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:the modern denial of death Heidegger's important concept of 'being-toward-death' and its centrality in phenomenological ideas, such as authenticity and existence the philosophical significance of death rituals: what explains the imperative toward ritual around death, and what is its purpose and meaning? death in an age of secularism the philosophy and ethics of suicide death as a mystery rather than a philosophical problem to be solvedthe relationship between hope and deathDeath: 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:the modern denial of death Heidegger's important concept of 'being-toward-death' and its centrality in phenomenological ideas, such as authenticity and existence the philosophical significance of death rituals: what explains the imperative toward ritual around death, and what is its purpose and meaning? death in an age of secularism the philosophy and ethics of suicide death as a mystery rather than a philosophical problem to be solvedthe relationship between hope and deathDeath: 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.

As impressions grow that privacy is under increasing threat, the sphere of private life has needed to reassert itself, yet efforts to this end are beset with numerous difficulties, including the ways in which the private sphere has for centuries been understood and misunderstood. While Public/Private takes up a broadly liberal perspective, it endeavors to reach beyond an audience of liberal theorists to include other political orientations and philosophical traditions. Fairfield examines the ethical-political significance as well as the policy implications of a right to privacy. Discussing the different applications of privacy laws, technology, property, relationships, Fairfield writes in a style accessible to specialists and students alike.

As impressions grow that privacy is under increasing threat, the sphere of private life has needed to reassert itself, yet efforts to this end are beset with numerous difficulties, including the ways in which the private sphere has for centuries been understood and misunderstood. While Public/Private takes up a broadly liberal perspective, it endeavors to reach beyond an audience of liberal theorists to include other political orientations and philosophical traditions. Fairfield examines the ethical-political significance as well as the policy implications of a right to privacy. Discussing the different applications of privacy laws, technology, property, relationships, Fairfield writes in a style accessible to specialists and students alike.

Reexamines the normative justification for democratic politics.While much of the world now embraces the democratic idea-that the people must rule-the philosophical case for democracy has yet to be made convincingly. Why Democracy? not only reexamines the current debates in normative democratic theory, but also challenges popular conceptions that tend toward an uncritical idealization of popular rule. It is not enough to call for more extensive public deliberation, or for greater participation and inclusion in the democratic process, or for a radical extension of the scope of the process. Making the case for democracy requires examining its imaginative and rhetorical dimensions as well. The democratic idea of "rule by the people" must be understood less as a definition than as an aspiration, a trope, and the beginning of a narrative that includes, while extending beyond, the domain of government.

Reexamines the normative justification for democratic politics.While much of the world now embraces the democratic idea-that the people must rule-the philosophical case for democracy has yet to be made convincingly. Why Democracy? not only reexamines the current debates in normative democratic theory, but also challenges popular conceptions that tend toward an uncritical idealization of popular rule. It is not enough to call for more extensive public deliberation, or for greater participation and inclusion in the democratic process, or for a radical extension of the scope of the process. Making the case for democracy requires examining its imaginative and rhetorical dimensions as well. The democratic idea of "rule by the people" must be understood less as a definition than as an aspiration, a trope, and the beginning of a narrative that includes, while extending beyond, the domain of government.

Philosophical hermeneutics has shed a good deal of light both upon the methodological underpinnings of the humanities and social sciences generally and in particular upon some fundamental issues in the philosophy of history and history proper. The aim in this Element is to analyze those of its arguments that bear directly upon the latter fields. The principal topics taken up are Dilthey's distinction between understanding and explanation, the accent on meaning and experience, and the sense in which we may be said to belong to history. Heidegger's account of historicity and being-in-the-world, Gadamer's conceptions of historical understanding and belonging, and Ricoeur's view of historians as storytellers also come in for analysis. Other themes include the sense in which we may speak of a dialogue with the past, the notion of historical truth, and the problem of constructivism.

Philosophical hermeneutics has shed a good deal of light both upon the methodological underpinnings of the humanities and social sciences generally and in particular upon some fundamental issues in the philosophy of history and history proper. The aim in this Element is to analyze those of its arguments that bear directly upon the latter fields. The principal topics taken up are Dilthey's distinction between understanding and explanation, the accent on meaning and experience, and the sense in which we may be said to belong to history. Heidegger's account of historicity and being-in-the-world, Gadamer's conceptions of historical understanding and belonging, and Ricoeur's view of historians as storytellers also come in for analysis. Other themes include the sense in which we may speak of a dialogue with the past, the notion of historical truth, and the problem of constructivism.

