Challenging Philosophy
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Teaching for Apostasy: How Educational Methods and Philosophies Work Against the Church
The Lutheran Clarion – July 2018 (Volume 10, Issue 6) Teaching for Apostasy: How Educational Methods and Philosophies Work Against the Church Dr. Thomas Korcok gave the presentation below at the 2018 Lutheran Concerns Association conference in Fort Wayne, IN, in January 2018. Since that time it has been slightly revised. Currently in colleges of education across America, almost all future teachers learn from a standard canon of educational thinkers whose work forms the basis for the goals, methods, and structure of the modern American classroom. When students are introduced to these educationists, there is rarely, if ever, any consideration given to what they taught, believed, or confessed in their personal lives. Furthermore, their theories are presented as though they were all based purely on unbiased scientific research. Such an approach should be of concern for the Christian because it is radically different from how the church has traditionally measured teachers. In the history of Western education until the 20th century, (which has always been inseparably linked with Christian education), theology has been the measuring stick for all areas of knowledge, including education. A teacher’s confession of faith was always considered to be the first criterion in judging whether or not his or her teaching was acceptable. In the 16th century, the influential Lutheran educator, Valentin Trotzendorf, insisted that “Those who belong to our school, let the same also be members of our Church and those who agree with our faith, which is most sure and true; because of perhaps one godless person out of the whole body, some evil happens.” 1 In this day and age, we are to believe that the contrary teaching is true: that what a researcher teaches, believes, and confesses has little or nothing to do with the methods he advocates. -
Introduction
1 Introduction Reading Democracy and Education DAVID T. HANSEN What is John Dewey’s Democracy and Education? In a literal sense, it is a study of education and its relation to the individual and society. More- over, Dewey tells us, it is a philosophical rather than historical, sociologi- cal, or political inquiry. His original title for the work was An Introduction to the Philosophy of Education. That was the heading he had in view when he signed a contract to undertake the project on July 21, 1911, with the Macmillan Company of New York (MW.9.377). However, his publishers convinced him to change the title in light of pressing political issues triggered by the cataclysm of World War I. Dewey completed the text in August 1915, and it came out the following year with his original title converted into a subtitle. The book constitutes Dewey’s philosophical response to the rapid social, economic, political, cultural, and technologi- cal change he was witness to over the course of his long life. Born in 1859, when the United States was largely an agrarian society, by the time Dewey pens his educational treatise the country had become an indus- trial, urban world undergoing endless and often jarring transformations, a process that continues unabated through the present. Dewey sought to articulate and justify the education he believed people needed to com- prehend and shape creatively and humanely these unstoppable changes. At the same time, Dewey endeavored in the book to respond to what many critics regard as the two most influential educational works ever written prior to the twentieth century: Plato’s Republic (fourth 1 © 2006 State University of New York Press, Albany 2 John Dewey and Our Educational Prospect century B.C.E.) and Jean-Jacques Rousseau’s Emile (published in 1762). -
Philosophy (PHIL) 1
Philosophy (PHIL) 1 Philosophy (PHIL) Courses PHIL 5210. Special Topics in Philosophy. 3 Credit Hours. Arranged each semester. Please consult the instructor. Level Registration Restrictions: Must be enrolled in one of the following Levels: Graduate. Repeatability: This course may be repeated for additional credit. PHIL 5211. Intermediate Logic. 3 Credit Hours. This course will go through the soundness and completeness proofs for a first-order deductive system (i.e., the kind used in intro logic). The main goal of the course will be to deepen the students' understanding of logic by acquainting them with these formal results. But we'll also try to spend a little time on some philosophical issues (e.g., what, if anything, does logic have to do with reasoning). Level Registration Restrictions: Must be enrolled in one of the following Levels: Graduate. Repeatability: This course may not be repeated for additional credits. PHIL 5216. Philosophy of Science. 3 Credit Hours. Basic issues in the current philosophy of science, and particularly various accounts of such key notations of science as hypotheses, confirmation, laws, causation, explanation, and theories. Level Registration Restrictions: Must be enrolled in one of the following Levels: Graduate. Repeatability: This course may not be repeated for additional credits. PHIL 5217. Feminist Epistemology and the Philosophy of Science. 3 Credit Hours. This course explores the effects of gender on scientific creativity, method and decision making. Thomas Kuhn, in The Structure of Scientific Revolutions (1962), was one of the first to show that political, social and psychological factors affect scientific change. Feminist criticisms of science, developed over the last thirty years, are one way in which his views have been developed. -
