Cavell on Feminism and the Ethics of Care
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Archived News 2007-2008 News articles from 2007-2008 Table of Contents Alumnae Cited for Accomplishments and Sage Salzer ’96................................................. 17 Service................................................................. 5 Porochista Khakpour ’00.................................. 18 Laura Hercher, Human Genetics Faculty............ 7 Marylou Berg ’92 ............................................. 18 Lorayne Carbon, Director of the Early Childhood Meema Spadola ’92.......................................... 18 Center.................................................................. 7 Warren Green ................................................... 18 Hunter Kaczorowski ’07..................................... 7 Debra Winger ................................................... 19 Sara Rudner, Director of the Graduate Program in Dance .............................................................. 7 Melvin Bukiet, Writing Faculty ....................... 19 Rahm Emanuel ’81 ............................................. 8 Anita Brown, Music Faculty ............................ 19 Mikal Shapiro...................................................... 8 Sara Rudner, Dance Faculty ............................. 19 Joan Gill Blank ’49 ............................................. 8 Victoria Hofmo ’81 .......................................... 20 Wayne Sanders, Voice Faculty........................... 8 Students Arrive on Campus.............................. 21 Desi Shelton-Seck MFA ’04............................... 9 Norman -
Espinalt's Concept of Human WILL and Character and Its
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Revistes Catalanes amb Accés Obert 6 espinaLt’s coNcePt oF humaN Will aNd chaRacteR aNd Its coNsequeNces FoR 1 moRaL educatIoN Carme Giménez-Camins & Josep Gallifa abstract: This article deals with the human will and the individual character and their relevance in the moral sphere. After introducing the conative domain, it argues for the need to have a psychological and educational model of human character. The paper presents Espinalt’s (1920-1993) concepts of will and character and their consequences for education. After having explored human will and understanding the causes for the relative lack of consideration of will by modern psychology, a definition of character is presented as a result of exercising human will. Three different dimensions of character are considered: One more connected with instincts, another with culture, and the most distinctive of individual self-engraving. The third dimension leads to different considerations of education that are briefly explained. The Espinaltian vision is contrasted with other contemporary visions of human will and character. The social and historical forces with an influence on the education of the character are also considered. Finally the paper argues for the centrality of these approaches for a moral education which is based on Aristotelian views. Keywords: Espinalt, Human Will, Moral education, Aristotle, character 1 This paper was received on January 31, 2011 and was approved on March 27, 2011 122 RamoN LLuLL JouRNaL oF aPPLIed ethIcs 2011. Issue 2 INtRoductIoN the neoclassical model of the human psyche Traditionally the human psyche has been divided into three components: Cognition, affect and conation (Hilgard, 1980; Tallon, 1997). -
The Moral Reasoning of Adolescent Boys and Girls in the Light of Gilligan’S Theory
www.ccsenet.org/ies International Education Studies Vol. 5, No. 3; June 2012 The Moral Reasoning of Adolescent Boys and Girls in the Light of Gilligan’s Theory Farhat Kalsoom M.Phil Scholar PMAS-Arid Agriculture University Rawalpindi, Pakistan Malik Ghulam Behlol Assistant Professor, Arid Agriculture University, Rawalpindi, Pakistan E-mail: [email protected] Muhammad Munir Kayani Assistant Professor, IIUI, Pakistan Aneesa Kaini Visiting Faculty IIUI, Pakistan Received: January 4, 2012 Accepted: January 17, 2012 Online Published: April 17, 2012 doi:10.5539/ies.v5n3p15 URL: http://dx.doi.org/10.5539/ies.v5n3p15 Abstract The study was conducted to assess the moral reasoning of adolescent boys and girls in the light of Gilligan theory. The main objectives of the study were to investigate the moral reasoning of adolescent boys and girls with reference to responsibility orientation versus justice orientation and to compare the frequency of adolescent boys and girls with right orientation and responsibility orientation. The population of study consisted of all adolescent boys and girls studying in SSC and F.A/FSc of Fazaia Inter College Chaklala Rawalpindi. They all were sixteen to twenty years of age. The sample of study consisted of 40 boys and 40 girls studying in Matric and F.A/FSc of Fazaia Inter College Chaklala Rawalpindi, were taken applying random sampling technique. The scale developed by Baker and Role (2002), an objective measure of the two orientations was translated into Urdu language for the collection of the data of the study. The main conclusions of the study were that adolescent girls found to be more care oriented than boys, however, they were found to be equal on justice oriented. -
The Pennsylvania State University the Graduate School College of The
