29 found
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  1.  22
    Living with Existential Self-Doubt.Mordechai Gordon - 2022 - Philosophy of Education 78 (1):20-33.
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  2. Hannah Arendt and education: renewing our common world.Mordechai Gordon (ed.) - 2001 - Boulder, CO: Westview Press.
    Renewing Our Common World: Essays On Hannah Arendt And Education is the first book to bring together a collection of essays on Hannah Arendt and education. The contributors contend that Arendt offers a unique perspective, one which enhances the liberal and critical traditions' call for transforming education so that it can foster the values of democratic citizenship and social justice. They focuses on a wide array of Arendtian concepts— such as natality, action, freedom, public space, authority and judgment— which are (...)
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  3. Camus, Nietzsche, and the Absurd: Rebellion and Scorn versus Humor and Laughter.Mordechai Gordon - 2015 - Philosophy and Literature 39 (2):364-378.
    Throughout his relatively short life, Albert Camus struggled with nihilism and the absurd nature of human existence. Indeed, many of his writings deal with the problem of nihilism and with the issues of suicide, murder, suffering, and mass death. Always serious in his writings yet never resorting to cynicism or despair, Camus advocated rebellion as a response to nihilism. The choice of rebellion as a response to the absurdity of human existence makes sense when one realizes that his life spanned (...)
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  4.  29
    Learning to laugh at ourselves: Humor, self‐transcendence, and the cultivation of moral virtues.Mordechai Gordon - 2010 - Educational Theory 60 (6):735-749.
    In this essay Mordechai Gordon begins to address the neglect of humor among philosophers of education by focusing on some interesting connections between humor, self‐transcendence, and the development of moral virtues. More specifically, he explores the kind of humor that makes fun of oneself and how it can affect educational encounters. Gordon begins his analysis by discussing the nature and purpose of humor in general, while distinguishing it from laughter and amusement. In the next part of the essay, he takes (...)
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  5. Listening as embracing the other: Martin Buber's philosophy of dialogue.Mordechai Gordon - 2011 - Educational Theory 61 (2):207-219.
    In this essay, Mordechai Gordon interprets Martin Buber's ideas on dialogue, presence, and especially his notion of embracing in an attempt to shed some light on Buber's understanding of listening. Gordon argues that in order to understand Buber's conception of listening, one needs to examine this concept in the context of his philosophy of dialogue. More specifically, his contention is that closely examining Buber's notion of embracing the other is critical to making sense of his conception of listening. Gordon's analysis (...)
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  6.  19
    John Dewey’s Democracy and Education in an Era of Globalization.Mordechai Gordon & Andrea R. English - 2016 - Educational Philosophy and Theory 48 (10):977-980.
  7.  51
    Teachers as Absurd Heroes: Camus’ Sisyphus and the Promise of Rebellion.Mordechai Gordon - 2016 - Educational Philosophy and Theory 48 (6).
    Inspired by Camus’ portrayal of Sisyphus, this essay examines the act of teaching as an absurd profession, one that faces numerous obstacles and challenges and continually falls short of its intended goals. I begin my analysis by demonstrating that Camus’ understanding of the absurd was heavily influenced by Nietzsche’s conception of nihilism. I argue that for Camus the sense of absurdity comes from the conflict between humans’ longing for order and meaning and the disorder and meaninglessness that we experience in (...)
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  8.  16
    Self-Forgiveness, Shame, and Moral Development.Mordechai Gordon - 2020 - Philosophy of Education 76 (3):22-35.
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  9.  63
    Between Remembering and Forgetting.Mordechai Gordon - 2014 - Studies in Philosophy and Education 34 (5):489-503.
    This essay seeks to add to a growing body of literature in philosophy of education that focuses on issues of historical consciousness and remembrance and their connections to moral education. In particular, I wish to explore the following questions: What does it mean to maintain a tension between remembering and forgetting tragic historical events? And what does an ethical stance that seeks to maintain this tension provide us? In what follows, I first describe two contemporary approaches to cultivating historical consciousness (...)
