Should philosophy express the self?

Journal of Philosophy of Education 37 (1):35–51 (2003)
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Abstract

R. K. Elliott once commended R. S. Peters' work in philosophy of education for being an authentic expression of the self. Many philosophers, probably including Peters, might see this more as a weakness. In an attempt to resolve this difference various kinds of continuity between philosopher and philosophy are explored. These point to an ideal of a two-way, and ultimately ‘organic’, relationship whereby the philosophy expresses the self and the self is formed by the philosophy. Ways of teaching to favour the development of such authenticity in novice philosophers are discussed.

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Citations of this work

Educational stories: Engaging teachers in educational theory.David Dewhurst & Stephen Lamb - 2005 - Educational Philosophy and Theory 37 (6):907–917.
Should teachers be authentic?Lauren Bialystok - 2015 - Ethics and Education 10 (3):313-326.
Subjecting ourselves to madness: A Maori approach to unseen instruction.Carl Mika - 2021 - Educational Philosophy and Theory 53 (7):719-727.
Educational Stories: Engaging teachers in educational theory.Stephen Lamb David Dewhurst - 2005 - Educational Philosophy and Theory 37 (6):907-917.
Richard Peters and Valuing Authenticity.M. A. B. Degenhardt - 2009 - Journal of Philosophy of Education 43 (supplement s1):209-222.

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References found in this work

Mortal questions.Thomas Nagel - 1979 - New York: Cambridge University Press.
The Ethics of Authenticity.Charles Taylor - 1991 - Harvard University Press.
Philosophy as a way of life: spiritual exercises from Socrates to Foucault.Pierre Hadot - 1997 - Malden, MA: Blackwell. Edited by Arnold I. Davidson.
Must we mean what we say?Stanley Cavell - 1964 - In Vere Claiborne Chappell (ed.), Ordinary language: essays in philosophical method. New York: Dover Publications. pp. 172 – 212.

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