DOCSLIB.ORG

The Moral and Other Educational Significance of the Arts in Philosophy and Recent Scottish Educational Policy

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Moral and Other Educational Significance of the Arts in Philosophy and Recent Scottish Educational Policy The Moral and other Educational Significance of the Arts in Philosophy and Recent Scottish Educational Policy Panagiota Sidiropoulou A thesis submitted for the degree of Doctor of Philosophy The University of Edinburgh, 2010 ABSTRACT The immense value of the arts has long been recognized by diverse cultures and such recognition has mostly guaranteed their inclusion in educational and school curricula the world over. The arts are considered valuable for numerous reasons, but their inclusion depends on particular interpretations of their merits that may sometimes have failed to realise their full or real potential. Although some ways of valuing the arts date back to antiquity, debates about the value of arts certainly deserve no less consideration in the modern context. Plato was sceptical about the moral value of the arts and regarded them as of dubious educational significance. He thought the arts were more a matter of rhetoric than reason. However, taking a more positive view of the moral power of the arts, Aristotle defended both the arts and rhetoric as potentially contributory to personal formation and the development of moral virtue. At all events, if the arts are to remain educationally defensible, it is arguable that educational theorists and policy makers need to demonstrate their capacity for: (i) objective aesthetic judgement; and (ii) the communication of knowledge and/or truth. Both of these are contentious, as artistic and aesthetic value judgements have often been said to be subjective or personal. In this context, the distinction between judging something as good (which requires reasons) or simply liking it (which does not) is crucial. Here, establishing the objective rational character of the arts seems to be a precondition of demonstrating their potential for knowledge or truth. Arguably, however, there are different respects in which arts may be said to contribute to the development of understanding and appreciation in human agents of themselves, of their relationships with others and of the world, e.g.: (i) aesthetic (sensory) appreciation; (ii) development of imagination; (iii) understanding of aspects of human psychology; (iv) education of the emotions; (v) and moral understanding. In this essay, various philosophical defences of the ‘intrinsic’ (personally formative) educational value of the arts will be drawn from the literature of philosophy and education. Following discussions of ancient arguments for and against the arts, the thesis will discuss at some length defences of the educational value of the arts offered by the American great books tradition, British literary and cultural critics and more recent educational philosophers and theorists. In the final ‘conceptual’ chapter of the thesis, two contemporary works of cinema are discussed to reinforce the key arguments of the thesis. However, having explored the nature and potential of the arts and arts education from a philosophical perspective, this study then seeks to enquire into recent Scottish educational policy developments with reference to the role of arts in arts education and in education more generally through: (i) the exploration of policy documents and official guidelines; and (ii) the voices of interviewees and other research participants involved in Scottish policy making. The thesis will conclude from this enquiry that the educational value and significance of the arts is not adequately appreciated in contemporary Scottish (and perhaps other) educational policy and practice. The study concludes by advocating a return to Aristotle’s conception of the arts as contributory to phronesis (the practical wisdom of virtue), rather than techne (the technical knowledge of skill). Narrow specialisation in forms of training are liable to leave people uninitiated into the wisdom and moral power of the arts –benefits that should ideally be available to all. From the perspective of this thesis, only a broad educational approach that encompasses thorough arts education will result in well- rounded, emotionally intelligent and truly educated human beings. ii Acknowledgments I would like to thank Professor David Carr and Dr. Pat McLaughlin for their supervision and guidance which have been invaluable and greatly appreciated. I am also thankful to all the research participants who were interviewed or completed questionnaires. I am indebted to them due to their voluntary and altruistic contribution. I am also very grateful to Mr. Terry Harvey, Dr. Ioannis Nousias and Miss Susan Robinson for their precious help with proofreading and other advice on the thesis. Special thanks also goes to my good friends and family including Mrs Ann Harvey, Mrs (and soon Dr.) Chun Ming Tai and Mrs Lia Kotsidou Naidou for their genuine friendship and support. Furthermore, Professor David Carr has shown great patience and understanding. I cannot thank him enough for this and also for his tremendous support, patience, advice and encouragement. This thesis would not have been possible without his contribution as a supervisor and friend. Last but not least, I owe deep gratitude to my mother Lamprini Kotsidou who always has confidence in me and constantly encourages me. I would like to thank her for all this and for her unstinting love. iii DECLARATION I, Panagiota Sidiropoulou, hereby declare that this thesis was composed by myself and that this work is my own except where explicitly stated otherwise. I further declare that it has not been submitted for any other degree or professional qualification. Panagiota Sidiropoulou iv Table of Contents Abstract ........................................................................................................ ii Declaration .................................................................................................. iv Table of Contents ......................................................................................... v Table of Figures ......................................................................................... vii INTRODUCTION ........................................................................................... 