existentialist psychoanalysis based on human freedom and the self's ability to reshape its own meaning and value. Through the Sartrean approach Cannon offers a resolution to the crisis in psychoanalytic metatheory created by the current emphasis on relational needs. By comparing Sartre with Freud and influential post-Freudians like Melanie Klein, Otto Kernber, Margaret Mahler, D.W. Winnicott, Heinz Kohut, Harry Stack Sullivan, and Jacques Lacan, she demonstrates why the Sartrean model transcends the limitations of traditional Freudian metatheory. In the process, she adds a new dimension to our understanding of Sartre and his place in twentieth-century philosophy.
This landmark book, first published in 1979, met acclaim as a doubly important work of radical philosophy. Its subject, Jean-Paul Sartre, was among the twentieth century's most controversial and influential philosophers; its author, István Mészáros, was himself establishing a reputation for profound contributions to the Marxian tradition, which would continue into the next century. The Work of Sartre was thus considered essential for its insights on Sartre and as a piece of Mészáros 's developing politico-philosophical project. In this completely updated and expanded volume, Mészáros examines the manifold aspects of Sartre's legacy—as novelist, playwright, philosopher, and political actor—and in so doing casts light upon the enture oeuvre, situating it within the historical and social context of Sartre's time. Although critical of aspects of Sartre's philosophy, Mészáros celebrates his unyielding commitment to the struggle against the power of capital, and elucidates what this means for the individual in their search for freedom.