The Greek tragic playwright Sophocles presented a truly terrifying image of man: he is the species whose ability to master nature is paralleled only by his failure to master himself (cf. Antigone, 368ff). J. Peter Euben elaborates: “Humans are, at… Read more ›
There is certainly something wonderful about people expressing themselves without any formal training. For example, the punk movement included many young people who just decided to form a band and THEN learned a little bit in order to be heard.… Read more ›
In this post I would like to present an argument against the death penalty based on the philosophical position known as fallibilism. What is fallibilism? Well, the word ‘fallible’ means capable of being mistaken. If we add an “ism” on… Read more ›
Tristan Tzara, in his Dadaist Manifesto of 1918, argued that Dadaists were out to “assassinate beauty”. But why would anyone want to assassinate beauty? In the previous post in this series (go here) I discussed, with reference to Plato’s Symposium,… Read more ›
For centuries it was understood that if something was art then it was beautiful. However, in the 19th and 20th centuries many artists turned their backs on beauty. Here we could think of various works created within the romantic movement… Read more ›
Many people make resolutions on New Year’s Day. It is a day of beginnings and endings and is often accompanied by faith and hope in the new. But can there ever really be a new beginning? Well, the making and… Read more ›
In his book Daybreak (Cambridge, translated by R.J. Hollingdale), Friedrich Nietzsche writes something remarkable about vanity: “Vanity is the fear of appearing original: it is thus a lack of pride, but not necessarily a lack of originality.” (aphorism # 365)… Read more ›
In a previous post (see here) I presented an essay exploring the relationship between freedom and critical thinking. Here I want to briefly suggest that human freedom, that most elusive yet visceral of phenomena, can be understood in a very… Read more ›
The last two posts I looked at the interactive models of education proposed by Socrates (470-399) and John Dewey (1859-1952). Now it is time to briefly compare the two models and draw some conclusions for individual and political growth. Similarities… Read more ›
Anyone who studies the philosophy of education will quickly discover that there are two central models of how knowledge comes to be acquired: on one hand, we have an ignorant and passive pupil who receives information from an active and… Read more ›
Anyone who studies the philosophy of education will quickly discover that there are two central models of how knowledge comes to be acquired: on one hand, we have an ignorant and passive pupil who receives information from an active and… Read more ›
Can we, sometimes, make free choices? Obviously, a lot rides on what we mean by free choices. Mark Balaguer has recently formulated a helpful definition in his book Free Will (MIT, 2014): a choice is the product of my free… Read more ›
So many children, including my own son, had intense joy today because of, among other things, MANY lies told about Santa. I loved Christmas as a child and still do. I had a happy childhood and have become a well-adjusted… Read more ›
In part one of this series we saw how aesthetics can play a role in global education (see here). Let’s continue by looking at some other ways aesthetics can help us learn. In his book The Aesthetic Understanding, Roger Scruton points… Read more ›
According to many people the world was supposed to end today. Why did they think this? There are certainly many reasons. But I would like to suggest one reason, informed by existential philosophy, that is often overlooked: some people want… Read more ›