1 1.1 Methodological connections ......................................................... 3 1.2 The chapters ................................................................................... 5 Chapter 2 ...................................................................................................... 9 2. Plato on the value of the arts .................................................................. 9 2.1 Arguments for and against the inclusion of the arts in education ................................................................................................................ 9 2.2 Platonic contradictions, compromises and suggestions .......... 19 2.3 Summary and conclusion ............................................................ 23 Chapter 3 .................................................................................................... 27 3. Aristotle’s defence of the arts ............................................................... 27 3.1 The human soul: Virtue and Happiness...................................... 27 3.2 Tragedy in Aristotle ...................................................................... 31 3.3 The aesthetic value of the arts .................................................... 38 3.4 Concluding remarks on character and (arts) education............ 39 Chapter 4 .................................................................................................... 41 4. Objectivity as a precondition of knowledge ........................................ 41 4.1 Aesthetic judgements; objectivism, subjectivism and relativism .............................................................................................................. 41 4.2 Subjectivism, scientism and other misconceptions .................. 50 4.3 Epistemic qualities and power in the arts: concluding remarks .............................................................................................................. 55 Chapter 5 .................................................................................................... 57 5. Art and Knowledge ................................................................................ 57 5.1 Nature and definition of knowledge ............................................ 57 5.2 Knowledge and the arts ............................................................... 63 Chapter 6 .................................................................................................... 79 6. The ‘intrinsic’ educational value of the arts and literature in Matthew Arnold and beyond .................................................................................... 79 6.1 Two schools of thought in defence of literature ........................ 80 6.2 Economic determinism, sociological determinism and other oppositions to the literary focus of liberal education ..................... 84 6.3 Conclusion and the way forward ................................................. 90 v Chapter 7 .................................................................................................... 93 7. Justification and critiques of the arts in the school curriculum ........ 93 7.1 Clarifying ‘education’ ................................................................... 93 7.2 Traditionalism and generic arts ................................................. 101 7.3 Form, Expression and the ‘Aesthetic’ ....................................... 104 7.4 Educational
Load more

Recommended publications
  • All of a Sudden: the Role of Ἐξαίφνης in Plato's Dialogues
    Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Spring 1-1-2014 All of a Sudden: The Role of Ἐξαιφ́ νης in Plato's Dialogues Joseph J. Cimakasky Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Cimakasky, J. (2014). All of a Sudden: The Role of Ἐξαιφ́ νης in Plato's Dialogues (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/68 This Worldwide Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. ALL OF A SUDDEN: THE ROLE OF ἘΧΑΙΦΝΗΣ IN PLATO’S DIALOGUES A Dissertation Submitted to the McAnulty College and Graduate School of Liberal Arts Duquesne University In partial fulfillment of the requirements for the degree of Doctor of Philosophy By Joseph Cimakasky May 2014 Copyright by Joseph Cimakasky 2014 ALL OF A SUDDEN: THE ROLE OF ἘΧΑΙΦΝΗΣ IN PLATO’S DIALOGUES By Joseph Cimakasky Approved April 9, 2014 ________________________________ ________________________________ Ronald Polansky Patrick Lee Miller Professor of Philosophy Professor of Philosophy (Committee Chair) (Committee Member) ________________________________ John W. McGinley Professor of Philosophy (Committee Member) ________________________________ ________________________________ James Swindal Ronald Polansky Dean, McAnulty College Chair, Philosophy Department Professor of Philosophy Professor of Philosophy iii ABSTRACT ALL OF A SUDDEN: THE ROLE OF ἘΧΑΙΦΝΗΣ IN PLATO’S DIALOGUES By Joseph Cimakasky May 2014 Dissertation supervised by Professor Ronald Polansky There are thirty-six appearances of the Greek word ἐξαίφνης in Plato’s dialogues.
