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Articles 1 - 30 of 42
Full-Text Articles in Arts and Humanities
Heidegger On The “Futural” Poet Rilke Poetizing The Essential Truth Of Being?, James Magrini
Heidegger On The “Futural” Poet Rilke Poetizing The Essential Truth Of Being?, James Magrini
Philosophy Scholarship
This essay poses and responds uniquely to the following crucial questions: Does Rilke’s poetry poetize the event of Being for Dasein? Does Rilke indicate that the human being can yet achieve such a mode of “historical” existence in relation to the Earth or the holy? Heidegger responds to the first query in the affirmative; Rilke does poetize this event, albeit through a “tempered” and somewhat traditional view of Western metaphysics. To the second query, it appears that Heidegger responds in a slightly cryptic and ambiguous manner, and to clarify this response, I turn to Heidegger’s interpretation of Rilke’s “Angel” as …
Pessimism, Hope, And The Tragic-Art Of The Greeks (Nietzsche And The Pandora Myth), James Magrini
Pessimism, Hope, And The Tragic-Art Of The Greeks (Nietzsche And The Pandora Myth), James Magrini
Philosophy Scholarship
This essay is focused on Nietzsche’s unique reading of the Pandora myth as it appears in Human, All Too Human and develops an interpretation of Hope, the most profound evil of the many evils released by Pandora infecting the human condition, as it might be understood in relation to Nietzsche’s analysis of the ancient Greeks in The Birth of Tragedy. In reading this early work of Nietzsche, modes of comportment that fall under two specific categories are considered: Passive Nihilism-Pessimism of Decline and Active Nihilism-Pessimism of Strength as understood by Nietzsche in the late compilation of his notes …
The Ontological Truth Of Film-As-Philosophy: Phenomenology Of Film: A Heideggerian Account Of The Film Experience, By Shawn Loht, James Magrini
The Ontological Truth Of Film-As-Philosophy: Phenomenology Of Film: A Heideggerian Account Of The Film Experience, By Shawn Loht, James Magrini
Philosophy Scholarship
No abstract provided.
Interpreting Karl Jaspers' "Phenomenological" Plato Transcending The Bounds Of The Doctrinal Scholarly Tradition, James Magrini
Interpreting Karl Jaspers' "Phenomenological" Plato Transcending The Bounds Of The Doctrinal Scholarly Tradition, James Magrini
Philosophy Scholarship
Focusing on Karl Jaspers' important reading of Plato, I make the case for the re-conceptualization of Plato as a non-doctrinal philosopher, by means of phenomenological-existential readings of his dialogues related to contemporary Continental thought. The essay builds upon Jaspers' largely overlooked phenomenological-existential readings of both Plato and Socrates in relation to Platonic scholarship emerging from the contemporary phenomenological tradition. I focus on a speculative interpretation of Jaspers' non-doctrinal Plato by analyzing four components of his prescient reading, which is an invaluable historical and philosophical document of Platonic scholarship that precedes contemporary Continental phenomenological approaches to Platonic interpretation by a span …
Plato’S Socrates, Local Hermeneutics, And The Just Community Of Learners: Socratic Dialectic As Inclusive Democratic Discourse, James Magrini
Plato’S Socrates, Local Hermeneutics, And The Just Community Of Learners: Socratic Dialectic As Inclusive Democratic Discourse, James Magrini
Philosophy Scholarship
In previous papers I have brought philosophical hermeneutics in conversation with critical hermeneutics, in order to open the potential for Gadamer’s “moderate hermeneutics” to be re-considered as a potential democratic practice of discourse with the potential of transforming social situations that are unjust and inequitable (Magrini, 2015; 2014). Emerging from this conceptual/theoretical “textual” analysis of philosophical hermeneutics and critical hermeneutics, I offer a reading of the ancient Socratic practice of dialectic as a form of critical, inclusive, and constructive democratic dialogue, i.e., an expression of local normative hermeneutics grounded in a form of understanding that occurs through consensus and negotiation …
Facilitating An Ethical Disposition (Hexis) As “Care Of The Soul” In A Unique Ontological Vision Of Socratic Education, James M. Magrini
Facilitating An Ethical Disposition (Hexis) As “Care Of The Soul” In A Unique Ontological Vision Of Socratic Education, James M. Magrini
Philosophy Scholarship
This essay adopts a Continental philosophical approach to reading Plato’s Socrates in terms of a “third way” that cuts a middle path between doctrinal and esoteric readings of the dialogues. It presents a portrait of Socratic education that is at odds with contemporary views in education and curriculum that view Plato’s Socrates as either the teacher of a truth-finding method or proto-fascist authoritarian. It argues that the crucial issue of attempting to foster an ethical disposition (hexis) is a unique form of education, in terms of “care of the soul,” that unfolds only within the context of sustained dialectic interrogation. …
A "Fundamental Theory" Of Education Grounded In Ontology? A Phenomenological Rejoinder, James Magrini
A "Fundamental Theory" Of Education Grounded In Ontology? A Phenomenological Rejoinder, James Magrini
Philosophy Scholarship
No abstract provided.
