Megan J. Laverty – författare

This book will be of great value to philosophers, gender theorists, literary critics and others engaged with the questions of life's meaning and what a deepened understanding of it looks like. In "Iris Murdoch's Ethics: A Consideration of Her Romantic Vision", Megan Laverty draws upon the tradition of 'Philosophical Romanticism' to account for Murdoch's enigmatical quality and her embrace of paradoxical truths. Laverty's provocative, yet accessible, study analyses Murdoch's version of Kant's Copernican Revolution, the centrality of learning and the sublime to Murdoch's redemptive vision, and Murdoch's understanding of philosophy, imagination, freedom, love and art. Laverty interprets Murdoch's emphasis on humility and attention as a critique of the Romantic emphasis on irony and self-creation. Drawing on a range of literary and philosophical sources, Laverty's study is a testimony to the ongoing significance of Murdoch's contribution to a broad range of contemporary philosophical concerns.

A History of Western Philosophy of Education is the first comprehensive overview of philosophy of education from ancient times to the present day. With five volumes covering 2500 years of history, this is the definitive reference work on the subject, comprising: Volume 1. A History of Western Philosophy of Education in Antiquity (500BCE-500CE)Edited by Avi. I. MintzVolume 2. A History of Western Philosophy of Education in The Middle Ages and Renaissance (500-1550)Edited by Kevin H. GaryVolume 3. A History of Western Philosophy of Education in The Age of Enlightenment (1550-1850)Edited by Tal GileadVolume 4. A History of Western Philosophy of Education in The Modern Era (1850-1914)Edited by Andrea R. EnglishVolume 5. A History of Western Philosophy of Education in The Contemporary Landscape (1914-present)Edited by Anna PagesEach volume covers the major thinkers and schools of thought for each historical period and pays particular attention to the following themes: philosophical anthropology; ethics; social and political philosophy; epistemology; aesthetics; pedagogy, schooling and education; philosophy of psychology and the social sciences. The volumes also include timelines showing the major historical events of the period including educational initiatives and the publication of noteworthy philosophical works.

What is education? Most of the time, we have little patience for this question because we take the answer to be obvious: we identify education with school learning. This book focuses on education outside of the school context as a basis for criticizing and improving school learning. Following the examples of Jean-Jacques Rousseau and John Dewey, Arcilla seeks to harmonize schooling with a more pervasive education we are all naturally undergoing. He develops a philosophical theory of education that stresses the experience of being led out—a theory latent in the Latin term, “educere”—by examining the road movies of Wim Wenders. This book contributes both to our understanding of another crucial kind of education our schooling could better serve, and to our appreciation of what unifies and distinguishes Wenders’s achievements in cinema.

What is education? Most of the time, we have little patience for this question because we take the answer to be obvious: we identify education with school learning. This book focuses on education outside of the school context as a basis for criticizing and improving school learning. Following the examples of Jean-Jacques Rousseau and John Dewey, Arcilla seeks to harmonize schooling with a more pervasive education we are all naturally undergoing. He develops a philosophical theory of education that stresses the experience of being led out—a theory latent in the Latin term, “educere”—by examining the road movies of Wim Wenders. This book contributes both to our understanding of another crucial kind of education our schooling could better serve, and to our appreciation of what unifies and distinguishes Wenders’s achievements in cinema.