Paul Fairfield – författare

From Nietzsche''s pronouncement that "God is dead" to Camus'' argument that suicide is the fundamental question of philosophy, the concept of death plays an important role in existential phenomenology, reaching from Kierkegaard to Heidegger and Marcel.

This book explores the phenomenology of death and offers a unique way into the phenomenological tradition. Paul Fairfield examines the following key topics:

Death: A Philosophical Inquiry is essential reading for students of phenomenology and existentialism, and will also be of interest to students in related fields such as religion, anthropology and the medical humanities.

From Nietzsche''s pronouncement that "God is dead" to Camus'' argument that suicide is the fundamental question of philosophy, the concept of death plays an important role in existential phenomenology, reaching from Kierkegaard to Heidegger and Marcel.

This book explores the phenomenology of death and offers a unique way into the phenomenological tradition. Paul Fairfield examines the following key topics:

Death: A Philosophical Inquiry is essential reading for students of phenomenology and existentialism, and will also be of interest to students in related fields such as religion, anthropology and the medical humanities.

Deep disagreements exist regarding what thinking and critical thinking are and to what extent they are teachable. Thinking is learned in some measure by all, but not everything that is learnable is also teachable in an institutional setting. In questioning the relationship between teachability and learnability, Fairfield investigates the implications of thinking as inquiry, education as the cultivation of agency, and self-education. By challenging some of the standard conceptions of thinking, the author explores the limits of teachability and advances critiques of standardized tests, digital learning technologies, and managerialism in education.

Deep disagreements exist regarding what thinking and critical thinking are and to what extent they are teachable. Thinking is learned in some measure by all, but not everything that is learnable is also teachable in an institutional setting. In questioning the relationship between teachability and learnability, Fairfield investigates the implications of thinking as inquiry, education as the cultivation of agency, and self-education. By challenging some of the standard conceptions of thinking, the author explores the limits of teachability and advances critiques of standardized tests, digital learning technologies, and managerialism in education.