Arguing that Kierkegaard (1813-55) can and should be taken seriously as a philosopher even in today's postmodern climate, Strawser (philosophy, Folkuniversitetet, Helsingborg, Sweden) offers evidence that in marking the juncture between objective philosophy and philosophy that recognized its subjective and provisional nature, he represents not a break between the aesthetic and the religious but a bridge between them. Paper edition (unseen), $17.00. Annotation copyrighted by Book News, Inc., Portland, OR.

Michael Strawser provides a new reading of Spinoza as a philosopher of love for whom the ethically qualified conception of noble love is central. Strawser situates Spinoza’s philosophy of love within the Jewish and Cartesian traditions and shows how this active conception of love can conquer hatred and bring people together.

In this book Michael Strawser argues that Kierkegaard should be interpreted primarily as a philosopher of love who ultimately presents readers with a first phenomenology of love.

How are we to understand the earnest thought of death as developed in Kierkegaard’s discourse “At a Graveside”? Through a careful examination of this signed writing, I shall argue that readers nevertheless encounter an indirect, un-authorized discourse, which presents the occasion for both a variety of moods and the cultivation of spirit. The thought of death calls forth either a certain negative mood or presents a call to action for the good. However, this distinction is problematic insofar as we consider (...) the textuality of Kierkegaard’s discourse, which leaves existing individuals always caught in between the dialectic of mood and spirit. (shrink)

In this paper I first examine the claim that the phenomenological tradition unanimously affirms that the core self is to be found in pre-reflective consciousness. I argue that the notion of the minimal self as first-person subjective givenness is problematic in important ways. Then, following the recent attention given to Kierkegaard as phenomenologist, I ask how Kierkegaard relates to the phenomenology of selfhood. Rather than proceeding directly, however, I argue that we must first consider Kierkegaard’s phenomenology of love before we (...) can consider what we might call his phenomenology of selfhood, for the former holds crucial implications for the latter. (shrink)

_Asking Good Questions_ moves beyond a traditional discussion of ethical theory, focusing on how educators can use these important frameworks to facilitate critical thinking about real-life ethical dilemmas. In this way, authors Nancy Stanlick and Michael Strawser offer students a theoretical tool kit for creatively addressing issues that influence their own environments. This text begins with a discussion of key ethical theorists and then guides the reader through a series of original case studies and follow-up activities that facilitate critical thinking, (...) emphasize asking thought provoking questions, and teach the student to address the complexity of ethical dilemmas while incorporating the viewpoints of their peers. Additionally, Stanlick and Strawser include an extensive preface, a mind-mapping technique for analyzing and formulating arguments, and a six step process for approaching complex real-life moral issues. Each chapter incorporates suggested assignments, discussion questions, and references for further reading, and a guide for instructors offering a sample course schedule and suggestions on how to use this book effectively is also available. This text is designed to help educators engage students in a meaningful discussion of how historical theories apply to their own lives, providing rich and unique resources to learn about these critical issues. (shrink)

How should we think about the many ethical dilemmas that face us today? How should research in current ethical dilemmas be conducted to move beyond impasses in judgment towards developing a consensus for action? According to Anthony Weston, “we need a more expansive view of ethics,” one that incorporates creativity. Following Weston’s lead, I shall discuss our new Honors Interdisciplinary Seminar on Case Studies in Ethics. This course is designed to prepare our students to participate in the Ethics Bowl, which (...) is already a creative act of engagement, but more importantly, we hope to open new possibilities in the study of ethical dilemmas that would allow for creative problem-solving in ethics. In this paper I explain background reasons for the course, the methodsfor preparing students for creative research in ethics, as well as potential problems to be avoided in the process. (shrink)

The author reports on an effort to transform traditional top-down, instructor-centered philosophy courses into courses that are open, learning-centered, and work toward a cooperative goal. After providing the underlying rationale for cooperative philosophy courses, the author describes a cooperative philosophy course where students were assigned with individually (and cooperatively) answering the question “What is Philosophy?” by creating introductory philosophy textbooks. The author provides details on how to guide students to the creation of such introductory textbooks with a variety of practical (...) classroom exercises and suggestions for assessment. Finally, potential future applications for cooperative learning courses are discussed. (shrink)

The author reports on an effort to transform traditional top-down, instructor-centered philosophy courses into courses that are open, learning-centered, and work toward a cooperative goal. After providing the underlying rationale for cooperative philosophy courses, the author describes a cooperative philosophy course where students were assigned with individually (and cooperatively) answering the question “What is Philosophy?” by creating introductory philosophy textbooks. The author provides details on how to guide students to the creation of such introductory textbooks with a variety of practical (...) classroom exercises and suggestions for assessment. Finally, potential future applications for cooperative learning courses are discussed. (shrink)

Este ensayo intenta abordar las complejas diferencias entre Martin Heidegger y Jacques Derrida. Se concentra en las suposiciones fundamentales involucradas en la lectura de Ser y Tiempo de Heidegger y la “célebre” reciente atención de Derrida a este texto. ¿Acaso el trabajo temprano de Heidegger está esencialmente manchado por la “metafísica de la presencia”, tal y como Derrida quiere sugerir? Después de trazar la interpretación de Derrida, el autor intenta mostrar cómo los lectores de Ser y Tiempo no necesitan sucumbir (...) ante las críticas de Derrida. (shrink)

El problema del lenguaje es una de las fuerzas motivacionales detrás de los escritos tanto de Kierkegaard como de Wittgenstein. Después de clarificar este problema, el autor intenta esbozar las soluciones ofrecidas por estos dos filósofos tan distintos. En el caso de Wittgenstein, esto toma la forma de trazar el desarrollo de su noción de “juego del lenguaje”. En contraste, una consideración de Kierkegaard conduce a la pregunta por el engaño de cualquier solución. En qué sentido la expresión de experiencias (...) inmediatas en el lenguaje puede leerse como un “truco astuto” es algo que se deja al lector por decidir. (shrink)