    [Show full text]
  • The Practice of the Presence of God.Pdf
    THE PRACTICE OF THE PRESENCE OF GOD by Brother Lawrence of the Resurrection Project Gutenberg https://www.gutenberg.org/ebooks/5657 Project Gutenberg's The Practice of the Presence of God by Brother Lawrence This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org ** This is a COPYRIGHTED Project Gutenberg eBook, Details Below ** ** Please follow the copyright guidelines in this file. ** Title: The Practice of the Presence of God Author: Brother Lawrence Posting Date: August 21, 2012 [EBook #5657] Release Date: May, 2004 Language: English START OF THIS PROJECT GUTENBERG EBOOK PRACTICE OF PRESENCE OF GOD * Copyright (C) 2002 by Lightheart. Brother Lawrence's THE PRACTICE OF THE PRESENCE OF GOD 2002 Edition edited by Lightheart at PracticeGodsPresence.com Includes: Editor's Preface Conversations and Letters 1 Contents Editor's Preface ....................................................................... 3 Conversations .......................................................................... 6 Introduction: ............................................................................ 6 First Conversation: ................................................................ 6 Second Conversation ............................................................ 9 Third Conversation ............................................................. 14 Fourth Conversation
    [Show full text]
  • Atsignofreinep00fran.Pdf
    Design by Aubrey Beardsley OAK ST. Rn<5F Return this book on or before the Latest Date stamped below. University of Illinois Library DEC 1 3 195 -UIBR.AR.Y OF THE. UNIVERSITY OF ILLINOIS AT THE SIGN OF THE REINE PEDAUQUE I Return this book on or betore the Latest Date stamped below. A rue T>EFiNiTive AT THE SIGN of the REINE PEDAUQUE DODD-MEAD & COMPANY Published in U. S. A.. 192?, by DODD, MEAD AND COMPANY, INC, PRINTED IN u. s. A, PAGB vii PREFACE i CHAPTER I 4 II 15 " III 21 iv 26 "V 44 VI 53 VII 60 " VIII 66 IX 7i X 79 XI 87 XII 92 " XIII 106 XIV no XV 127 " XVI 134 " XVII 165 " XVIII 188 XIX 247 XX 255 XXI 259 " XXII 263 " XXIII 266 " XXIV 272 I 1 67239 INTRODUCTION HE novel of which the following pages are a translation was pub- lished in 1893, the author's forty- ninth year, and comes more or less midway in the chronological list of his works. It thus marks the flood tide of his genius, when his imagina- tive power at its brightest came into conjunction with the full ripeness of his scholarship. It is, per- haps, the most characteristic example of that elu- sive point of view which makes for the magic of Anatole France. No writer is more personal. No writer views human affairs from a more imper- sonal standpoint. He hovers over the world like a disembodied spirit, wise with the learning of all times and with the knowledge of all hearts that have beaten, yet not so serene and unfleshly as not to have preserved a certain tricksiness, a capacity for puckish laughter which echoes through his pages and haunts the ear when the covers of the book are closed.
    [Show full text]
  • Culture War, Rhetorical Education, and Democratic Virtue Beth Jorgensen Iowa State University
    Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 2002 Takin' it to the streets: culture war, rhetorical education, and democratic virtue Beth Jorgensen Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Philosophy Commons, Rhetoric and Composition Commons, Social and Philosophical Foundations of Education Commons, and the Speech and Rhetorical Studies Commons Recommended Citation Jorgensen, Beth, "Takin' it to the streets: culture war, rhetorical education, and democratic virtue " (2002). Retrospective Theses and Dissertations. 969. https://lib.dr.iastate.edu/rtd/969 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, white others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print colored or poor quality illustrations and photographs, print bieedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.