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.

Investigating connections between philosophical hermeneutics and neighbouring traditions of thought, this volume considers the question of how post-Heideggerian hermeneutics, as represented by Gadamer, Ricoeur and recent scholars following in their wake, relate to these traditions, both in general terms and bearing upon specific questions.The traditions covered in this volume—existentialism, pragmatism, poststructuralism, Eastern philosophy, and hermeneutics itself—are all characterized by significant internal diversity, adding to the difficulty in reaching an interpretation that is at once comparative and critical. None of these traditions represent a unified system of belief; all are umbrella terms which are at once useful and imprecise, and the differences internal to each must not to be understated.An innovative work of comparative philosophy, this volume avoids oversimplification and offers specific analyses that treat hermeneutics in relation to particular themes and key figures in each of these traditions of thought. Philosophical hermeneutics is explicitly dialogical, and it is in this spirit that the authors of this book approach their subjects, revealing the important affinities and opportunities for mutually enriching conversations which have until now been overlooked.

The relationship between these two central theoretical and philosophical approaches, which we thought we knew, is more complex and interesting than our standard story might suggest. It is not always clear how hermeneutics—that is, post-Heideggerian hermeneutics as articulated by Hans-Georg Gadamer, Paul Ricoeur, and a large number of thinkers working under their influence—regards the phenomenological tradition, be it in its Husserlian or various post-Husserlian formulations. This volume inquires into this issue both in general, conceptual terms and through specific analyses into questions of ontology and metaphysics, science, language, theology, and imagination. With a substantial editors’ introduction, the volume contains 15 chapters, from some of the most significant scholars in this field covering the essential questions about the history, present and future of these two disciplines. The volume will be of interest to any philosopher or student with an interest in developing a sophisticated and nuanced understanding of contemporary hermeneutics and phenomenology.

The relationship between these two central theoretical and philosophical approaches, which we thought we knew, is more complex and interesting than our standard story might suggest. It is not always clear how hermeneutics—that is, post-Heideggerian hermeneutics as articulated by Hans-Georg Gadamer, Paul Ricoeur, and a large number of thinkers working under their influence—regards the phenomenological tradition, be it in its Husserlian or various post-Husserlian formulations. This volume inquires into this issue both in general, conceptual terms and through specific analyses into questions of ontology and metaphysics, science, language, theology, and imagination. With a substantial editors’ introduction, the volume contains 15 chapters, from some of the most significant scholars in this field covering the essential questions about the history, present and future of these two disciplines. The volume will be of interest to any philosopher or student with an interest in developing a sophisticated and nuanced understanding of contemporary hermeneutics and phenomenology.

Investigating connections between philosophical hermeneutics and neighbouring traditions of thought, this volume considers the question of how post-Heideggerian hermeneutics, as represented by Gadamer, Ricoeur and recent scholars following in their wake, relate to these traditions, both in general terms and bearing upon specific questions.The traditions covered in this volume—existentialism, pragmatism, poststructuralism, Eastern philosophy, and hermeneutics itself—are all characterized by significant internal diversity, adding to the difficulty in reaching an interpretation that is at once comparative and critical. None of these traditions represent a unified system of belief; all are umbrella terms which are at once useful and imprecise, and the differences internal to each must not to be understated.An innovative work of comparative philosophy, this volume avoids oversimplification and offers specific analyses that treat hermeneutics in relation to particular themes and key figures in each of these traditions of thought. Philosophical hermeneutics is explicitly dialogical, and it is in this spirit that the authors of this book approach their subjects, revealing the important affinities and opportunities for mutually enriching conversations which have until now been overlooked.

This introduction to one of the most influential philosophers in American history examines every major dimension of John Dewey’s philosophy, from his early post-Hegelian idealism to pragmatic experimentalism, as well as his views on ethics and political theory, philosophy of education, aesthetics, and philosophy of religion. It situates Dewey’s thought in the context of his time (1859-1952) and personal biography while also discussing his considerable work as America’s foremost public intellectual through the first half of the 20th century. With a particular focus on how Dewey's thought can be applied to real life and its particular relevance to the contemporary moment, Introducing Dewey is the ideal starting point for anyone with an interest in this seminal figure in American philosophy.