The Pennsylvania State University The Graduate School College of the Liberal Arts EXISTENTIALIST ROOTS OF FEMINIST ETHICS A Dissertation in Philosophy by Deniz Durmus Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2015 The dissertation of Deniz Durmus was reviewed and approved* by the following: Shannon Sullivan Professor of Philosophy Women's Studies, and African American Studies, Department Head, Dissertation Advisor, Co-Chair Committee Sarah Clark Miller Associate Professor of Philosophy, Associate Director of Rock Ethics Institute, Co-Chair Committee John Christman Professor of Philosophy, Women’s Studies Robert Bernasconi Edwin Erle Sparks Professor of Philosophy, African American Studies Christine Clark Evans Professor of French and Francophone Studies, Women’s Studies Amy Allen Liberal Arts Professor of Philosophy, Head of Philosophy Department *Signatures are on file in the Graduate School. ii ABSTRACT My dissertation “Existentialist Roots of Feminist Ethics” is an account of existentialist feminist ethics written from the perspective of ambiguous nature of interconnectedness of human freedoms. It explores existentialist tenets in feminist ethics and care ethics and reclaims existentialism as a resourceful theory in addressing global ethical issues. My dissertation moves beyond the once prevalent paradigm that feminist ethics should be devoid of any traditional ethical theories and it shows that an existential phenomenological ethics can complement feminist ethics in a productive way. The first chapter, introduces and discusses an existentialist notion of freedom based on Simone de Beauvoir and Jean Paul Sartre’s writings. In order to establish that human beings are metaphysically free, I explain notions of in-itself, for-itself, transcendence, immanence, facticity, and bad faith which are the basic notions of an existentialist notion of freedom. -
Stanley Cavell's Method of Reading Literature1
Estetyka The Polish Journal i Krytyka of Aesthetics 43 (4/2016), DOI: 10.19205/43.16.3 Magdalena Filipczuk* “Epistemological Reading”: Stanley Cavell’s Method of Reading Literature1 Abstract Not many readers will recognize Disowning Knowledge: Seven Plays of Shakespeare by Stanley Cavell as either a piece of philosophical writing or literary criticism, so it may be useful to ask what method Cavell uses to read literature, what are the main features of his approach, and whether he has a coherent view on what reading lit‑ erature means. I examine Cavell’s interdisciplinary eclecticism, the feature which makes his work so original, and I describe his moving away from the British and American analytic tradition in which he was trained to other sources of inspiration, especially Thoreau. I also stress the important fact that Cavell does not avoid auto‑ biographical motifs in his writings, the style of which derives to some extent from the Jewish tradition of storytelling. In his writings Cavell declares his adherence to an ahistorical approach, maintaining that in a sense philosophy is trans‑histor‑ ical. In many of his books the central issue is the challenge that skepticism poses, and he endeavors to make a convincing case against it. Although Cavell’s work cov‑ ers a broad range of interests, including tragedy and literature, as well as Roman‑ tic poetry, Shakespeare, Henry James and Samuel Beckett, I try to answer the ques‑ tion of why his analyses of skepticism in literature focus especially on the works of Shakespeare. Key words Stanley Cavell, method of reading literature, literature, skepticism, literary criticism, analytic philosophy * InstituteEmail: [email protected] of Philosophy Jesuit University Ignatianum in Kraków, Poland ‑ 1 This article is a modified version of my paper delivered during the Interna tional Congress on Hermeneutics Today: Philosophers on Literature, April 20–22, 2016, Granada (Spain). -
Rethinking Feminist Ethics
RETHINKING FEMINIST ETHICS The question of whether there can be distinctively female ethics is one of the most important and controversial debates in current gender studies, philosophy and psychology. Rethinking Feminist Ethics: Care, Trust and Empathy marks a bold intervention in these debates by bridging the ground between women theorists disenchanted with aspects of traditional ‘male’ ethics and traditional theorists who insist upon the need for some ethical principles. Daryl Koehn provides one of the first critical overviews of a wide range of alternative female/ feminist/feminine ethics defended by influential theorists such as Carol Gilligan, Annette Baier, Nel Noddings and Diana Meyers. She shows why these ethics in their current form are not defensible and proposes a radically new alternative. In the first section, Koehn identifies the major tenets of ethics of care, trust and empathy. She provides a lucid, searching analysis of why female ethics emphasize a relational, rather than individualistic, self and why they favor a more empathic, less rule-based, approach to human interactions. At the heart of the debate over alternative ethics is the question of whether female ethics of care, trust and empathy constitute a realistic, practical alternative to the rule- based ethics of Immanuel Kant, John Stuart Mill and John Rawls. Koehn concludes that they do not. Female ethics are plagued by many of the same problems they impute to ‘male’ ethics, including a failure to respect other individuals. In particular, female ethics favor the perspective of the caregiver, trustor and empathizer over the viewpoint of those who are on the receiving end of care, trust and empathy. -