    [Show full text]
  • Songs of the Last Philosopher: Early Nietzsche and the Spirit of Hölderlin
    Bard College Bard Digital Commons Senior Projects Spring 2013 Bard Undergraduate Senior Projects Spring 2013 Songs of the Last Philosopher: Early Nietzsche and the Spirit of Hölderlin Sylvia Mae Gorelick Bard College, [email protected] Follow this and additional works at: https://digitalcommons.bard.edu/senproj_s2013 This work is licensed under a Creative Commons Attribution 3.0 License. Recommended Citation Gorelick, Sylvia Mae, "Songs of the Last Philosopher: Early Nietzsche and the Spirit of Hölderlin" (2013). Senior Projects Spring 2013. 318. https://digitalcommons.bard.edu/senproj_s2013/318 This Open Access work is protected by copyright and/or related rights. It has been provided to you by Bard College's Stevenson Library with permission from the rights-holder(s). You are free to use this work in any way that is permitted by the copyright and related rights. For other uses you need to obtain permission from the rights- holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. For more information, please contact [email protected]. Songs of the Last Philosopher: Early Nietzsche and the Spirit of Hölderlin Senior Project submitted to The Division of Social Studies of Bard College by Sylvia Mae Gorelick Annandale-on-Hudson, New York May 1, 2013 For Thomas Bartscherer, who agreed at a late moment to join in the struggle of this infinite project and who assisted me greatly, at times bringing me back to earth when I flew into the meteoric heights of Nietzsche and Hölderlin’s songs and at times allowing me to soar there.
    [Show full text]
  • The Via Affirmativa in the Letters of Denys
    THE VIA AFFIRMATIVA IN THE LETTERS OF DENYS by Jordan Gerald Thomas Draper Submitted in partial fulfilment of the requirements for the degree of Master of Arts at Dalhousie University Halifax, Nova Scotia August 2017 © Copyright by Jordan Gerald Thomas Draper, 2017 For my family ii TABLE OF CONTENTS ABRSTRACT ..................................................................................................... v LIST OF ABBREVIATIONS USED ............................................................. vi ACKNOWLEDGEMENTS ........................................................................... vii CHAPTER 1: INTRODUCTION .................................................................... 1 1.1 Recent Considerations of Denys’ Letters ............................................ 1 1.2 The Author and the Text ...................................................................... 8 1.3 Eros, Philia and Union with God ....................................................... 10 1.4 Outline of Chapters to Follow ............................................................ 12 CHAPTER 2: LETTER I ............................................................................... 20 2.1 Introduction to Letter I ...................................................................... 20 2.2 Letter I and the Mystical Theology .................................................... 21 2.3 Agnosia and Union with God ............................................................. 25 2.4 The Ecstasy of Unknowing ................................................................
    [Show full text]
  • The Ground of Artes — the Monas — Alchemy; 1558-1564) I
    CHAPTER VI. NUMBERS — LOGISTICAL, FORMAL AND APPLIED. (THE GROUND OF ARTES — THE MONAS — ALCHEMY; 1558-1564) I. Accession of Elizabeth — Dee taken into favour — commences period of fame and success. II. Work on binomials and other lost mathematical writings — the revision of the Ground of Artes — Recorde and Dee — their similar views and interests — the popularity of this work — a text book for self instruction from the first elements onwards — its defence of mathematics and plea for wider instruction in it — this knowledge the distinguishing criterion between men and animals (n.21) — its utility — Dee's additions to the G.A. III. Dee journeys to Continent to print his books — letter to Cecil — copies out the Steganographia — Trithemius' mysticism and magic and their influence on Dee (n.35). IV. Publication of the Monas — Dee's perpetual high regard for this work — its contemporary and subsequent fame (n.39) — contrasted with Aphorisms — its intentional obscurity — the tradition of unfolding secret wisdom as obscurely as possible — the prefatory letter to Maximilian — geometrical figures the key to natural and spiritual truth — the signs of the planets — the forms of letters of the alphabet — the striking results Dee anticipates from this study. V. Its theme and underlying assumptions — the "Monad" as God — connections with neo- Platonic doctrines — reasons for choice of this particular hieroglyph — Mercury — Aries — relations of Monas to cabalistic theory — and the later search for a real character. VI. Analysis of the text — the point and the circle — generation of planetary signs and astronomy — the cross — the semi-circle — numerology of the figure and alchemical sections — Dee's work well within an accepted tradition.
