Citations of:
The Ontology of Socratic Questioning in Plato's Early Dialogues
State University of New York Press (2012)
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This speculative essay develops a unique understanding of Socrates by reading Heidegger in relation to contemporary Platonic scholarship arising from the Continental tradition, which embraces Plato’s Socrates as a non-doctrinal philosopher. The portrait of Heidegger’s Socrates that emerges is related to contemporary education and its drive toward emphasizing an academic focus on Science, Technology, Engineering, and Math (STEM) at the exclusion of the Liberal Arts, with the goal of showing that other forms of “knowledge,” such as the philosophical “truth” emerging (...) No categories |
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In previous papers I have brought philosophical hermeneutics in conversation with critical hermeneutics, in order to open the potential for Gadamer’s “moderate hermeneutics” to be re-considered as a potential democratic practice of discourse with the potential of transforming social situations that are unjust and inequitable . Emerging from this conceptual/theoretical “textual” analysis of philosophical hermeneutics and critical hermeneutics, I offer a reading of the ancient Socratic practice of dialectic as a form of critical, inclusive, and constructive democratic dialogue, i.e., an (...) |
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This essay adopts a Continental philosophical approach to reading Plato’s Socrates in terms of a “third way” that cuts a middle path between doctrinal and esoteric readings of the dialogues. It presents a portrait of Socratic education that is at odds with contemporary views in education and curriculum that view Plato’s Socrates as either the teacher of a truth-finding method or proto-fascist authoritarian. It argues that the crucial issue of attempting to foster an ethical disposition is a unique form of (...) |