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  1. Spinoza.Justin Steinberg & Valtteri Viljanen - 2021 - Cambridge: Polity.
    Benedict de Spinoza is one of the most controversial and enigmatic thinkers in the history of philosophy. His greatest work, Ethics (1677), developed a comprehensive philosophical system and argued that God and Nature are identical. His scandalous Theological-Political Treatise (1670) provoked outrage during his lifetime due to its biblical criticism, anticlericalism, and defense of the freedom to philosophize. Together, these works earned Spinoza a reputation as a singularly radical thinker. -/- In this book, Steinberg and Viljanen offer a concise and (...)
  • Admiration and the Admirable.Linda Zagzebski - 2015 - Aristotelian Society Supplementary Volume 89 (1):205-221.
    The category of the admirable has received little attention in the history of philosophy, even among virtue ethicists. I don't think we can understand the admirable without investigating the emotion of admiration. I have argued that admiration is an emotion in which the object is ‘seen as admirable’, and which motivates us to emulate the admired person in the relevant respect. Our judgements of admirability can be distorted by the malfunction of our disposition to admiration. We all know many ways (...)
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  • Politics as a Model of Pedagogy in Spinoza.Justin Steinberg - 2020 - Ethics and Education 15 (2):158-172.
    ABSTRACTIn this paper, I argue that Spinoza’s political theory gives us a model for how he might have approached a treatise on moral education. Indeed, his account of the method and aims of politics resembles Renaissance humanist rhetorical approaches to pedagogy – particularly, the work of sixteenth century Spanish humanist Juan Luis Vives – so strongly that it is hardly an exaggeration conclude that, for him, politics is education writ large. For Spinoza and for Vives, the governor-or-instructor must study the (...)
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  • On the Limitations of Moral Exemplarism: Socio-Cultural Values and Gender.Alkis Kotsonis - 2020 - Ethical Theory and Moral Practice 23 (1):223-235.
    In this paper, I highlight and discuss two significant limitations of Zagzebski’s exemplarist moral theory. Although I focus on Zagzebski’s theory, I argue that these limitations are not unique to her approach but also feature in previous versions of moral exemplarism. The first limitation I identify is inspired by MacIntyre’s understanding of the concept of virtue and stems from the realization that the emotion of admiration, through which agents identify exemplars, should not be examined in vacuo. Scholars working on moral (...)
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  • Exploring the Role of Exemplarity in Education: Two Dimensions of the Teacher’s Task.Morten Timmermann Korsgaard - 2019 - Ethics and Education 14 (3):271-284.
    ABSTRACTThis paper explores the role of exemplarity in education through a conceptualisation of two different dimensions of exemplarity in educational practice. Pedagogical exemplarity, which relates to the pedagogical and ethical dimension of educational practice. In other words, this dimension explores the educational moments when someone takes up an exemplary function in educational practice. Didactical exemplarity, which relates to the exemplary function of subject matter or educational content. In other words, this dimension explores the educational moments when something takes up an (...)
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  • The Moral Fallibility of Spinoza’s Exemplars: Exploring the Educational Value of Imperfect Models of Human Behavior.Johan Dahlbeck & Moa De Lucia Dahlbeck - 2020 - Ethics and Education 15 (2):260-274.
    ABSTRACTWhile Spinoza stipulates an ideal moral person in the propositions on the ‘free man’ in Ethics IV, this account does not seem to be intended to function as a pedagogical tool of political relevance. Hence, it does not seem to correspond to the purpose of moral exemplarism. If we look for that kind of practical guidance, Spinoza’s political works seem more relevant. Interestingly, when we approach Spinoza’s political theory with moral exemplarism in mind, we find that instead of constructing his (...)
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  • Education, Illusions and Valuable Fictions.Johan Dahlbeck - 2020 - Journal of Philosophy of Education 54 (1):214-234.
    Saul Smilansky's Illusionism suggests that some false beliefs are important enough to warrant the indefinite perpetuation of illusions in order to protect the larger moral community from breaking down. In this article I suggest that this position actualises an old educational paradox where education is expected to protect the common moral community (even if this means maintaining some illusions), and at the same time promote the pursuit of truth. Taking Smilansky's position of Illusionism as a starting point, I argue that (...)
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  • A Spinozistic Model of Moral Education.Johan Dahlbeck - 2016 - Studies in Philosophy and Education 36 (5):533-550.
    Spinoza’s claim that self-preservation is the foundation of virtue makes for the point of departure of this philosophical investigation into what a Spinozistic model of moral education might look like. It is argued that Spinoza’s metaphysics places constraints on moral education insofar as an educational account would be affected by Spinoza’s denial of the objectivity of moral knowledge, his denial of the existence of free will, and of moral responsibility. This article discusses these challenges in some detail, seeking to construe (...)
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  • Moral Exemplars in Education: A Liberal Account.Michel Croce - 2020 - Ethics and Education (x):186-199.
    This paper takes issue with the exemplarist strategy of fostering virtue development with the specific goal of improving its applicability in the context of education. I argue that, for what matters educationally, we have good reasons to endorse a liberal account of moral exemplarity. Specifically, I challenge two key assumptions of Linda Zagzebski’s Exemplarist Moral Theory (2017), namely that moral exemplars are exceptionally virtuous agents and that imitating their behavior is the main strategy for acquiring the virtues. I will introduce (...)