    [Show full text]
  • The Prometheus Trust Catalogue
    The Prometheus Trust Catalogue www.PrometheusTrust.co.uk Welcome to the latest Prometheus Trust catalogue which is now the largest and most comprehensive catalogue of books concerning the Platonic tradition available in English. It includes details of the 33 volume Thomas Taylor Series – original works and translations from Taylor, the ‘English Platonist’, whose writings are illuminated by his position within the tradition. This beautiful series bound in purple library buckram with gold blocking to the spine is the centrepiece of our catalogue, and is highly recommended to students of philosophy who are seeking to discover the depths of Platonism Also to be found in this catalogue are the eight titles in our series Platonic Texts and Translations, which represents some of the finest of modern scholarly work on the writings of the later Platonists. As well as introductory paperbacks in our Students’ Editions series, the catalogue includes a wide range of books from poetry and books of daily meditations to studies on the Egyptian roots of Platonic philosophy, L J Rosan's survey of the philosophy of Proclus, M L West’s study of Orphic poems and much else besides. All in all, we believe that this catalogue has much to offer the serious student of Platonic philosophy, and especially those who are looking to truly understand it from within, rather than merely seeking to know about it. All our publications can be bought directly from the Trust at a 20% discount and free postage to customers in in the UK. For customers beyond the UK we try to keep our postage charges to a minimum - please go the Prometheus Trust website for overseas postage charges which are set according to weight.
    [Show full text]
  • Buddy) Boren B.A., University of Alaska, Anchorage 2006
    On Virtue, Value, and Epistemic Normativity by Ted (Buddy) Boren B.A., University of Alaska, Anchorage 2006 A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS in the Department of Philosophy Ted (Buddy) Boren, 2015 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii Supervisory Committee On Virtue, Value, and Epistemic Normativity by Ted (Buddy) Boren B.A., University of Alaska, Anchorage 2006 Supervisory Committee Dr. Patrick Rysiew, Department of Philosophy Supervisor Dr. Margaret Cameron, Department of Philosophy Departmental Member iii Abstract Supervisory Committee Dr. Patrick Rysiew, Department of Philosophy Supervisor Dr. Margaret Cameron, Department of Philosophy Departmental Member Virtue epistemology is epistemological evaluation that gives ‘intellectual virtue’ a primary consideration in its analysis. This thesis is about how two types of virtue epistemology are related to each other, and how when taken broadly as a whole, virtue epistemology has theoretical and practical benefits for epistemic and epistemological evaluation. I begin by way of a quick historical review, and define epistemology as the study of good or bad ways of grasping reality. Part One is then devoted to describing the ‘virtue’ part of virtue epistemology. I posit a broad view of virtue: that human excellences come in the form of cognitive faculties and character traits. What binds them is a meta-epistemological commitment that epistemological analysis should focus on the whole of the person, which includes how the person relates to the environment, other persons, and importantly the values of the whole person.