When Praxis Breaks Down: What Heidegger's Phenomenology Contributes To Understanding Miscues And Learning In Reading, James Magrini
When Praxis Breaks Down: What Heidegger's Phenomenology Contributes To Understanding Miscues And Learning In Reading, James Magrini
Philosophy Scholarship
No abstract provided.
Speaking The Language Of Destiny: Heidegger’S Conversation(S) With Hölderlin, James Magrini
Speaking The Language Of Destiny: Heidegger’S Conversation(S) With Hölderlin, James Magrini
Philosophy Scholarship
This essay offers the reader a unique interpretation of Heidegger’s notion of authentic destiny as it develops in the Hölderlin lectures and essays written in the 1930s through the 1950s. Ultimately, for Heidegger, the destiny of Germany, and perhaps beyond, that of humanity, is contingent on the receptivity of a people to the founding and grounding words of the “poet of poets” Hölderlin, who calls Dasein to participate in the awakening to a future that is as of yet indeterminate and historical in the highest degree, wherein, attuned by Hölderlin’s poetry, participants resolutely anticipate the potential “historical” arrival of Being …
An Ontological Notion Of Learning Inspired By The Philosophy Of Hannah Arendt, James Magrini
An Ontological Notion Of Learning Inspired By The Philosophy Of Hannah Arendt, James Magrini
Philosophy Scholarship
No abstract provided.
Dialectic And Dialogue In Plato: Revisiting The Image Of "Socrates-As-Teacher" In The Hermeneutic Pursuit Of Authentic Paideia, James Magrini
Dialectic And Dialogue In Plato: Revisiting The Image Of "Socrates-As-Teacher" In The Hermeneutic Pursuit Of Authentic Paideia, James Magrini
Philosophy Scholarship
No abstract provided.
Towards A Phenomenological Understanding Of The Ontological Aspects Of Teaching And Learning, James Magrini
Towards A Phenomenological Understanding Of The Ontological Aspects Of Teaching And Learning, James Magrini
Philosophy Scholarship
No abstract provided.
Phenomenology For Educators: Max Van Manen And "Human Science" Research, James Magrini
Phenomenology For Educators: Max Van Manen And "Human Science" Research, James Magrini
Philosophy Scholarship
Phenomenology, in qualitative educational research, tends to be misunderstood. There are many reasons for this, not the least of which is that scholars/researchers working in the field often emulate and imitate the dense writing styles of the philosophical forerunners in phenomenology such as Hegel, Brentano, Husserl, Heidegger, and Merleau-Ponty. Thus the writing is beyond the comprehension of many education professionals and practitioners. Phenomenology need not be highly complex, and thus I have sought to provide a summary of the main themes from Max van Manen's (1990) Researching Lived Experience: Human Science for an Active Sensitive Pedagogy in highly accessible terms, …
Existentialism, Phenomenology, And Education, James Magrini
Existentialism, Phenomenology, And Education, James Magrini
Philosophy Scholarship
No abstract provided.
