In the first part of my overview of Soren Kierkegaard’s philosophy, I argued that his fundamental problem is the wide-spread distintegration of the self or inauthenticity. Kierkegaard’s answer to the problem of inauthenticity can be simply stated: we must develop… Read more ›
Soren Kierkegaard In this introduction to Soren Kierkegaard’s (1813-1855) philosophy I want to do three things: (1) make it clear what Kierkegaard’s fundamental problem is; (2) make it clear what his solution to the problem is; and (3) discuss the… Read more ›
René Descartes had three fundamental goals in his philosophy: (1) he wanted to find something certain—a goal which flows from his modern agenda to sweep away the mistakes of the past and find a new method to reach the truth… 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 ›
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 ›
Aristotle, in his Metaphysics (Book Lambda, 1075a), notes that “thinking and to be an object of thought are not the same.” This makes sense: if I am thinking about a tree the tree is not my thought of the tree. Indeed,… Read more ›
In his book Zarathustra, Nietzsche has his character Zarathustra boldly tell of a thawing wind which reveals that all is in flux: “When the water hath planks, when gangways and railings o’erspan the stream, verily, he is not believed who… Read more ›
What is an idea? According to Peter A. Angeles’ Dictionary of Philosophy we have the following candidates: Idea: (Gk., idea, “concept,” “class,” “kind,” “idea,” “mode,” “sort,” “species,” “form,” “nature,” “from eidos, “visual appearance,” “form,” and idein, “to see,” “to grasp conceptually”). 1. Anything that is… Read more ›
One of the most amazing things about the world in which we live is the technology of communication. The written word is printed and distributed quicker than ever before. We have satellite radio and hundreds of TV channels. And now… Read more ›
Many Enlightenment philosophers, such as G.W. Leibniz (1646-1716) and Christian Wolff (1679-1754), had argued aesthetic experience was potentially intellectual. They argued that the sole difference between sensation and thought is that thought is distinct and sensation is confused. In order… Read more ›