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Politics of the Soul in the Alcibiades is an important book that
develops an interpretation of the essence of the political
(politics of the soul) as elucidated through the analysis of
Socrates' practice of "self-cultivation" or care for the soul. In
the process, it also confronts the issue of the problematic
relationship between philosopher and statesman that is present to
Plato's dialogues. The analysis contributes the following to
ongoing scholarship: (1) It offers a detailed and critical
discussion of the neglected and ofttimes maligned dialogue the
Alcibiades; (2) It contributes to the reinterpretation of the
traditional view of the Socratic method arguing for elenchus as an
expression and instantiation of the normative politics it seeks to
define; and (3) In developing a unique account of Socratic
participatory democracy, it has the subordinate aim of
demonstrating the value of Socratic practice over our own
impoverished practice of political discourse. The text is suitable
for scholars working in the fields of philosophy, ancient Greek
philosophy, and classical studies. It would serve as an excellent
secondary text for graduate level courses reading Plato's dialogues
because it contains an extensive and sustained discussion of the
Socratic method. In addition to graduate students, it is
appropriate for college students pursuing courses in philosophy in
their third or fourth year of study. Laypersons who are
intellectually curious about philosophy, particularly those
interested in Socrates, will be attracted to this text.
Offering new and original readings of literature, poetry, and
education as interpreted through the conceptual lens of Heidegger's
later philosophy of the "Turn", this book helps readers understand
Heidegger's later thought and presents new takes on how to engage
the themes that emerged from his later writing. Suggesting novel
ways to consider Heidegger's ideas on literature, poetry, and
education, Magrini and Schwieler provide a deep understanding of
the "Turn," a topic not often explored in contemporary Heideggerian
scholarship. Their inter- and extra-disciplinary postmodern
approaches offer a nuanced examination, taking into account
Heidegger's controversial place in history, and filling a gap in
educational research.
Offering new and original readings of literature, poetry, and
education as interpreted through the conceptual lens of Heidegger's
later philosophy of the "Turn", this book helps readers understand
Heidegger's later thought and presents new takes on how to engage
the themes that emerged from his later writing. Suggesting novel
ways to consider Heidegger's ideas on literature, poetry, and
education, Magrini and Schwieler provide a deep understanding of
the "Turn," a topic not often explored in contemporary Heideggerian
scholarship. Their inter- and extra-disciplinary postmodern
approaches offer a nuanced examination, taking into account
Heidegger's controversial place in history, and filling a gap in
educational research.
Bridging the gap between interpretations of "Third Way" Platonic
scholarship and "phenomenological-ontological" scholarship, this
book argues for a unique ontological-hermeneutic interpretation of
Plato and Plato's Socrates. Reconceptualizing Plato's Socrates at
the Limit of Education offers a re-reading of Plato and Plato's
Socrates in terms of interpreting the practice of education as care
for the soul through the conceptual lenses of phenomenology,
philosophical hermeneutics, and ontological inquiry. Magrini
contrasts his re-reading with the views of Plato and Plato's
Socrates that dominate contemporary education, which, for the most
part, emerge through the rigid and reductive categorization of
Plato as both a "realist" and "idealist" in philosophical
foundations texts (teacher education programs). This view also
presents what he terms the questionable "Socrates-as-teacher"
model, which grounds such contemporary educational movements as the
Paideia Project, which claims to incorporate, through a
"scripted-curriculum" with "Socratic lesson plans," the so-called
"Socratic Method" into the Common Core State Standards Curriculum
as a "technical" skill that can be taught and learned as part of
the students' "critical thinking" skills. After a careful reading
incorporating what might be termed a "Third Way" of reading Plato
and Plato's Socrates, following scholars from the Continental
tradition, Magrini concludes that a so-called "Socratic education"
would be nearly impossible to achieve and enact in the current
educational milieu of standardization or neo-Taylorism (Social
Efficiency). However, despite this, he argues in the affirmative
that there is much educators can and must learn from this
"non-doctrinal" re-reading and re-characterization of Plato and
Plato's Socrates.
Distinct among contemporary philosophical studies focused on
education, this book engages the history of phenomenological
thought as it moves from philosophy proper (the European
phenomenological-hermeneutic tradition) through curriculum studies.