This introduction to one of the most influential philosophers in American history examines every major dimension of John Dewey’s philosophy, from his early post-Hegelian idealism to pragmatic experimentalism, as well as his views on ethics and political theory, philosophy of education, aesthetics, and philosophy of religion. It situates Dewey’s thought in the context of his time (1859-1952) and personal biography while also discussing his considerable work as America’s foremost public intellectual through the first half of the 20th century. With a particular focus on how Dewey's thought can be applied to real life and its particular relevance to the contemporary moment, Introducing Dewey is the ideal starting point for anyone with an interest in this seminal figure in American philosophy.

Philosophical hermeneutics has rich implications for the theory and practice of education, yet the topic has often been ignored.  Education, Dialogue and Hermeneutics takes a variety of principles and themes from philosophical hermeneutics, drawing on insights from major figures such as Martin Heidegger, Hans-Georg Gadamer and Paul Ricoeur, and applies them to issues in education and the philosophy of education.  Topics covered include the relevance and nature of dialogue and understanding in an educational setting, the nature of educational experience and the concept of Bildung, narrative and tradition.Timely and original, Education, Dialogue and Hermeneutics draws together eight original chapters written by leading scholars in the field of hermeneutics.

In this important new study, Paul Fairfield examines a number of issues of central importance to philosophical hermeneutics. His aim is less to reexamine the basic hypotheses of hermeneutics (Gadamer's hermeneutics in particular) than to understand it in relational terms, by bringing it into closer association with existentialism, pragmatism, critical theory, and postmodernism. Fairfield contends that there are important affinities and areas for critical exchange between hermeneutics and these four schools of thought which have, until now, remained underappreciated. Philosophical Hermeneutics Reinterpreted examines several of these connections by interpreting hermeneutics in relation to specific themes in the writings of key figures within each of these traditions. In so doing, he both clarifies some outstanding issues in hermeneutics and advances the subject beyond what Heidegger, Gadamer, and Ricoeur have given us.

This study re-examines John Dewey's philosophy of education, and asks how well it stands up today in view of developments in Continental European philosophy. Do Martin Heidegger's statements on the nature of thinking compel a re-examination of Dewey's view? Does Hans-Georg Gadamer's philosophy of experience advance beyond Dewey's experimental model? How does a Deweyan view of moral or political education look in light of Hannah Arendt's theory of judgment, or Paulo Freires's theory of dialogical education? Part One of this study looks at Dewey's conceptions of experience and thinking in connection with two of the most important figures in twentieth-century phenomenology and hermeneutics: Heidegger and Gadamer. It also returns to an old distinction in the philosophy of education between progressivism and conservatism, in order to situate and clarify Dewey's position and to frame the argument of this book. Part Two applies this principled framework to the teaching of several disciplines of the human sciences: philosophy, religion, ethics, politics, history, and literature.These are discussed with reference to the writings of Friedrich Nietzsche, John Caputo, Hannah Arendt, Paulo Freire, Michel Foucault, and Paul Ricoeur.

Philosophical hermeneutics has rich implications for the theory and practice of education, yet the topic has often been ignored. Education, Dialogue and Hermeneutics takes a variety of principles and themes from philosophical hermeneutics, drawing on insights from major figures such as Martin Heidegger, Hans-Georg Gadamer and Paul Ricoeur, and applies them to issues in education and the philosophy of education. Topics covered include the relevance and nature of dialogue and understanding in an educational setting, the nature of educational experience and the concept of Bildung, narrative and tradition. Timely and original, Education, Dialogue and Hermeneutics draws together eight original chapters written by leading scholars in the field of hermeneutics.

In this important new study, Paul Fairfield examines a number of issues of central importance to philosophical hermeneutics. His aim is less to reexamine the basic hypotheses of hermeneutics (Gadamer's hermeneutics in particular) than to understand it in relational terms, by bringing it into closer association with existentialism, pragmatism, critical theory, and postmodernism. Fairfield contends that there are important affinities and areas for critical exchange between hermeneutics and these four schools of thought which have, until now, remained underappreciated. Philosophical Hermeneutics Reinterpreted examines several of these connections by interpreting hermeneutics in relation to specific themes in the writings of key figures within each of these traditions. In so doing, he both clarifies some outstanding issues in hermeneutics and advances the subject beyond what Heidegger, Gadamer, and Ricoeur have given us.