Philosophy 1
Philosophy 1 for an Advanced Placement score of 4 or 5 in any discipline recognized PHILOSOPHY by the College. One unit of credit is awarded for a score of 6 or 7 on a Higher Level International Baccalaureate Examination in a liberal arts Philosophy is concerned with fundamental questions about the nature subject. One unit of credit is awarded for a score of A/A* or B on an A- of reality; the foundations of science, ethics and art; and the nature Level exam in a liberal arts subject. The College does not award credit and scope of human knowledge. Philosophy is actually the meeting for the IB Standard Exam or the AS-Level Exam. AP, IB, and A-Level credit place for all disciplines, for any discipline becomes philosophical once may be used to satisfy deficiencies and common area requirements. it begins seriously to examine its own methodology and fundamental Each academic department has its own policy regarding the use of presuppositions. Ultimately, philosophy is much more than the AP or IB credit for placement in courses and progress in the major. acquisition of a certain kind of knowledge. It is the ability to think The Department Chair must also review the A-Level score to determine reflectively and to raise questions about problems that lie at the root placement in courses and progress in the major. See departmental of what might appear self-evident. The study of philosophy is therefore descriptions for further information. recommended to all students, regardless of their major. Jeffrey A. Bernstein, Ph.D., Professor and Chair Philosophy involves both systematic forms of inquiry and a prolonged reflection upon its own history. -
Cultural Marxism and Cultural Studies Douglas Kellner
Cultural Marxism and Cultural Studies Douglas Kellner (http://www.gseis.ucla.edu/faculty/kellner/) Many different versions of cultural studies have emerged in the past decades. While during its dramatic period of global expansion in the 1980s and 1990s, cultural studies was often identified with the approach to culture and society developed by the Centre for Contemporary Cultural Studies in Birmingham, England, their sociological, materialist, and political approaches to culture had predecessors in a number of currents of cultural Marxism. Many 20th century Marxian theorists ranging from Georg Lukacs, Antonio Gramsci, Ernst Bloch, Walter Benjamin, and T.W. Adorno to Fredric Jameson and Terry Eagleton employed the Marxian theory to analyze cultural forms in relation to their production, their imbrications with society and history, and their impact and influences on audiences and social life. Traditions of cultural Marxism are thus important to the trajectory of cultural studies and to understanding its various types and forms in the present age. The Rise of Cultural Marxism Marx and Engels rarely wrote in much detail on the cultural phenomena that they tended to mention in passing. Marx’s notebooks have some references to the novels of Eugene Sue and popular media, the English and foreign press, and in his 1857-1858 “outline of political economy,” he refers to Homer’s work as expressing the infancy of the human species, as if cultural texts were importantly related to social and historical development. The economic base of society for Marx and Engels consisted of the forces and relations of production in which culture and ideology are constructed to help secure the dominance of ruling social groups. -
Frank Farmer Dialogue and Critique: Bakhtin and the Cultural Studies Writing Classroom
4farmer.fm Page 186 Wednesday, April 8, 1998 8:12 AM Frank Farmer Dialogue and Critique: Bakhtin and the Cultural Studies Writing Classroom I repeated the line, “the idea was so simple, anyone could [have] thought of it, but it was so obvious that it never occurred to me.” I said that this was what a cultural critic needed to be able to do: to notice those simple-seeming, obvious things that usually go unnoticed. I said that this was what cultural theory was good for, helping us to see what is ordinarily invisible to the people who are actually members of the culture being studied. I said I thought this writer had understood that concept, and had become a cultural critic. —Kathleen Dixon (112) n the excerpt above, Kathleen Dixon re- peats what she obviously feels to be a crucial I line from one of her student’s papers, a line that expresses the kind of epiphany that would be pleasing to any writing teacher, but perhaps especially gratifying to those writing teachers who employ a cultural studies perspective in their classrooms. This is so be- cause insight for the cultural studies teacher is not simply a fortuitous, cur- sory moment in the process of rhetorical invention but is, indeed, the very heart of cultural critique. I would like to suggest further, that what Dixon reveals in this passage may well be the central dilemma faced by instructors who teach from a cultural studies perspective—namely, the difficulty in making a liberatory Frank Farmer is an associate professor of English at East Carolina University where he teaches writing and graduate courses in rhetorical theory and history. -
