Thomas E. Wartenberg - Böcker

Thoughtful Images demonstrates that there is a rich tradition of illustrations of philosophy that originated in Ancient Greece, spread throughout Europe, thrived in twentieth century America, and continues to this day. It is the first book to isolate this tradition and to explain its relevance for both philosophy and art. It's not surprising that philosophers and others have not acknowledged the existence of this artistic tradition. Illustration is not generally regarded as a genuine art form on a par with painting and sculpture and many believe that the abstract claims made by philosophers are not amenable to being rendered in visual images. Wartenberg shows that the denigration of illustration as an art form is misguided in a number of ways.The book argues that great works of art such as Titian's Rape of Europa are actually illustrations of literary texts-Ovid's Metamorphoses in Titian's case. This undermines the attempt to diminish the artistic achievement of illustrations by seeing them as an inferior art form to painting. That the abstract claims and theories put forward by philosophers are amenable to illustration is supported by the examples discussed in the balance of the book. These examples include illuminated Medieval manuscripts featuring illustrations of Aristotle's ethical theories; the frontispieces of philosophical works in the 17th and 18th century; Friedrich Nietzsche's, Martin Heidegger's, and Michel Foucault's use of paintings to illustrate their theories; the modernist tradition in which art is seen as a form of philosophy; conceptual artists' creation of works that explicitly include ideas taken from Ludwig Wittgenstein's writings; and works of what the author calls “graphic philosophy”-comic books that include visual representations of philosophical ideas.

Anyone who has seen a film and then followed up with a cup of coffee or glass of wine as they discuss it with friends knows that films can inspire thoughtful conversation and further reflection--sometimes long after their initial screening. Thoughtful Cinema explores how films raise and suggest answers to philosophical questions through an in-depth analysis of how seven films engage with various philosophical traditions, ranging from the nineteenth-century German philosopher Friedrich Nietzsche to the twentieth- and twenty-first-century American philosopher Judith Jarvis Thomson. Films can do philosophy, this book argues, as a result of their ability to illustrate philosophical claims and theories. However, the films discussed in this book do much more than that: they also supplement the philosophies they illustrate by expanding their claims and criticizing their assumptions. Films, therefore, can make their own independent contributions to philosophical theory. Thoughtful Cinema shows how films grapple with philosophical ideas such as personal identity, the banality of evil, authenticity, euthanasia, third-party killing, and the power of attention. This book makes an important contribution to the debate about cinematic philosophy that has engaged both philosophers of film and film theorists for decades, and it also proves that philosophy is not just a narrow specialty, accessible only to trained practitioners. Films that do philosophy address the essential concerns of human life, and it's this characteristic-their philosophical attention--that makes them appeal to a wide audience.

Anyone who has seen a film and then followed up with a cup of coffee or glass of wine as they discuss it with friends knows that films can inspire thoughtful conversation and further reflection--sometimes long after their initial screening. Thoughtful Cinema explores how films raise and suggest answers to philosophical questions through an in-depth analysis of how seven films engage with various philosophical traditions, ranging from the nineteenth-century German philosopher Friedrich Nietzsche to the twentieth- and twenty-first-century American philosopher Judith Jarvis Thomson. Films can do philosophy, this book argues, as a result of their ability to illustrate philosophical claims and theories. However, the films discussed in this book do much more than that: they also supplement the philosophies they illustrate by expanding their claims and criticizing their assumptions. Films, therefore, can make their own independent contributions to philosophical theory. Thoughtful Cinema shows how films grapple with philosophical ideas such as personal identity, the banality of evil, authenticity, euthanasia, third-party killing, and the power of attention. This book makes an important contribution to the debate about cinematic philosophy that has engaged both philosophers of film and film theorists for decades, and it also proves that philosophy is not just a narrow specialty, accessible only to trained practitioners. Films that do philosophy address the essential concerns of human life, and it's this characteristic-their philosophical attention--that makes them appeal to a wide audience.

Thoughtful Images demonstrates that there is a rich tradition of illustrations of philosophy that originated in Ancient Greece, spread throughout Europe, thrived in twentieth century America, and continues to this day. It is the first book to isolate this tradition and to explain its relevance for both philosophy and art. It's not surprising that philosophers and others have not acknowledged the existence of this artistic tradition. Illustration is not generally regarded as a genuine art form on a par with painting and sculpture and many believe that the abstract claims made by philosophers are not amenable to being rendered in visual images. Wartenberg shows that the denigration of illustration as an art form is misguided in a number of ways.The book argues that great works of art such as Titian's Rape of Europa are actually illustrations of literary texts--Ovid's Metamorphoses in Titian's case. This undermines the attempt to diminish the artistic achievement of illustrations by seeing them as an inferior art form to painting. That the abstract claims and theories put forward by philosophers are amenable to illustration is supported by the examples discussed in the balance of the book. These examples include illuminated Medieval manuscripts featuring illustrations of Aristotle's ethical theories; the frontispieces of philosophical works in the 17th and 18th century; Friedrich Nietzsche's, Martin Heidegger's, and Michel Foucault's use of paintings to illustrate their theories; the modernist tradition in which art is seen as a form of philosophy; conceptual artists' creation of works that explicitly include ideas taken from Ludwig Wittgenstein's writings; and works of what the author calls “graphic philosophy”--comic books that include visual representations of philosophical ideas.