Philosophically Thinking Through Nihilism: The Reclamation Of Embodied Thought For Enhancing Cultural Practices, James Magrini
Philosophically Thinking Through Nihilism: The Reclamation Of Embodied Thought For Enhancing Cultural Practices, James Magrini
Philosophy Scholarship
No abstract provided.
Huebner's Heidegger: Toward An Authentic Conception Of Learning And "Historicity" For Contemporary Education, James Magrini
Huebner's Heidegger: Toward An Authentic Conception Of Learning And "Historicity" For Contemporary Education, James Magrini
Philosophy Scholarship
No abstract provided.
Huebner's Critical Encounter With The Philosophy Of Heidegger In Being And Time: Learning, Understanding, And The Authentic Unfolding Of History In The Curriculum, James Magrini
Philosophy Scholarship
This paper responds to the following question: "What are the issues concerned with potential educational reform that arise from Huebner's critical encounter with Heidegger and the tradition in education and curriculum theory?" In attempting a rejoinder, I revisit Huebner's groundbreaking essay, "Curriculum as Concern for Man's Temporality," which introduces the phenomenological method in education and curriculum studies, with the goal of examining in detail the underlying themes, issues, and concepts, which ground Huebner's reconceptualization of curriculum reform, as they emerge from Heidegger's philosophy. I show that Huebner's understanding of Being-in-the-world in terms of the design of the educational environment, not …
Art Of Life: Gauguin’S Language Of Color And Shape, Eva Maria Raepple
Art Of Life: Gauguin’S Language Of Color And Shape, Eva Maria Raepple
Philosophy Scholarship
Friedrich Nietzsche, the nineteenth century philosopher (1844 -1900), whose works speak of his unyielding search for an art of life, warns of the serpent’s promise, a promise that according to Genesis 3 foreshadows tribulations. On the stage of life the promise to know, to know as a subject that actively grasps the world, is an alluring, call, one that permits free spirits to explore and design life as a work of art beyond the confines of the herd. A changing role of the knowing and imagining subject in the nineteenth century enticed philosophers and inspired artists, unleashing their creativeness to …
The Philosophical Act Of Seeing With One’S Own Eyes: The Silent Films Of Stan Brakhage, James Magrini
The Philosophical Act Of Seeing With One’S Own Eyes: The Silent Films Of Stan Brakhage, James Magrini
Philosophy Scholarship
No abstract provided.
Recovering A Phenomenological-Hermeneutic Understanding Of The Human Being As "Learner": Exploring The Authentic Teacher-Pupil Relationship, James Magrini
Philosophy Scholarship
No abstract provided.
On Art Education: Can Art Give Us Knowledge?, James Magrini
On Art Education: Can Art Give Us Knowledge?, James Magrini
Philosophy Scholarship
No abstract provided.
