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Rebecca G. Scott [4]Rebecca Glenn Scott [2]
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Rebecca Scott
William Rainey Harper College
  1.  94
    Healing Relationships and the Existential Philosophy of Martin Buber.John G. Scott, Rebecca G. Scott, William L. Miller, Kurt C. Stange & Benjamin F. Crabtree - 2009 - Philosophy, Ethics, and Humanities in Medicine 4:11-.
    The dominant unspoken philosophical basis of medical care in the United States is a form of Cartesian reductionism that views the body as a machine and medical professionals as technicians whose job is to repair that machine. The purpose of this paper is to advocate for an alternative philosophy of medicine based on the concept of healing relationships between clinicians and patients. This is accomplished first by exploring the ethical and philosophical work of Pellegrino and Thomasma and then by connecting (...)
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  2.  16
    Philosophy for Girls: An Invitation to the Life of Thought. Edited by Melissa M. Shew and Kimberly K. Garchar.Rebecca G. Scott - 2021 - Teaching Philosophy 44 (1):115-117.
  3.  48
    Learning to Love Wisdom: Teaching Plato's Symposium to Introductory Students.Rebecca G. Scott - 2016 - American Association of Philosophy Teachers Studies in Pedagogy 2:28-43.
    In this essay, I examine how Plato’s Symposium can be helpful for teachers who are interested in encouraging introductory students to develop a sense of wonder in their early encounters with philosophical texts. Plato’s work is helpful, I argue, in two ways. First, as teachers of philosophy, the Symposium contains important pedagogical lessons for us about the roles of creativity and affectivity in philosophical pedagogy. Second, the dialogue lends itself well to the pedagogical methods that Plato’s work recommends. That is, (...)
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  4.  16
    Philosophy: Why It Matters. Helen Beebee and Michael Rush.Rebecca G. Scott - 2019 - Teaching Philosophy 42 (4):432-435.
  5.  6
    The Fertility of Dialogue: Levinas and Plato on Education.Rebecca Glenn Scott - 2015 - PhaenEx 10:13-31.
    In several places in Totality and Infinity, Levinas criticizes Socratic education for being emblematic of the totalizing tendency of Western thought. Levinas finds in Socratic maieutics another instance of the reduction of exteriority to interiority, heteronomy to autonomy, and the Other to the Same. Here, I explore Levinas’s critique and offer a possible response by arguing that maieutics does not deny the alterity of others but requires it. I find, therefore, that a Platonic conception of education as maieutics could be (...)
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