In Unlikely Couples, Thomas E. Wartenberg directly challenges the view that narrative cinema inherently supports the dominant social interests by examining the way popular films about ?unlikely couples? (a mismatched romantic union viewed as inappropriate due to its class, racial, or gender composition) explore, expose, and criticize societal attit

All of us ponder the big and enduring human questions—Who am I? Am I free? What should I do? What is good? Is there justice? Is life meaningful?—but this kind of philosophical interrogation is rarely carefully explored or even taken seriously in most primary and secondary school settings. However, introducing philosophy to young people well before they get to college can help to develop and deepen critical and creative thinking, foster social and behavioral skills, and increase philosophical awareness. Philosophy in Schools: An Introduction Philosophers and Teachers is an invaluable resource for students and practitioners who wish to learn about the philosophy for children movement, and how to work its principles into their own classroom activities. The volume provides a wealth of practical information, including how to train educators to incorporate philosophy into their daily lessons, best practices and activity ideas for every grade level, and assessment strategies. With contributions from some of the best practitioners of philosophy for children, Philosophy in Schools is a must-have resource for students of philosophy and education alike.

Thinking on Screen: Film as Philosophy is an accessible and thought-provoking examination of the way films raise and explore complex philosophical ideas. Written in a clear and engaging style, Thomas Wartenberg examines films’ ability to discuss, and even criticize ideas that have intrigued and puzzled philosophers over the centuries such as the nature of personhood, the basis of morality, and epistemological skepticism.Beginning with a demonstration of how specific forms of philosophical discourse are presented cinematically, Wartenberg moves on to offer a systematic account of the ways in which specific films undertake the task of philosophy. Focusing on the films The Man Who Shot Liberty Valance, Modern Times, The Matrix, Eternal Sunshine of the Spotless Mind, The Third Man, The Flicker, and Empire, Wartenberg shows how these films express meaningful and pertinent philosophical ideas.This book is essential reading for students of philosophy with an interest in film, aesthetics, and film theory. It will also be of interest to film enthusiasts intrigued by the philosophical implications of film.

Thinking on Screen: Film as Philosophy is an accessible and thought-provoking examination of the way films raise and explore complex philosophical ideas. Written in a clear and engaging style, Thomas Wartenberg examines films’ ability to discuss, and even criticize ideas that have intrigued and puzzled philosophers over the centuries such as the nature of personhood, the basis of morality, and epistemological skepticism.Beginning with a demonstration of how specific forms of philosophical discourse are presented cinematically, Wartenberg moves on to offer a systematic account of the ways in which specific films undertake the task of philosophy. Focusing on the films The Man Who Shot Liberty Valance, Modern Times, The Matrix, Eternal Sunshine of the Spotless Mind, The Third Man, The Flicker, and Empire, Wartenberg shows how these films express meaningful and pertinent philosophical ideas.This book is essential reading for students of philosophy with an interest in film, aesthetics, and film theory. It will also be of interest to film enthusiasts intrigued by the philosophical implications of film.

Philosophy and Film moves from broad theoretical reflections on film as a medium to concrete examinations of individual films.

Taking Picture Books Seriously: What can we learn about philosophy through children's books? This warm and charming volume casts a spell on adult readers as it unveils the surprisingly profound philosophical wisdom contained in children's picture books, from Dr Seuss's Sneetches to William Steig's Shrek!. With a light touch and good humor, Wartenberg discusses the philosophical ideas in these classic stories, and provides parents with a practical starting point for discussing philosophical issues with their children. Accessible and multi-layered, it answers questions like, Is it okay for adults to deceive kids? What's the difference between saying the Mona Lisa is a great painting and vanilla is your favorite flavor? Each chapter includes illustrations commissioned especially for this book.

Taking Picture Books Seriously: What can we learn about philosophy through children's books? This warm and charming volume casts a spell on adult readers as it unveils the surprisingly profound philosophical wisdom contained in children's picture books, from Dr Seuss's Sneetches to William Steig's Shrek!. With a light touch and good humor, Wartenberg discusses the philosophical ideas in these classic stories, and provides parents with a practical starting point for discussing philosophical issues with their children. Accessible and multi-layered, it answers questions like, Is it okay for adults to deceive kids? What's the difference between saying the Mona Lisa is a great painting and vanilla is your favorite flavor? Each chapter includes illustrations commissioned especially for this book.