Philosophical Foundations CEEF6301 New Orleans Baptist Theological Seminary Christian Education Division Spring 2017 Online
Philosophical Foundations CEEF6301 New Orleans Baptist Theological Seminary Christian Education Division Spring 2017 Online Emily Dean, Ph.D. Adjunct Professor, Christian Education Coordinator of Women’s Programs Office: (504) 282-4455 ext.8053 Email: [email protected] Mission Statement The mission of New Orleans Baptist Theological Seminary is to equip leaders to fulfill the Great Commission and the Great Commandments through the local church and its ministries. Core Value Focus The seminary has five core values. 1. Doctrinal Integrity: Knowing that the Bible is the Word of God, we believe it, teach it, proclaim it, and submit to it. This course addresses Doctrinal Integrity specifically by preparing students to grow in understanding and interpreting of the Bible. 2. Spiritual Vitality: We are a worshiping community emphasizing both personal spirituality and gathering together as a Seminary family for the praise and adoration of God and instruction in His Word. Spiritual Vitality is addressed by reminding students that a dynamic relationship with God is vital for effective ministry. 3. Mission Focus: We are not here merely to get an education or to give one. We are here to change the world by fulfilling the Great Commission and the Great Commandments through the local church and its ministries. This course addresses Mission Focus by helping students understand the biblical foundations for fulfilling the Great Commission and the Great Commandments. 4. Characteristic Excellence: What we do, we do to the utmost of our abilities and resources as a testimony to the glory of our Lord and Savior Jesus Christ. Characteristic Excellence is addressed by preparing students to excel in their ability to interpret Scripture, which is foundational to effective ministry. -
THE CATHOLIC UNIVERSITY of AMERICA Doctrina Christiana
THE CATHOLIC UNIVERSITY OF AMERICA Doctrina Christiana: Christian Learning in Augustine's De doctrina christiana A DISSERTATION Submitted to the Faculty of the Department of Medieval and Byzantine Studies School of Arts and Sciences Of The Catholic University of America In Partial Fulfillment of the Requirements For the Degree Doctor of Philosophy © Copyright All Rights Reserved By Timothy A. Kearns Washington, D.C. 2014 Doctrina Christiana: Christian Learning in Augustine's De doctrina christiana Timothy A. Kearns, Ph.D. Director: Timothy B. Noone, Ph.D. In the twentieth century, Augustinian scholars were unable to agree on what precisely the De doctrina christiana is about as a work. This dissertation is an attempt to answer that question. I have here employed primarily close reading of the text itself but I have also made extensive efforts to detail the intellectual and social context of Augustine’s work, something that has not been done before for this book. Additionally, I have put to use the theory of textuality as developed by Jorge Gracia. My main conclusions are three: 1. Augustine intends to show how all learned disciplines are subordinated to the study of scripture and how that study of scripture is itself ordered to love. 2. But in what way is that study of scripture ordered to love? It is ordered to love because by means of such study exegetes can make progress toward wisdom for themselves and help their audiences do the same. 3. Exegetes grow in wisdom through such study because the scriptures require them to question themselves and their own values and habits and the values and habits of their culture both by means of what the scriptures directly teach and by how readers should (according to Augustine) go about reading them; a person’s questioning of him or herself is moral inquiry, and moral inquiry rightly carried out builds up love of God and neighbor in the inquirer by reforming those habits and values out of line with the teachings of Christ. -
Cyclical and Circular Aspects of Native American Thought
Coming Around Again: Cyclical and Circular Aspects of Native American Thought B. Steve Csaki East Central University Before I begin my discussion of circularity and cyclical aspects of native thought and the importance of them, I think it would be helpful for me to explain what I mean by these terms, and why it is that I believe that they are both of great significance, yet largely ignored and/or undervalued by contemporary Western philosophers. By definition, when I say “circularity,” I do not mean strictly the geometric version of a perfect circle that has 360 degrees, a diameter of 2πr, etc. What I mean is rather a much broader interpretation of circular, that is to say almost anything that has a beginning point and end point that are the same. I’ll use the term “cyclical” to refer to instances of similarity that recur with some regularity, like the intervals between day and night, or the phases of the moon for instances. I have long been interested in circularity and the cyclical order of things, but more recently these issues have become a central, and unavoidable part of my life. I am a “semi-retired philosopher” who has been ranching full-time for the past ten years here in Oklahoma. What this means is that I spend an inordinate amount of my time making circles in fields, whether it is cutting hay, raking it, baling it, or putting seed in the ground for next year, I just go round and round – and I think. Sometimes I think about the fact that all this machinery that I use is based on circularity. -