Aristotle, Kant, JS Mill and Rawls Raphael Cohen-Almagor
1 On the Philosophical Foundations of Medical Ethics: Aristotle, Kant, JS Mill and Rawls Raphael Cohen-Almagor Ethics, Medicine and Public Health (Available online 22 November 2017). Abstract This article aims to trace back some of the theoretical foundations of medical ethics that stem from the philosophies of Aristotle, Immanuel Kant, John Stuart Mill and John Rawls. The four philosophers had in mind rational and autonomous human beings who are able to decide their destiny, who pave for themselves the path for their own happiness. It is argued that their philosophies have influenced the field of medical ethics as they crafted some very important principles of the field. I discuss the concept of autonomy according to Kant and JS Mill, Kant’s concepts of dignity, benevolence and beneficence, Mill’s Harm Principle (nonmaleficence), the concept of justice according to Aristotle, Mill and Rawls, and Aristotle’s concept of responsibility. Key words: Aristotle, Immanuel Kant, John Stuart Mill, autonomy, beneficence, benevolence, dignity, justice, nonmaleficence, responsibility, John Rawls Introduction What are the philosophical foundations of medical ethics? The term ethics is derived from Greek. ἦθος: Noun meaning 'character' or 'disposition'. It is used in Aristotle to denote those aspects of one's character that, through appropriate moral training, develop into virtues. ἦθος is related to the adjective ἠθικός denoting someone or something that relates to disposition, e.g., a philosophical study on character.[1] 2 Ethics is concerned with what is good for individuals and society. It involves developing, systematizing, defending, and recommending concepts of right and wrong behaviour. The Hippocratic Oath (c. -
Book Review: Stanley Cavell. <Em>
Early Theatre 8.1 (2005) Book Reviews Stanley Cavell. Disowning Knowledge in Seven Plays by Shakespeare. Updated edition. Cambridge: Cambridge University Press, 2003. Pp 250. The first essay in this collection, ‘Disowning Knowledge in King Lear,’ was written in 1967 and published in 1969 as the culminating exemplification of the philosophical argument of Stanley Cavell’s Must We Mean What We Say?1 It was subsequently republished in 1987, as the first essay of the original edition of Disowning Knowledge, Cavell’s magisterial reading of Shakespeare’s tragic drama. 1967, 1987, 2003. These dates tell the story of an extraordinary philosopher and critic whose work has never been part of mainstream Shakes- peare scholarship, but which exposes the blind spots and evasions of that criticism while at the same time anticipating many of its fruitful directions. Amongst scholars of literature the pioneering essay on King Lear is probably Cavell’s best known work. It most clearly sets the stage for Cavell’s abiding, some might say obsessive, interest in the equally alluring and incapacitating role of scepticism in human beings’ relations to each other and the world in which they live. For Cavell, Shakespeare’s tragedies are the most complete working out, in all its cunning subtleties and alluring perversities, of the sceptical alienation from the world and from the love of others. The sceptic – who can be anybody – demands certainty beyond the human capacity or condition to provide it. He thereby loses or rejects the world, which appears to lie beyond his fastidious requirement for absolute knowledge. (I use the masculine pronoun deliberately, for Cavell’s later essays suggests that scepti- cism may be gender specific.) Cavell argues, via Shakespeare’s tragedies, that scepticism with regard to our possible knowledge of objects in the world takes a peculiarly debilitating form when it inhabits human relationships. -
CRITICAL NOTICE Why We Need Ordinary Language Philosophy
CRITICAL NOTICE Why We Need Ordinary Language Philosophy Sandra Laugier, Translated by Daniela Ginsberg, The University of Chicago Press, Chicago, 2013, pp. 168, £ 24.50. ISBN-13: 978-0-226-47054-2 (cloth). Reviewed by Derek A. McDougall Originally published in French in the year 2000, the English version of Sandra Laugier’s short book of 10 Chapters plus an Introduction and Conclusion, has a 7 page Preface, 9 pages of Notes, a brief Bibliography and 121 pages of actual text. The reading of Wittgenstein and Austin that she provides is distinctly Cavellian in character. Indeed, Stanley Cavell in a dust-cover quote, remarks that her work is already influential in France and Italy, exciting as it does a new interest in ‘language conceived not only as a cognitive capacity but also as used, and meant, as part of our form of life’. Cavell goes on to say that this new translation is not merely welcome but indispensable, and has at least the capacity to alter prevailing views about the philosophy of language, so affecting what we have come to think of as the ‘analytic-continental divide’. Toril Moi of Duke Uni., in another dust-cover quote, states that Laugier’s reading of Wittgenstein-Austin-Cavell shows how their claim that ‘to speak about language is to speak about the world is an antimetaphysical revolution in philosophy that tranforms our understanding of epistemology and ethics.’ She concludes with the thought that anyone who wishes to understand what ‘ordinary language philosophy’ means today should read this book. This is a large claim to make, and anyone who is inclined to read Wittgenstein and Austin strictly in their own terms, and with their own avowed intentions - where discernible - steadily in view, is almost bound to conclude that it is simply not true. -