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  10.  32
    Canceling, Liberty, and the Dangers to Education.Mordechai Gordon - 2023 - Education and Culture 38 (2):3-25.
    Abstract:This essay explores with the help of the discipline of philosophy of education the educational implications of the practice of canceling individuals or ideas. In particular, it investigates what gets lost or undermined when we cancel various opinions, words, and practices. To advance my argument, I first introduce some basic definitions while analyzing the problem with the notion of cancel culture. Then, I briefly review various historical examples of canceling going back to Socrates. The next part of this paper presents (...)
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  11.  29
    The metaphysical novel as educator: Simone de Beauvoir’s philosophy of lived experience.Mordechai Gordon - 2024 - Educational Philosophy and Theory 56 (4):371-380.
    This essay analyzes the educational significance of the metaphysical novel, that is, how it can be used to educate ourselves and our students. Mordechai Gordon begins by describing the nature of the metaphysical novel while contrasting it to “pure” philosophy and theory building. Gordon also situates Beauvoir’s insights in the broader context of the ongoing conversation on philosophy and literature. In the next part, he examines Beauvoir’s philosophy of lived experience and compare her philosophical approach to more traditional phenomenological theories. (...)
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  12.  21
    Living the Questions: Rilke’s challenge to our Quest for certainty.Mordechai Gordon - 2007 - Educational Theory 57 (1):37-52.
    In this essay, Mordechai Gordon explores the significance of Rilke’s challenge to “live the questions” and embrace uncertainty with respect to the quest for certainty in education. The quest for certainty in education refers to our desire to gain a sense of psychological security and more control over a field that is fundamentally indeterminate. This quest implies an unwillingness to live with the inherent complexities and risks of education. After exploring the meaning and import of Rilke’s challenge and comparing it (...)
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  13.  20
    The Educational Promises and Perils of Existential Self‐Doubt.Mordechai Gordon - 2023 - Educational Theory 73 (3):320-336.
    This essay describes what it means to live with existential self-doubt, explores how such doubt emerges in educational encounters, and examines some educational benefits and challenges of uncertainty and doubt. Mordechai Gordon begins his analysis by describing the type of self-doubt that Paul Cézanne embodied, that is, of an artist who painted throughout his entire life yet was still consumed by existential uncertainty. Drawing on Cézanne's example, as well as poet Rainer Maria Rilke's life and his own experience, Gordon sheds (...)
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  14.  58
    Friendship, Intimacy and Humor.Mordechai Gordon - 2014 - Educational Philosophy and Theory 46 (2):162-174.
    A review of the literature in philosophy in the past 20 years indicates that relatively little has been written on the connection between friendship, intimacy and humor. This article is intended to begin to address the neglect of this topic among philosophers by focusing on some interesting aspects of the relationship between friendship, intimacy and humor. The author begins his analysis by examining the different types of friendships while highlighting the characteristics of the particular kind of friendship that involves intimacy. (...)
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  15.  21
    Introduction.Mordechai Gordon & Cris Mayo - 2014 - Educational Philosophy and Theory 46 (2):115-119.
  16.  4
    Reflections on the Discourses of Inclusion: A Case Study of the Banality of Good.Mordechai Gordon & J. T. Torres - 2023 - Philosophy of Education 79 (1):118-131.
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  17. Exploring the Relationship between Humor and Aesthetic Experience.Mordechai Gordon - 2012 - Journal of Aesthetic Education 46 (1):111-121.
    The connection between humor and aesthetic experience has already been recognized by several thinkers and aesthetic educators. For instance, humor theorist John Morreall writes that "humor is best understood as itself a kind of aesthetic experience, equal in value at least to any other kind of aesthetic experience."1 For Morreall, both humor and aesthetic experience involve the use of the imagination, are accompanied by a sense of freedom, and often lead to surprises that we did not anticipate. Another theorist has (...)
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  18.  17
    Critical Democratic Discourses, Post-Truth and Philosophy of Education.Mordechai Gordon - 2021 - Philosophy of Education 77 (1):71-85.
