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Full-Text Articles in Education
Politics, Authorship, And Philosophy: Teaching Margaret Cavendish’S The Blazing World In The Diverse Graduate Classroom, Martine Van Elk
Politics, Authorship, And Philosophy: Teaching Margaret Cavendish’S The Blazing World In The Diverse Graduate Classroom, Martine Van Elk
ABO: Interactive Journal for Women in the Arts, 1640-1830
This essay explores how Margaret Cavendish’s The Blazing World works differently when taught and read on its own and in combination with Cavendish’s other works. Focusing specifically on the graduate classroom, I examine and present strategies for teaching the book alongside works by other early modern women and for teaching it in a single-author course. While in isolation, The Blazing World allows for discussions that focus primarily on questions of gender, genre, class, and politics, read in tandem with Cavendish’s other works, in particular her philosophical writings, The Blazing World becomes a source for reflections on questions of creaturely identity, …
Teaching Margaret Cavendish’S Philosophy: Early Modern Women And The Question Of Biography, Peter West
Teaching Margaret Cavendish’S Philosophy: Early Modern Women And The Question Of Biography, Peter West
ABO: Interactive Journal for Women in the Arts, 1640-1830
In my contribution to this Concise Collection on Margaret Cavendish, I focus on teaching Cavendish’s work in the context of philosophy (and, more specifically, Early Modern Philosophy). I have three aims. First, to explain why teaching women from philosophy’s history is crucially important to the discipline. Second, to outline my own reflections on teaching Cavendish’s philosophy. Third, to defend a specific claim about the benefits of teaching Cavendish to philosophy students; namely, that introducing biographical detail alongside philosophical ideas enriches the learning experience.
Concise Collections: Teaching Margaret Cavendish, Part I, E Mariah Spencer
Concise Collections: Teaching Margaret Cavendish, Part I, E Mariah Spencer
ABO: Interactive Journal for Women in the Arts, 1640-1830
This is the introduction of Part I of the "Concise Collection on Teaching the Works of Margaret Cavendish."
Teaching Philosophy As A Pedagogic Practice-Ing: Are You The Type Of Person That Says, “Everything Happens For A Reason”?, Valerie Oved Giovanini Ph.D.
Teaching Philosophy As A Pedagogic Practice-Ing: Are You The Type Of Person That Says, “Everything Happens For A Reason”?, Valerie Oved Giovanini Ph.D.
Artizein: Arts and Teaching Journal
In this paper, I discuss a classroom activity that was intended to create an environment attentive enough for students to scrutinize whether their touted beliefs matched their implicit assumptions. Drawing upon Emmanuel Levinas’s ethics of the face-to-face relation, Carol A. Taylor’s posthuman orientations for pedagogical practice-ings, and Bickel’s and Fisher’s emergent theory of art-care, I explore my pedagogical approach in teaching philosophy to explain how affective encounters in communitas between teacher and learners can expand personal understandings and imagine new meaningful possibilities together. These affective encounters serve an ethic of concern where each is capable of a unique response and …