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- Margaret Cavendish (3)
- Pedagogy (2)
- An Argumental Discourse (1)
- Aphra Behn (1)
- Atomism (1)
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- Blazing World (1)
- Causation (1)
- Cavendish (1)
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- History of the self (1)
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Articles 1 - 5 of 5
Full-Text Articles in History of Philosophy
A Review Of Kristin M. Girten's Sensitive Witnesses: Feminist Materialism In The British Enlightenment, Peter West
A Review Of Kristin M. Girten's Sensitive Witnesses: Feminist Materialism In The British Enlightenment, Peter West
ABO: Interactive Journal for Women in the Arts, 1640–1830
A review of Sensitive Witnesses by Kristin M. Girten by Peter West.
An Argumental Discourse Before All: An Approach To Teaching Cavendish, Jonathan L. Shaheen
An Argumental Discourse Before All: An Approach To Teaching Cavendish, Jonathan L. Shaheen
ABO: Interactive Journal for Women in the Arts, 1640–1830
Cavendish directs readers of Observations upon Experimental Philosophy to begin engaging her work through "An Argumental Discourse." In this piece, I describe a way of thinking about the structure of that piece and how to understand two of its major moments in relationship to standardly taught material. The first moment is the dilemma about how inanimate matter is moved, with its response centered on treating a horse and its rider as a paradigm example of causation. The article shows how the argument involves Cavendish's conceptions of causation, minds, bodies, and mind-body interaction. The second moment has to do with the …
Jumping Pens And Historical Vertigo: Teaching Cavendish In The Twenty-First Century, Anne M. Thell
Jumping Pens And Historical Vertigo: Teaching Cavendish In The Twenty-First Century, Anne M. Thell
ABO: Interactive Journal for Women in the Arts, 1640–1830
"Jumping Pens" considers "historical and epistemological vertigo" as a useful pedagogical rubric for teaching the works of Margaret Cavendish (1623-73) in contemporary university classrooms. Specifically, it looks back across more than a decade of teaching Cavendish in diverse settings in order to show how exciting this author can be for students who are just starting out in the discipline of literary studies. As this essay argues, Cavendish can make us all better, more self-aware instructors, while also developing critical and historical acumen in our students.
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.
Review Of Writing And Constructing The Self In Great Britain In The Long Eighteenth Century, Edited By John Baker, Marion Leclair, And Allan Ingram, Kelly J. Plante
Review Of Writing And Constructing The Self In Great Britain In The Long Eighteenth Century, Edited By John Baker, Marion Leclair, And Allan Ingram, Kelly J. Plante
ABO: Interactive Journal for Women in the Arts, 1640–1830
A review of Writing and Constructing the Self in Great Britain in the Long Eighteenth Century, eds. John Baker, Marion Leclair, and Allan Ingram. Written by Kelly Plante.