In post #55 (go here) I explored, with reference to Freud, the dynamics of eros (love) and thanatos (death). Here I would like to continue these reflections with reference to Plato. In his dialogue Symposium, Plato has his character Socrates… Read more ›
Wassily Kadinsky, Several Circles (1926) In his essay The Poet, Ralph Waldo Emerson tells us that “we stand before the secret of the world, there where Being passes into Appearance, and Unity into Variety”. For a deeper insight into this secret… Read more ›
Rudolph the red-nosed reindeer wasn’t allowed to join in those reindeer games. The games, that is, of the normal reindeer, the ones that looked like each other. He was shunned as a misfit who wasn’t worth much. After all, worth… Read more ›
In 1897 Bram Stoker wrote his novel Dracula and, in doing so, set the archetype for the modern vampire. Vampire legends had been around since at least the ancient world[1] and the term ‘vampire’ was in circulation since at least… Read more ›
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 ›