This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1977.
Kierkegaard on Dialogical Education: Vulnerable Freedom examines a unique conception of freedom that underscores the productive role of human vulnerability, as found in the work of Søren Kierkegaard. Anna Strelis Söderquist uncovers Kierkegaard’s method of “indirect communication” as a formative and dialogical approach to education that guides a person in becoming not only free and independent, but also receptive and empathetic. This approach bestows upon a human being the dignity that comes from being both capable and humble. It emphasizes the need for trust and courage alike in our dialogical relations, freeing us to receive and respond to the other both in our need and through our own choosing. Freedom’s secret is that it is at the same time self-empowered and vulnerable, self-giving and receptive, independent and dependent. Kierkegaard’s method, in both form and content, hinges upon the narrativity of human experience. No human being is immune to the seductive force of stories. Kierkegaard recognizes the power of a story to captivate and to change us, to empower and to humble us, and he makes use of them as formative teachers with whom we enter into dialogue. Through its examination of indirect formation in Kierkegaard through poetry and storytelling, Kierkegaard on Dialogical Education explores the reaches and limits of narrative imagination and inquires into the dialogical and narrative struggle inherent in the formation of identity. This book will be of interest to philosophers and educators, as well as those who meet at the crossroads of philosophy, education, and art.
Ethical Silence: Kierkegaard on Communication, Education, andHumility examines a new area of Kierkegaard scholarship: the ethical value of silence. Through exegesis of Kierkegaard’s later writings, works in what is known as his second authorship, Sergia Hay argues that silence is an essential element of his Christian ethics. Starting with an overview of Kierkegaard’s ideas concerning ethics and communication, Hay builds a case for a Kierkegaardian notion of ethical silence by showing how silence contributes to the fulfillment of ethical imperatives by halting chatter, setting the “fundamental tone” for ethical activity, curbing excessive self-love, and providing another mode for educating and expressing love. Most importantly, silence can be used to humble the self and elevate the neighbor, creating conditions of Christian equality. Ethical silence is not the silence of the ineffable or what cannot be said, this is the silence of what can be said but should not.
A masterful new translation of one of Kierkegaard's most engaging works In the Sermon on the Mount, Jesus tells his followers to let go of earthly concerns by considering the lilies of the field and the birds of the air. Søren Kierkegaard's short masterpiece on this famous gospel passage draws out its vital lessons for readers in a rapidly modernizing and secularizing world. Trenchant, brilliant, and written in stunningly lucid prose, The Lily of the Field and the Bird of the Air (1849) is one of Kierkegaard's most important books. Presented here in a fresh new translation with an informative introduction, this profound yet accessible work serves as an ideal entrée to an essential modern thinker. The Lily of the Field and the Bird of the Air reveals a less familiar but deeply appealing side of the father of existentialism—unshorn of his complexity and subtlety, yet supremely approachable. As Kierkegaard later wrote of the book, "Without fighting with anybody and without speaking about myself, I said much of what needs to be said, but movingly, mildly, upliftingly." This masterful edition introduces one of Kierkegaard's most engaging and inspiring works to a new generation of readers.
This volume contains a new translation, with a historical introduction by the translators, of two works written under the pseudonym Johannes Climacus. Through Climacus, Kierkegaard contrasts the paradoxes of Christianity with Greek and modern philosophical thinking. In Philosophical Fragments he begins with Greek Platonic philosophy, exploring the implications of venturing beyond the Socratic understanding of truth acquired through recollection to the Christian experience of acquiring truth through grace. Published in 1844 and not originally planned to appear under the pseudonym Climacus, the book varies in tone and substance from the other works so attributed, but it is dialectically related to them, as well as to the other pseudonymous writings. The central issue of Johannes Climacus is doubt. Probably written between November 1842 and April 1843 but unfinished and published only posthumously, this book was described by Kierkegaard as an attack on modern speculative philosophy by "means of the melancholy irony, which did not consist in any single utterance on the part of Johannes Climacus but in his whole life. . . . Johannes does what we are told to do--he actually doubts everything--he suffers through all the pain of doing that, becomes cunning, almost acquires a bad conscience. When he has gone as far in that direction as he can go and wants to come back, he cannot do so. . . . Now he despairs, his life is wasted, his youth is spent in these deliberations. Life does not acquire any meaning for him, and all this is the fault of philosophy." A note by Kierkegaard suggests how he might have finished the work: "Doubt is conquered not by the system but by faith, just as it is faith that has brought doubt into the world!."
This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg
'The love of repetition is in truth the only happy love' So says Constantine Constantius on the first page of Kierkegaard's Repetition. Life itself, according to Kierkegaard's pseudonymous narrator, is a repetition, and in the course of this witty, playful work Constantius explores the nature of love and happiness, the passing of time and the importance of moving forward (and backward). The ironically entitled Philosophical Crumbs pursues the investigation of faith and love and their tense relationship with reason. Written only a year apart, these two works complement each other and give the reader a unique insight into the breadth and substance of Kierkegaard's thought. The first reads like a novel and the second like a Platonic dialogue, but both engage, in different ways, the same challenging issues. These are the first translations to convey the literary quality and philosophical precision of the originals. They were not intended, however, for philosophers, but for anyone who feels drawn to the question of the ultimate truth of human existence and the source of human happiness. ABOUT THE SERIES: For over 100 years Oxford World's Classics has made available the widest range of literature from around the globe. Each affordable volume reflects Oxford's commitment to scholarship, providing the most accurate text plus a wealth of other valuable features, including expert introductions by leading authorities, helpful notes to clarify the text, up-to-date bibliographies for further study, and much more.
In our time nobody is content to stop with faith but wants to go further. It would perhaps be rash to ask where these people are going, but it is surely a sign of breeding and culture for me to assume that everybody has faith, for otherwise it would be queer for them to be . . . going further. In those old days it was different, then faith was a task for a whole lifetime, because it was assumed that dexterity in faith is not acquired in a few days or weeks. When the tried oldster drew near to his last hour, having fought the good fight and kept the faith, his heart was still young enough not to have forgotten that fear and trembling which chastened the youth, which the man indeed held in check, but which no man quite outgrows. . . except as he might succeed at the earliest opportunity in going further. Where these revered figures arrived, that is the point where everybody in our day begins to go further.
