Cavell Williams And The Question Of Style In Philosophy
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Cavell, Williams and the Question of Style in Philosophy
This book considers the work of two philosophers situated within the anglo-american analytical tradition, Stanley Cavell (1926-2018) and Bernard Williams (1929-2003). It examines the literary strategies that these stylistically-aware authors employ and also the ethical demand which guides their philosophies and gives substance to their philosophical styles. The book thereby aims to demonstrate the importance of style in philosophy and suggest some of the intellectual dynamics a philosopher’s conscious awareness of style can create.
Contending with Stanley Cavell
Author: Stanley Cavell
language: en
Publisher: Oxford University Press
Release Date: 2005-02-10
This collection showcases Stanley Cavell's work, while illustrating the variety of Cavell's interests: in the ordinary language philosophy of Wittgenstein and Austin, in film criticism and theory, in literature, psychoanalysis, and the American transcendentalism of Ralph Waldo Emerson and Henry David Thoreau.
Philosophy and Theory in Educational Research
Philosophy and Theory in Educational Research: Writing in the margin explores the practices of reading and writing in educational philosophy and theory. Showing that there is no ‘right way’ to approach research in educational philosophy, but illustrating its possibilities, this text invites an engagement with philosophy as a possibility – and opening possibilities – for educational research. Drawing on their own research and theoretical and philosophical sources, the authors investigate the important issue of what it means to read and write when there is no prescribed structure. Innovative in its contribution to the literature, this edited volume enlightens readers in three ways. The volume focuses on the practices of reading and writing that are central to research in educational philosophy, suggesting that these practices constitute the research, rather than simply reporting it. It is not a prescriptive guide and should not be read procedurally. Rather, it is intended to illustrate the possibilities for this kind of research, and to suggest starting points for those pursuing research projects. Finally, attention is given to the ways in which conducting educational philosophy can be educative in itself, both to the researcher in writing it, and to its audience in reading it. With contributions from international scholars in the field of educational philosophy, this book is a valuable guide for practitioner-researchers, taught postgraduate and doctoral students, and early career researchers in university education departments. Academic staff teaching research methods and seeking to introduce their students to philosophy-as-research without wishing to offer a prescriptive ‘how to’ guide will also find this book of particular interest.