The authors represent the cutting edge of current research into the concept of power. Among the topics discussed are power in social theory, feminist conceptions of power, power and sexuality, modes of oppression and domination, the significance of Foucault's theory of power, and power in market transactions. Included are contributions by Amelie Oksenberg Rorty, Terence Ball, Jeffrey Isaac, Thomas McCarthy, Gayatri Spivak, Iris Marion Young, Jean Baker Miller, Nancy C. M. Hartsock, Samuel Bowles, Herbert Gintis, and Roger S. Gottlieb.

The authors represent the cutting edge of current research into the concept of power. Among the topics discussed are power in social theory, feminist conceptions of power, power and sexuality, modes of oppression and domination, the significance of Foucault's theory of power, and power in market transactions. Included are contributions by Amelie Oksenberg Rorty, Terence Ball, Jeffrey Isaac, Thomas McCarthy, Gayatri Spivak, Iris Marion Young, Jean Baker Miller, Nancy C. M. Hartsock, Samuel Bowles, Herbert Gintis, and Roger S. Gottlieb.

This book provides justification and instruction for exploring philosophy with children, especially by using picture books to initiate philosophical discussion. By demonstrating to teachers, and others that picture books often embed philosophical issues into their narratives, and that this makes picture books a natural place to go to help young children investigate philosophical issues, the author offers a straightforward approach to engaging young students. In particular, this volume highlights how philosophical dialogue enhances children’s sense of self, provides a safe space for the discussion of issues that they are confronted with in living their lives, and develops an admirable method for resolving conflict that the children can use in other contexts.

This book provides justification and instruction for exploring philosophy with children, especially by using picture books to initiate philosophical discussion. By demonstrating to teachers, and others that picture books often embed philosophical issues into their narratives, and that this makes picture books a natural place to go to help young children investigate philosophical issues, the author offers a straightforward approach to engaging young students. In particular, this volume highlights how philosophical dialogue enhances children’s sense of self, provides a safe space for the discussion of issues that they are confronted with in living their lives, and develops an admirable method for resolving conflict that the children can use in other contexts.

All of us ponder the big and enduring human questions—Who am I? Am I free? What should I do? What is good? Is there justice? Is life meaningful?—but this kind of philosophical interrogation is rarely carefully explored or even taken seriously in most primary and secondary school settings. However, introducing philosophy to young people well before they get to college can help to develop and deepen critical and creative thinking, foster social and behavioral skills, and increase philosophical awareness. Philosophy in Schools: An Introduction Philosophers and Teachers is an invaluable resource for students and practitioners who wish to learn about the philosophy for children movement, and how to work its principles into their own classroom activities. The volume provides a wealth of practical information, including how to train educators to incorporate philosophy into their daily lessons, best practices and activity ideas for every grade level, and assessment strategies. With contributions from some of the best practitioners of philosophy for children, Philosophy in Schools is a must-have resource for students of philosophy and education alike.

Organized around a series of philosophic questions about film, The Philosophy of Film: Introductory Text and Readings offers an accessible and engaging overview of the discipline. Provides thorough selection of readings drawn from philosophy, film studies, and film criticism Multiple points of view highlighted in discussion of film theory, narration, authorship, film and emotion, and the social values of cinema Presents thought-provoking reading questions as well as clear and helpful introductions for each section More information about this text along with further resources are available from the accompanying website at: http://www.mtholyoke.edu/omc/phil-film/index.html

Organized around a series of philosophic questions about film, The Philosophy of Film: Introductory Text and Readings offers an accessible and engaging overview of the discipline. Provides thorough selection of readings drawn from philosophy, film studies, and film criticism Multiple points of view highlighted in discussion of film theory, narration, authorship, film and emotion, and the social values of cinema Presents thought-provoking reading questions as well as clear and helpful introductions for each section More information about this text along with further resources are available from the accompanying website at: http://www.mtholyoke.edu/omc/phil-film/index.html

The collection brings together a wide range of contributors, including both philosophers and film scholars. All of them address the question of whether philosophy can take the form of, or be articulated through, film. A new text for the growing field of philosophy of film, engaging with a variety of questions concerning the relationship between film and art, aesthetics and philosophy.Explores a wide variety of forms and periods of film, such as the avant-garde, continental film and popular American cinema, to present diverse answers to this question.Draws on a range of films, from the works of Hitchcock to Mission: Impossible and Being John Malkovich.

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree or disagree with what others have said.

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree or disagree with what others have said.

The contributors to this volume describe a range of programs that use picture books to teach philosophy to diverse audiences. From a pre-school program in which college students to do the teaching to a program focused on overcoming the legacy of violence and genocide in Mali in which the teachers write and illustrate their own picture books, the authors demonstrate the impact that learning philosophy has on diverse communities of young students and their teachers.

The contributors to this volume describe a range of programs that use picture books to teach philosophy to diverse audiences. From a pre-school program in which college students to do the teaching to a program focused on overcoming the legacy of violence and genocide in Mali in which the teachers write and illustrate their own picture books, the authors demonstrate the impact that learning philosophy has on diverse communities of young students and their teachers.