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Erik Kenyon
Friends Academy
  1.  1
    Augustine and the Dialogue.Erik Kenyon - 2018 - Cambridge University Press.
    Contrary to the scholarly consensus, Augustine and the Dialogue argues that Augustine's dialogues, with their inconclusive debates and dramatic shifts in focus, betray a sophisticated pedagogical method which combines strategies for 'un-learning' and self-reflection with a willingness to proceed via provisional answers. By shifting the focus from doctrinal content to questions of method, Kenyon seeks to reframe scholarly discussions of Augustine's earliest surviving body of works. This approach shows the young Augustine not refuting so much as appropriating Academic skeptical practices. (...)
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  2. From Augustine to Eriugena.Erik Kenyon - 2018 - In Thomas Williams (ed.), Cambridge Companion to Medieval Ethics. Cambridge, UK: pp. 9-31.
  3.  47
    Boethius, "On the Holy Trinity" (De Trinitate), translation.Erik Kenyon - 2004 - Mediaeval Logic and Philosophy.
  4.  33
    Boethius, "Whether Father" (Utrum Pater), translation.Erik Kenyon - 2004 - Mediaeval Logic and Philosophy.
  5. Augustine and the Dialogue.Erik Kenyon - 2012 - Dissertation,
    One cannot understand the literary form of a dialogue without understanding its philosophical project and vice versa. This dissertation seeks to establish how Augustine's Cassiciacum dialogues work as dialogues. Each of these works, Contra Academicos, De beata vita and De ordine, pursues two streams of inquiry: one dialectical, one self-reflexive. The first uses aporetic debates to identify problems with individuals' current beliefs. The second reflects on the act of debate as an instance of rational activity and through this draws attention (...)
     
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  6.  11
    Bringing Undergraduates to Preschool: An Ethics Course for the Very Young.Erik Kenyon - 2019 - In Thomas E. Wartenberg (ed.), Philosophy in Classrooms and Beyond: New Approaches to Picture-Book Philosophy. pp. 1-16.
  7. Carol Harrison, Augustine on Music, Sense, Affect and Voice (Reading Augustine). [REVIEW]Erik Kenyon - 2020 - Theology 123:225-227.
  8.  4
    Ethics for the Very Young: A Philosophy Curriculum for Early Childhood Education.Erik Kenyon - 2019 - Lanham: Rowman & Littlefield.
    Can you be brave if you’re afraid? Why do we “know better” and do things anyway? What makes a family? Philosophers have wrestled with such questions for centuries. They are also the stuff of playground debates. Ethics for the Very Young uses the perplexities of young children’s lives to spark philosophical dialogue. Its lessons scaffold discussion through executive function games (Telephone, Red Light Green Light), dialogic reading of picture books and Reggio Emilia’s art-based inquiry. In the process, children develop skills (...)
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  9. Michael Foley, Against the Academics: St. Augustine’s Cassiciacum Dialogues, Volume 1. [REVIEW]Erik Kenyon - 2020 - Bryn Mawr Classical Review 1:36.
  10. Philosophy at the Gym.Erik Kenyon - manuscript
    Ethical philosophy was born in the gyms of Athens. This book returns a body of abstract thought to its original context, to understand how training for the body sparked training for the mind. We will use archaeology to reconstruct the reality of ancient athletics and literary texts to critique philosophers’ idealized versions of this reality. We will explore a cluster of questions about the nature of happiness (eudaimonia), the role of human excellence (arete) in this life and what forms of (...)
     
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  11. P4C & Community-Engaged Pedagogy.Erik Kenyon - 2021 - In Stephen Miller (ed.), Intentional Disruptions: Expanding Access to Philosophy. pp. 35-48.
  12. Philosophy for All in Augustine’s Dialogues.Erik Kenyon - 2021 - Precollege Philosophy and Public Practice 1 (3):21-39.
    The philosophy for children (P4C) and public philosophy movements seek to extend philosophy to traditionally marginalized groups. Yet public perceptions of philosophy as an elite activity provide an obstacle to this work. Such perceptions rest, in part, on further assumptions about what philosophy is and how it is conducted. To address these concerns, I look to the early philosophical dialogues of Augustine of Hippo (Contra Academicos, De beata vita, De ordine, Soliloquia), which present an experimental philosophical community composed of teenagers, (...)
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  13.  6
    Socrates at the Wrestling School.Erik Kenyon - 2020 - In Heather L. Reid (ed.), Athletics, Gymnastics, and Agon in Plato. pp. 51-66.
  14.  11
    Art & Dialogue: An Experiment in Pre-k Philosophy.Erik Kenyon & Diane Terorde-Doyle - 2017 - Analytic Teaching and Philosophical Praxis 37 (2):26-35.
    Early educators are in a bind. Teacher education programs are calling on them more and more to help students practice critical thinking and develop intellectual character ; yet school funding depends on meeting Common Core standards, which do not explicitly assess critical thinking until the high-school level. Add to that an over-engineered content curriculum, and thinking becomes a luxury that is quickly lost amid more immediate concerns. As a result, we are raising a generation of “excellent sheep” who flourish amid (...)
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  15.  21
    The Order of Augustine’s Cassiciacum Dialogues.Erik Kenyon - 2011 - Augustinian Studies 42 (2):173-188.
  16.  17
    Platonic Pedagogy in Augustine’s Dialogues.Erik Kenyon - 2014 - Ancient Philosophy 34 (1):151-168.
  17.  10
    Joseph Pucci, Augustine’s Virgilian Retreat: Reading the Auctores at Cassiciacum. [REVIEW]Erik Kenyon - 2018 - Augustinian Studies 49 (1):162-169.
  18.  4
    Michael P. Foley, translation and commentary, On the Happy Life. [REVIEW]Erik Kenyon - 2020 - Augustinian Studies 51 (1):137-140.
  19.  2
    On Order. [REVIEW]Erik Kenyon - 2022 - Augustinian Studies 53 (1):98-103.
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