It thus presents the "best of both worlds" for the reader; there is
a "play" or movement from philosophy proper to educational
philosophy and then back again in order to locate and explicate
what is intimated, suggested, and in some cases, left "unsaid" by
educational philosophers. This amounts to a work on
education-philosophy that elucidates, through various permutations
within the unique foci of each essay, the general phenomenological
theme of the fundamental ontology of the human being as primordial
learner. Reflecting his experience as scholar, teacher, and
perennial learner, the author suggests how research in
phenomenology might prove beneficial to the enhancement of both the
theoretical and practical aspects of education; readers are invited
to envision education as far more than merely a means by which to
organize an effective learning experience in which knowledge is
assimilated and skill sets are efficiently imparted, but rather as
a holistic and integrated process in which knowing, acting, and
valuing are original ways of Being-in-the-world.
Distinct among contemporary philosophical studies focused on
education, this book engages the history of phenomenological
thought as it moves from philosophy proper (the European
phenomenological-hermeneutic tradition) through curriculum studies.
It thus presents the "best of both worlds" for the reader; there is
a "play" or movement from philosophy proper to educational
philosophy and then back again in order to locate and explicate
what is intimated, suggested, and in some cases, left "unsaid" by
educational philosophers. This amounts to a work on
education-philosophy that elucidates, through various permutations
within the unique foci of each essay, the general phenomenological
theme of the fundamental ontology of the human being as primordial
learner. Reflecting his experience as scholar, teacher, and
perennial learner, the author suggests how research in
phenomenology might prove beneficial to the enhancement of both the
theoretical and practical aspects of education; readers are invited
to envision education as far more than merely a means by which to
organize an effective learning experience in which knowledge is
assimilated and skill sets are efficiently imparted, but rather as
a holistic and integrated process in which knowing, acting, and
valuing are original ways of Being-in-the-world.
This book develops for the readers Plato's Socrates' non-formalized
"philosophical practice" of learning-through-questioning in the
company of others. In doing so, the writer confronts Plato's
Socrates, in the words of John Dewey, as the "dramatic, restless,
cooperatively inquiring philosopher" of the dialogues, whose view
of education and learning is unique: (1) It is focused on actively
pursuing a form of philosophical understanding irreducible to truth
of a propositional nature, which defies "transfer" from
practitioner to pupil; (2) It embraces the perennial
"on-the-wayness" of education and learning in that to interrogate
the virtues, or the "good life," through the practice of the
dialectic, is to continually renew the quest for a deeper
understanding of things by returning to, reevaluating and modifying
the questions originally posed regarding the "good life." Indeed
Socratic philosophy is a life of questioning those aspects of
existence that are most question-worthy; and (3) It accepts that
learning is a process guided and structured by dialectic inquiry,
and is already immanent within and possible only because of the
unfolding of the process itself, i.e., learning is not a goal that
somehow stands outside the dialectic as its end product, which
indicates erroneously that the method or practice is disposable.
For learning occurs only through continued, sustained communal
dialogue.
The scholarship of New Directions in Curriculum as Phenomenological
Text manifests through close readings and interpretations of
curriculum theorists and Continental philosophers, presented in the
form of 'speculative philosophical essays,' an important form of
curriculum thinking-writing all but lost to the general
contemporary field of research.
Bridging the gap between interpretations of "Third Way" Platonic
scholarship and "phenomenological-ontological" scholarship, this
book argues for a unique ontological-hermeneutic interpretation of
Plato and Plato's Socrates. Reconceptualizing Plato's Socrates at
the Limit of Education offers a re-reading of Plato and Plato's
Socrates in terms of interpreting the practice of education as care
for the soul through the conceptual lenses of phenomenology,
philosophical hermeneutics, and ontological inquiry. Magrini
contrasts his re-reading with the views of Plato and Plato's
Socrates that dominate contemporary education, which, for the most
part, emerge through the rigid and reductive categorization of
Plato as both a "realist" and "idealist" in philosophical
foundations texts (teacher education programs). This view also
presents what he terms the questionable "Socrates-as-teacher"
model, which grounds such contemporary educational movements as the
Paideia Project, which claims to incorporate, through a
"scripted-curriculum" with "Socratic lesson plans," the so-called
"Socratic Method" into the Common Core State Standards Curriculum
as a "technical" skill that can be taught and learned as part of
the students' "critical thinking" skills. After a careful reading
incorporating what might be termed a "Third Way" of reading Plato
and Plato's Socrates, following scholars from the Continental
tradition, Magrini concludes that a so-called "Socratic education"
would be nearly impossible to achieve and enact in the current
educational milieu of standardization or neo-Taylorism (Social
Efficiency). However, despite this, he argues in the affirmative
that there is much educators can and must learn from this
"non-doctrinal" re-reading and re-characterization of Plato and
Plato's Socrates.
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