Working To Recover The Essence Of Education For The Sake Of Teaching And Teacher Education: Towards A Phenomenological Understanding Of The Forgotten, Ontological Aspects Of Learning, James Magrini
Philosophy Scholarship
The current definition of a good teacher is grounded in sets of pre-determined competencies established and imposed upon schools by bureaucratic organizations that are, proximally and for the most part, removed from the foundational elements of education, namely, the existential, embodied conscious experience of teaching and learning as it unfolds in the lived world of schools and universities. As Pinar (2004) observes, contemporary American education is deterministic, and "in its press for efficiency and standardization,' has the effect of reducing "teachers to automata" (p. 28). Thus, the subject-hood, or authentic identity, of both teachers and students is not of their …
Setting The Word Into Motion: Textual Visuality In The Bible Moralisée, Vienna Codex 2554, Eva Maria Raepple
Setting The Word Into Motion: Textual Visuality In The Bible Moralisée, Vienna Codex 2554, Eva Maria Raepple
Philosophy Scholarship
This article examines the relation between the biblical Word and visuality in one of the surviving early thirteenth century manuscripts of the Bible moraliseé, the codex Vindobonensis 2554 today housed in Vienna. The analysis focuses specifically on the relations between word and visuality. The goal is to investigate the vitality that may set the Word into motion. It is argued that the matrix of textual visuality in the Vienna codex 2554 is used as an effective tool that adds vitality to the biblical passages while simultaneously creating a firm hierarchy of representation and resemblances that enforces not only certain …
Toward A "Democratic" Vision Of Pedagogy: Hermeneutic Interpretation Through Communicative Discourse In The Humanities Classroom, James Magrini
Toward A "Democratic" Vision Of Pedagogy: Hermeneutic Interpretation Through Communicative Discourse In The Humanities Classroom, James Magrini
Philosophy Scholarship
Philosophers of education writing on teaching for social justice and student empowerment have suggested various theories for enacting a "democratic" learning environment within our schools. Strategies that have been suggested include classroom management stressing student-centered learning, peer-interaction, and the inclusion of diverse learning needs and styles grounded in a pedagogy composed of instructor-student initiated "discourse." Building on "social meliorist," or Social Reconstruction curriculum theory, I attempt to define the notion of authentic "critical pedagogy" through the analysis of classroom instruction in the humanities, and literature in particular. There is the potential for the emergence in praxis of an authentic "democratic" …
Teaching Western Philosophy: An Anti-Authoritarian Approach, James Magrini
Teaching Western Philosophy: An Anti-Authoritarian Approach, James Magrini
Philosophy Scholarship
No abstract provided.
Curriculum Issues: Democratic Education And Knowledge, James Magrini
Curriculum Issues: Democratic Education And Knowledge, James Magrini
Philosophy Scholarship
No abstract provided.
Worlds Apart In The Curriculum: Heidegger, Technology, And The Poietic Attunement Of Art, James Magrini
Worlds Apart In The Curriculum: Heidegger, Technology, And The Poietic Attunement Of Art, James Magrini
Philosophy Scholarship
Margonis (1986) criticizes Heidegger’s philosophy and those who would attempt to adopt his views for the purpose of thinking education because of the "abstract nature of his discussions," which suggest "proposals regarding our political, economic and educational lives from the place of metaphysical argumentation" (p. 125). To the contrary, Dwyer, et al (1988) claim the Heidegger’s philosophy, "clearly suggests an educational theory" (p. 100). This, is perhaps an overly optimistic claim, for it glosses over the difficulty associated with plumbing the depths of Heidegger’s vast corpus in order to speculate on the legitimate potential his philosophy has for contemporary educational …
Aligning Nietzsche's "Genealogical" Philosophy With Democratic Educational Reform, James Magrini
Aligning Nietzsche's "Genealogical" Philosophy With Democratic Educational Reform, James Magrini
Philosophy Scholarship
No abstract provided.
How The Conception Of Knowledge Influences Our Educational Practices: Toward A Philosophical Understanding Of Epistemology In Education, James Magrini
How The Conception Of Knowledge Influences Our Educational Practices: Toward A Philosophical Understanding Of Epistemology In Education, James Magrini
Philosophy Scholarship
This paper explores how the conception and valuation of the knowledge within our educational practices determines the planning, writing, and implementation of the curriculum. There is a pressing need for educators to philosophically and systematically understand the relationship between the foundational epistemological beliefs that ground a curriculum and its relationship to forming the notions of competency, pedagogy, and the methods for evaluating and assessing student progress. These issues are not only relevant, but crucial when attempting to justify a particular conception of education, which relates directly to the student's potential for intellectual growth and social development. It may be argued …
The Temporal Aesthetics Of Cindy Sherman’S Photography: Revisiting The "Centerfolds" As Single-Frame Cinema, James Magrini
The Temporal Aesthetics Of Cindy Sherman’S Photography: Revisiting The "Centerfolds" As Single-Frame Cinema, James Magrini
Philosophy Scholarship
No abstract provided.