Since Michael Oakeshott spoke of education as initiation into ‘the conversation of mankind’ more than fifty years ago, the idea has inspired a diverse array of thinkers and continues to be invoked today by those seeking to resist the influence of managerialism and narrow instrumentalism in educational policy and practice.Education and Conversation draws together papers written by scholars from both the analytic and continental philosophical traditions to offer a variety of perspectives on the implications of Oakeshott’s educational ideas. The metaphor of the conversation of mankind is explored, together with the roots of Oakeshott’s thinking in his early philosophical work, the relevance of his ideas to the concept of Bildung, and the significance of his political conservatism in evaluating the seemingly progressive potential of his educational ideas. In addition, concepts prominent in Oakeshott’s thought are taken up and brought to bear on contemporary philosophical discussions about education, learning and development, including the nature of initiation, the phenomenology of listening, and the value of the liberal arts tradition.Education and Conversation shows how the idea of conversation illuminates both the character and the ends of education, yielding insight into the scope and limits of the philosophy of education and the character of philosophical inquiry more generally.

Artistic creation has proven remarkably resistant to philosophical analysis. Artists have long struggled to explain how they do what they do, and philosophers have struggled along with them. This study does not attempt to offer a comprehensive account of all creativity or all art. Instead it tries to identify an essential feature of an activity that has been cloaked in mystery for as long as history records. Jeff Mitscherling and Paul Fairfield argue that the process by which art is created has a good deal in common with the experience of the audience of a work, and that both experiences may be described phenomenologically in ways that show surprising affinities with what artists themselves often report.

Historical Imagination defends a phenomenological and hermeneutical account of historical knowledge. The book’s central questions are what is historical imagination, what is the relation between the imaginative and the empirical, in what sense is historical knowledge always already imaginative, how does such knowledge serve us, and what is the relation of historical understanding and self-understanding? Paul Fairfield revisits some familiar hermeneutical themes and endeavors to develop these further while examining two important periods in which historical reassessments or re-imaginings of the past occurred on a large scale. The conception of historical imagination that emerges seeks to advance beyond the debate between empiricists and postmodern constructivists while focusing on narrative as well as a more encompassing interpretation of who an historical people were, how things stood with them, and how this comes to be known. Fairfield supplements the philosophical argument with an historical examination of how and why during late antiquity, early Christian thinkers began to reimagine their Greek and Roman past, followed by how and why renaissance and later enlightenment figures reimagined their ancient and medieval past.

Historical Imagination defends a phenomenological and hermeneutical account of historical knowledge. The book’s central questions are what is historical imagination, what is the relation between the imaginative and the empirical, in what sense is historical knowledge always already imaginative, how does such knowledge serve us, and what is the relation of historical understanding and self-understanding? Paul Fairfield revisits some familiar hermeneutical themes and endeavors to develop these further while examining two important periods in which historical reassessments or re-imaginings of the past occurred on a large scale. The conception of historical imagination that emerges seeks to advance beyond the debate between empiricists and postmodern constructivists while focusing on narrative as well as a more encompassing interpretation of who an historical people were, how things stood with them, and how this comes to be known. Fairfield supplements the philosophical argument with an historical examination of how and why during late antiquity, early Christian thinkers began to reimagine their Greek and Roman past, followed by how and why renaissance and later enlightenment figures reimagined their ancient and medieval past.

Philosophical Reflections on Antiquity: Historical Change addresses the question of whether there is a logic of historical change, and whether the collapse of teleology should deter us from inquiring anew whether any recurring patterns and themes show themselves amid the complexity of historical life. Paul Fairfield argues that if any conception of universal history remains possible, it is one that rejects teleology and causal laws while identifying thematic tendencies that afford some semblance of unity, including the enduring phenomena that are interlocution, the struggle for predominance, and the endless back and forth that play out between them. This book examines the transitional periods of archaic Greece and late antiquity, the ostensible birth and death of the ancient west. Fairfield argues that an interpretation of the social, political, and intellectual history of these important turning points brings to light some philosophical understanding of the dynamics of change itself, observing that the transition from archaic to classical Greece was no miracle, while the end of the Roman era can no longer be conceived as a story of decline and fall. Rather, Fairfield posits, these were not complete breaks, but relative beginnings and endings in narratives that are ongoing. Scholars of philosophy, history, and anthropology will find this book particularly useful.