  19.  12
    Education in a cultural war era: thinking philosophically about the practice of cancelling.Mordechai Gordon - 2022 - New York, NY: Routledge.
    In the past couple of years, much has been said and written in the media about the notion of 'cancel culture' and the way in which various celebrities, journalists, politicians, ideas, and monuments have been cancelled. Yet, the conversations taking place on this issue have been largely uninformed, lacking intellectual rigor, and devoid of the historical and cultural context that could help make the contested debates more enlightening. The author investigates the phenomenon of cancelling historically as well as how it (...)
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  20.  11
    Existential philosophy and the promise of education: learning from myths and metaphors.Mordechai Gordon - 2016 - New York: Peter Lang.
    Teachers as Absurd Heroes : Camus' Sisyphus and the Promise of Rebellion -- Education as Empowerment : Exploring Dostoyevsky's Notion of "the Underground" -- Kafka's The Metamorphosis and the Challenge of Relating to Strangers -- Negotiating Contingency : Sartre's Nausea and the Possibility of Losing Control in a Technological World -- Nietzsche on the Significance of Learning about the Past -- Martin Buber's Metaphor of "Starting from Above" and the Issue of Educational Authority -- Hannah Arendt's Concept of the "Banality (...)
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  21.  35
    For the Love of Our Children: Hannah Arendt, the Limits of Freedom and the Role of Education in a Culture of Violence.Mordechai Gordon - 2015 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 51 (3):209-222.
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  22.  10
    Hermeneutics and Resistance: Multicultural Teacher Education Reconsidered.Mordechai Gordon - 2011 - Philosophy of Education 67:78-80.
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  23.  37
    In search of a universal human rights metaphor: Moral conversations across differences.Mordechai Gordon - 2018 - Educational Philosophy and Theory 50 (1):83-94.
    This article takes up the educational challenge of the framers of the Universal Declaration of Human Rights. Specifically, the author explores the question of: how can we talk about a universal conception of human rights in a way that both respects the need for cultural pluralism and the necessity to protect those rights and freedoms that all people—regardless of differences such as race, class, culture, or religion—are entitled to? What metaphor or metaphors can be useful for us to speak clearly (...)
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  24.  49
    John Dewey on authority: A radical voice within the liberal tradition.Mordechai Gordon - 1998 - Educational Philosophy and Theory 30 (3):239–258.
  25.  6
    On Teaching Books, “Restricting Speech,” and the Promise of Education.Mordechai Gordon - 2015 - Philosophy of Education 71:115-122.
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  26.  41
    On the Dangers of Antiquarian Investigations: Nietzsche, the Excesses of History, and the Power of Forgetting.Mordechai Gordon - 2015 - Educational Philosophy and Theory 47 (7):704-714.
    Drawing on Nietzsche’s insights as well as those of his critics, this article explores the dangers and limitations of the antiquarian type of historical investigations. The author begins his analysis by closely examining Nietzsche’s conception of antiquarian history and explaining why he finds this mode of historical investigation so troubling. Next he shows that the problem that Nietzsche associates with the antiquarian type of historicizing can be seen in a contemporary genealogical investigation: Daniel Mendelsohn’s book The Lost. Returning to Nietzsche, (...)
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  27.  8
    Teaching as Documentary Work.Mordechai Gordon - 2019 - Philosophy of Education 75:336-349.
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  28.  37
    Toward A Pragmatic Discourse of Constructivism: Reflections on Lessons from Practice.Mordechai Gordon - 2009 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 45 (1):39-58.
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  29.  66
    Using humorous video clips to enhance students' understanding, engagement and critical thinking.Mordechai Gordon - 2014 - Think 13 (38):85-97.
    This essay examines the results of my attempt to use humorous video clips in a course taught in the Fall of 2010 and 2011. The regular display of these clips was designed to enhance my students' understanding of the central concepts of the course, participation in class discussions and to encourage them to think more critically and creatively. The results of a survey I administered at the end of the semester suggest that there is a positive correlation between the use (...)
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