Classroom teaching has two aims: learning philosophy, that is, the great philosophers, and doing philosophy. This article provides an overview of thirty exercises that can be used for doing philosophy, grouped into three approaches. The first approach, doing philosophy as connective truth finding or communicative action, is related to such philosophers as Dewey and Arendt, and is illustrated by the Socratic method. The second, doing philosophy as test-based truth finding, is related to such philosophers as Popper, and is illustrated by (...) Community of Philosophical Inquiry. The third, doing philosophy as juridical debate, judging truth-value and making judgment, is related to such philosophers as Foucault, and is illustrated by philosophical debate. The analysis shows that although the classical methods applied by the great philosophers appear to be missing from classroom exercises, they do, in fact, remain at the heart of the matter. (shrink)

Spirituality and struggle in Foucault. The role of spiritual combat In the first two chapters of Confessions of the Flesh the Christian notion of spiritual combat is presented by Foucault as a double paradoxical self-practice of Christian mortification and pastoral power. It is both, constant negative fight against one-self, and never-ending internal war against the temptations of the soul. This rather negative idea of spiritual combat is contrasted with Foucault’s rather positive ideas of war, fight, power, resistance, revolt and spirituality, (...) and ‘the circle of struggle and truth’. It is argued that spiritual combat is used by Foucault both as an extension of his theory of (self-)discipline and as stepping stone to his presentation of the (late) Stoic ascetism of self-care and truth struggle. (shrink)