    [Show full text]
  • Aesthetic Play As Ethical Practice: Rethinking Moral Life
    AESTHETIC PLAY AS ETHICAL PRACTICE: RETHINKING MORAL LIFE THROUGH KANT, SCHILLER, GADAMER, AND PRISON THEATER A Dissertation by KAREN ELEANOR DAVIS Submitted to the Office of Graduate and Professional Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Chair of Committee, Kristi Sweet Committee Members, Theodore George Daniel Conway Marian Eide Head of Department, Theodore George August 2017 Major Subject: Philosophy Copyright 2017 Karen Eleanor Davis ABSTRACT This dissertation investigates how aesthetic play supports moral life, with the Shakespeare Behind Bars (SBB) prison theater program as its centerpiece. This project responds to the ascendancy of instrumental rationality and technological thinking in ethical reasoning, as diagnosed by Kant, Hegel, Heidegger, and others. I argue that moral life patterned after aesthetic play rehabilitates practical wisdom and interpretation in our age while also cultivating our capacity to make contextualized moral judgments. I understand aesthetic play through the heritage of Kant’s aesthetics and suggest that play between reason and imagination teaches us to accommodate both universality and particularity in moral judgments. The ethical potential of Kant’s third Critique is unfolded in my analysis of Schiller and Gadamer, followed by a turn to theater studies and field research into the SBB program. For Kant, aesthetic judging is analogous to moral judging, and so aesthetic experience is preparatory for moral life. For Schiller, aesthetic play unifies the rational and sensuous aspects of human being, allowing us to realize the highest expressions of morality and freedom. For Gadamer, aesthetic play models the way we engage with others in all contexts.
    [Show full text]
  • Hered, the First Letter Is S
    Wethersfield Historical Society Preserving and promoting Wethersfield’s history and culture to inspire people today and tomorrow. American Revolution in Wethersfield Scavenger Hunt Directions: You are a spy during the American Revolution. Another spy has important information for you. Search for clues in the following places in Wethersfield to decode the name of the spy that you need to meet with to get that information. 1. Broad Street Green In 1765, the people of Wethersfield were outraged when Great Britain passed the Stamp Act. The Stamp Act required that people pay for a new stamp that would be placed on paper documents, including newspapers, legal documents, and even playing cards. In Connecticut, Jared Ingersoll was chosen to make sure people paid for the new stamps. Find the Wethersfield Heritage Walk sign on the Broad Street Green to discover what happened to Ingersoll when he came to Wethersfield. If Ingersoll was forced to resign, the first letter is A If Ingersoll was tarred and feathered, the first letter is S 2. Ezekiel Williams House 226 Broad Street Tension between the people of Wethersfield and Great Britain continued to rise when the Townsend Act was passed in 1767. The Townsend Act placed new taxes on paper, paint, lead, glass, and tea. In response, the people of Wethersfield decided not to buy goods from Great Britain until these new taxes were eliminated. Visit the home of Sheriff Ezekiel Williams who, as head of the Inspections Committee, made sure that people were not buying goods from Great Britain. Read the sign on his house.
    [Show full text]
  • Pdf 403.85 K
    University of Zanjan The Journal of Ethical Reflections Summer, 2020, Vol.1, No.2, pp. 47-68. Online ISSN: 2717-1159 / Print ISSN: 2676-4810 http://jer.znu.ac.ir Leo Strauss and the Threat of Moral Relativism Muhammad Legenhausen Professor of Philosophy, Imam Khomeini Education and Research Institute, Iran. [email protected] Abstract Relativism generally, and moral relativism in particular, continue to be topics of philosophical controversy. The controversy arises over general questions about the semantics, epistemology, and logic of the relativist’s position. With regard to moral relativism, there are also disagreements about whether moral relativism does not undermine the force of moral claims. Some of these disputes are due to the fact that the disputants differ in the ways they define or understand relativism. Since much of the current controversy about moral relativism has roots in earlier discussions that took place in the twentieth century which have been presented in the works of Leo Strauss, a critical analysis of some of Strauss’s views is presented. Relativism was an issue of paramount importance for Strauss, who nevertheless refused to define the object of his concern. Strauss argues that relativism is self-defeating in a manner designated here as the enfeeblement peritrope. Finally, a sketch of how equivocation on the issue of relativism can be avoided by distinguishing the value relativity from parameter parity. It is the latter that is responsible for the enfeeblement that is Strauss’s target . Keywords: Leo Strauss, Moral Relativism, Enfeeblement Peritrope. __________________________________________ Received: October 25, 2019 / Accepted: November 10, 2019 / Published: October 30, 2020 48 Leo Strauss and the Threat of Moral Relativism / Muhammad Legenhausen Introduction Even before his emigration to the United States in 1937, Leo Strauss (1899-1973) published several articles that warn against relativism.
    [Show full text]