ED351735.Pdf
DOCUMENT RESUME ED 351 735 CS 508 010 AUTHOR Min, Eung-Jun TITLE Can Political Economy of Communication Be Incorporated with Cultural Studies in Postmodern Era? PUB DATE Nov 92 NOTE 28p. PUB TYPE Viewpoints (Opinion/Position Papers, Essays, etc.) (120) Information Analyses (070) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Cross Cultural Studies; *Cultural Context; *Culture; *Ideology; Marxian Analysis; *Mass Media; Media Research; *Social Class IDENTIFIERS *Bourdieu (Pierre); Intertextuality; Postmodernism; Theoretical Orientation ABSTRACT While not attempting to review and criticize the whole body of research of the French sociologist Pierre Bourdieu, this paper explores the applicability of his theory of culture to one of the critical theories of mass communication, namely cultural studies. The paper discusses political economy and Bourdieu's economic rationality and presents an overview of Bourdieu's sociology of culture. The paper compares the two theories within four concepts which are regarded as the central notions of cultural studies: culture, class, ideology, and intertextuality. The paper concludes that Bourdieu's sociology, especially the analysis of the relations between economic capital and cultural capital, would be a way of resolving the lack of political economic aspect of cultural studies. One hundred thirty-three references are attached. (RS) ********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** -
Cultural Theory and Popular Culture by John Storey
CUL T CULTURAL FIFTH EDITION U FIFTH EDITION R THEORYAND JOHN STOREY AL POPULAR THEORY CULTURE AN INTRODUCTION AN CULTURAL D In this fifth edition of his successful Cultural Theory and Popular Culture: An Introduction, John Storey has extensively revised the text throughout. As before, the book presents a clear and critical survey P of competing theories of and various approaches to popular culture. O PULA Retaining the accessible approach of previous editions, and using relevant and appropriate examples from the texts and practices of popular culture, this new edition remains a key introduction to the area. AND R THEORY NEW TO THIS EDITION CUL • Extensively revised, rewritten and updated • Improved and expanded content throughout including: • New chapter on ‘Race’, racism and representation T U • New sections on the Panoptic Machine and Convergence Culture RE • Continued explicit links to the new edition companion reader Cultural Theory and Popular Culture: A Reader POPULAR • More illustrative diagrams and images AN INTRODUCTION • Fully revised, improved and updated companion website at www.pearsoned.co.uk/storey providing practice questions and extension activities, as well as annotated links to relevant sites on the web and further reading, and a glossary of key terms, to promote further understanding of the study of cultural theory and popular culture The new edition remains essential reading for undergraduate and postgraduate students of cultural studies, media studies, communication studies, the sociology of culture, popular culture and other related subjects. CULTURE JOHN STOREY is Professor of Cultural Studies and Director of the Centre for Research in Media and Cultural Studies at the University of Sunderland. -
29.Philosophy of Liberation.Pdf
CONTENTS Preface viii Chapter 1 HISTORY 1.1 Geopolitics and Philosophy 1 1.2 Philosophy of Liberation ofthe Periphery 9 Chapter 2 FROM PHENOMENOLOGY TO LIBERATION 2.1 Proximity 16 2.2 Tota1ity 21 2.3 Mediation 29 2.4 Exteriority 39 2.5 Alienation 49 2.6 Liberation 58 Chapter 3 FROM POLITICS TO ANTIFETISHISM 3.1 Politics 67 3.2 Erotics 78 3.3 Pedagogics 87 3.4 Antifetishism 95 Chapter 4 FROM NATURE TO ECONOMICS 4.1 Nature 106 4.2 Semiotics 117 4.3 Poietics 126 4.4 Economics 140 vi Chapter 5 FROM SCIENCE TO PHILOSOPHY OF LIBERATION 5.1 Science 153 5.2 Dialectic 156 5.3 The Analectical Moment 158 5.4 Practice 160 5.5 Poietics 163 5.6 Human Sciences 165 5.7 Ideological Methods 167 5.8 Critical Methods 169 5.9 Philosophy of Liberation 170 Appendix PHILOSOPHY AND PRAXIS A. Philosophy and Ideology 181 B. Dialectic between Philosophy and Praxis 183 C. Exigencies for a Philosophy of Liberation 188 D. Toward an International Division of Philosophical Labor 195 Notes 197 Glossary of Concepts 201 Glossary of Non-English Terms 213 vii PREFACE What follows is addressed to neophytes in philosophy of libera- tion. It does not claim to be an exhaustive exposition. It is a discourse that proceeds by elaborating one thesis after another, using its own categories and its own method. It is a provisional theoretical philosophical framework. Except in the Appendix, this work has few footnotes and no bibliography. Writing in the sorrow of exile (in Mexico), I did not have access to my personal library (in Argentina).