Critical Pedagogy and the Ethics of Care: How Values Affect the Classroom Dynamic
BearWorks MSU Graduate Theses Fall 2018 Critical Pedagogy and the Ethics of Care: How Values Affect the Classroom Dynamic Colby D. Reed Missouri State University, [email protected] As with any intellectual project, the content and views expressed in this thesis may be considered objectionable by some readers. However, this student-scholar’s work has been judged to have academic value by the student’s thesis committee members trained in the discipline. The content and views expressed in this thesis are those of the student-scholar and are not endorsed by Missouri State University, its Graduate College, or its employees. Follow this and additional works at: https://bearworks.missouristate.edu/theses Part of the Adult and Continuing Education Commons, Arts and Humanities Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Humane Education Commons, Language and Literacy Education Commons, and the Liberal Studies Commons Recommended Citation Reed, Colby D., "Critical Pedagogy and the Ethics of Care: How Values Affect the Classroom Dynamic" (2018). MSU Graduate Theses. 3325. https://bearworks.missouristate.edu/theses/3325 This article or document was made available through BearWorks, the institutional repository of Missouri State University. The work contained in it may be protected by copyright and require permission of the copyright holder for reuse or redistribution. For more information, please contact [email protected]. CRITICAL -
Stanley Cavell's Wittgenstein
WITTGENSTEIN Stanley Cavell’s Wittgenstein By James Conant HE AIM OF THIS PAPER IS TO PROVIDE AN OVERVIEW OF ONE ASPECT OF Stanley Cavell’s reading of Wittgenstein: his interpretation of Wittgenstein’s teaching concerning the relation between meaning Tand use. After furnishing a rough overview of this aspect of Cavell’s reading of Wittgenstein, I shall attempt to bring into focus what is most distinctive and elusive about it by illustrating, by means of some examples drawn from commentators on Cavell’s work, how easy it can be to miss Cavell’s and— if Cavell is right about who Wittgenstein is—Wittgenstein’s point. Now Wittgenstein has become quite famous in recent years for putting forward something that gets called a “use-theory of meaning.” Wittgenstein writes: For a large class of cases—though not for all—in which we employ the word “meaning” it can be defined thus: the meaning of a word is its use in the language.1 If you look at commentaries on Wittgenstein’s work, you will find that commentators have wildly different understandings of what Wittgenstein is saying in this passage. Here is what Cavell says: “The meaning is the use” calls attention to the fact that what an expression means is a function of what it is used to mean or to say on specific occasions by human beings. [T]o trace the intellectual history of philosophy’s concentration on the meaning of particular words and sentences, in isolation from a systematic attention to their concrete uses would be a worthwhile undertaking. -
Aesthetic Interpretation and the Claim to Community in Cavell
CONVERSATIONS 5 Seeing Selves and Imagining Others: Aesthetic Interpretation and the Claim to Community in Cavell JON NAJARIAN Politics is aesthetic in principle. JACQUES RANCIÈRE From his early childhood, Stanley Cavell learned to tread carefully the intervening space between twin pillars: of aesthetic sensibility on the one hand, and political be- longing on the other. Early in his memoir Little Did I Know, Cavell establishes a set of differences between his mother and father that far exceed both gender and age (his father was ten years older than his mother), as he notes the starkly contrasting dis- pensations of their respective families: The artistic temperament of my mother’s family, the Segals, left them on the whole, with the exception of my mother and her baby brother, Mendel, doubt- fully suited to an orderly, successful existence in the new world; the orthodox, religious sensibility of my father’s family, the Goldsteins, produced a second generation—some twenty-two first cousins of mine—whose solidarity and se- verity of expectation produced successful dentists, lawyers, and doctors, pillars of the Jewish community, and almost without exception attaining local, some of them national, some even a certain international, prominence.1 From his mother’s family, Cavell would inherit the musical sensibility that, had he not ventured into the world of academic philosophy, might have led him towards a career as a musician or in music. In his father’s family Cavell observes a religious belonging that, in the decades in which Cavell is raised, becomes morally inseparable from politi- $1. Cavell, Little Did I Know: Excerpts from Memory (Stanford: Stanford University Press, 2010), 3.