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  • Spinoza on Reason, Passions, and the Supreme Good.Andrea Sangiacomo - 2019 - Oxford University Press.
    Andrea Sangiacomo offers a new understanding of Spinoza's moral philosophy, how his views significantly evolved over time, and how he himself struggled during his career to develop a theory that could speak to human beings as they actually are--imperfect, passionate, and often not very rational.
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  • Theological-Political Treatise.Baruch Spinoza - 2001 - Hackett Publishing Company.
    The second edition incorporates Samuel Shirley's pre-eminent translation with corrections of the typographical errors of its first edition, and a new general index. Seymour Feldman has contributed a new Bibliography and notes.
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  • Exemplarist Moral Theory.Linda Zagzebski - 2017 - Oup Usa.
    In Exemplarist Moral Theory of Linda Zagzebski presents an original moral theory based on direct reference to exemplars of goodness, whom we identify through the emotion of admiration. Using examples of heroes, saints, and sages, she shows how narratives of exemplars and empirical work on the most admirable persons can be incorporated into the theory to serve both theoretical and practical purposes.
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  • From Bondage to Freedom: Spinoza on Human Excellence.Michael Lebuffe - 2009 - Oxford University Press USA.
    Spinoza rejects fundamental tenets of received morality, including the notions of Providence and free will. Yet he retains rich theories of good and evil, virtue, perfection, and freedom. Building interconnected readings of Spinoza's accounts of imagination, error, and desire, Michael LeBuffe defends a comprehensive interpretation of Spinoza's enlightened vision of human excellence. Spinoza holds that what is fundamental to human morality is the fact that we find things to be good or evil, not what we take those designations to mean. (...)
  • Spinoza's Political Psychology: The Taming of Fortune and Fear.Justin Steinberg - 2018 - Cambridge University Press.
    Spinoza's Political Psychology advances a novel, comprehensive interpretation of Spinoza's political writings, exploring how his analysis of psychology informs his arguments for democracy and toleration. Justin Steinberg shows how Spinoza's political method resembles the Renaissance civic humanism in its view of governance as an adaptive craft that requires psychological attunement. He examines the ways that Spinoza deploys this realist method in the service of empowerment, suggesting that the state can affectively reorient and thereby liberate its citizens, but only if it (...)
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  • Spinoza and Education: Freedom, Understanding and Empowerment.Johan Dahlbeck - 2016 - Abingdon: Routledge.
    Spinoza and Education offers a comprehensive investigation into the educational implications of Spinoza’s moral theory. Taking Spinoza’s naturalism as its point of departure, it constructs a considered account of education, taking special care to investigate the educational implications of Spinoza’s psychological egoism. What emerges is a counterintuitive form of education grounded in the egoistic striving of the teacher to persevere and to flourish in existence while still catering to the ethical demands of the students and the greater community. -/- In (...)
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  • In Defence of the School: A Public Issue.Jan Masschelein & Maarten Simons - 2013 - E-ducation, Culture & Society Publishers.
    As a painfully outdated institution the school is accused of: being alienating, closing itself off to society and to the needs of young people; reproducing social inequality and consolidating existing power relations; demotivating youth; showing a lack of effectiveness and having great difficulty with employability. And last but not least, the school is considered redundant: the school, where learning is bound to time and place, is no longer needed in the digital era of virtual learning environments. The ultimate charge: the (...)
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  • Juan Luis Vives.Carlos G. Noreña - 1970 - The Hague: M. Nijhoff.
    CHAPTER THE VICISSITUDES OF VIVES' FAME During his life and in the first hundred years after his death (-) Vives enjoyed tremendous prestige. ...
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  • Narrative as the Means to Freedom: Spinoza on the Uses of Imagination.Susan James - 2010 - In Yitzhak Y. Melamed & Michael A. Rosenthal (eds.), Spinoza's 'Theological-Political Treatise': A Critical Guide. Cambridge University Press. pp. 250.
  • Why Spinoza Chose the Hebrews: The Exemplary Function of Prophecy in the Theological-Political Treatise.Michael Rosenthal - 1997 - History of Political Thought 18 (2):207-241.
    In what follows, then, I will make four basic points. First, I will take what Spinoza says in the Ethics about an exemplar of human nature as a clear and basic indication of what the purpose of an exemplar is: to transform value from an individual and subjective utility to a universal and objective standard. Second, I will argue that the function of prophecy in the foundation of the state is essentially to fulfil the role of an exemplar, but on (...)
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  • Political Treatise.Baruch Spinoza - unknown
  • From Ordinary Life to Blessedness, The Power of Intuitive Knowledge in Spinoza's Ethics.Sanem Soyarslan - 2014 - In Matthew Kisner & Andrew Youpa (eds.), Essays on Spinoza's Ethical Theory. New York, USA: Oxford University Press. pp. 236-257.
  • Spinoza's Metaphysical Psychology.Michael Della Rocca - 1996 - In Don Garrett (ed.). Cambridge University Press. pp. 192--266.
    This paper analyzes and evaluates Spinoza way of carrying out his naturalistic program in psychology. I begin by examining Spinoza’s general metaphysical doctrine according to which each thing strives to preserve itself. While this doctrine cannot be true in its unqualified form, it does receive some support from Spinoza’s views on the nature of complex individuals. I then explore the problematic way in which Spinoza applies the doctrine of self -preservation to human psychology. The paper goes on the investigate the (...)
     
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