Stanley Cavell and the Education of Grownups / / ed. by Paul Standish, Naoko Saito.

• Superior document: Title is part of eBook package: De Gruyter Fordham University Press Complete eBook-Package Pre-2014
• MitwirkendeR: Arcilla, Rene V.,; Bearn, Gordon C. F.,; Cavell, Stanley,; Colapietro, Vincent,; Goodman, Russell B.,; Odin, Steve,; Putnam, Hilary,; Saito, Naoko,; Standish, Paul,
• HerausgeberIn: Saito, Naoko,; Standish, Paul,
• Place / Publishing House: New York, NY : : Fordham University Press, , [2022]; ©2012
• Year of Publication: 2022
• Language: English
• Series: American Philosophy
• Physical Description: 1 online resource (274 p.)
• Other title: Frontmatter --; Contents --; Introduction --; 1 Philosophy as the Education of Grownups --; Part I : Entries in the Education of Grownups --; 2 The Fact/Value Dichotomy and Its Critics --; 3 Encountering Cavell: The Education of a Grownup --; Part II: Skepticism and Language --; 4 Skepticism, Acknowledgement, and the Ownership of Learning --; 5 Sensual Schooling: On the Aesthetic Education of Grownups --; Part III: Moral Perfectionism and Education --; 6 Voice and the Interrogation of Philosophy: Inheritance, Abandonment, and Jazz --; 7 Perfectionism’s Educational Address --; 8 The Gleam of Light: Initiation, Prophesy, and Emersonian Moral Perfectionism --; 9 The Ordinary as Sublime in Cavell, Zen, and Nishida: Cavell’s Philosophy of Education in East-West Perspective --; Coda --; 10 Philosophy as Education --; Notes --; Bibliography --; List of Contributors --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9780823292639; 9783111189604; 9783110707298
• DOI: 10.1515/9780823292639
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: ed. by Paul Standish, Naoko Saito.

What could it mean to speak of philosophy as “the education of grownups”? This book takes Stanley Cavell’s much-"ed, yet enigmatic phrase as the provocation for a series of explorations into themes of education that run throughout his work – through his response to Wittgenstein, Austin and ordinary language philosophy, through his readings of Thoreau and of the moral perfectionism he identifies with Emerson, through his discussions of literature and film. Hilary Putnam has described Cavell not only as one of the most creative thinkers of today but as amongst the few contemporary philosophers to explore the territory of philosophy as education. Yet in mainstream philosophy his work is apt to be referred to rather than engaged with, and the full import of his writings for education is still to be appreciated. Cavell engages in a sustained exploration of the nature of philosophy, and this is not separable from his preoccupation with what it is to teach and to learn, with the kinds of transformation these might imply, and with the significance of these things for our language and politics, for our lives as a whole. In recent years Cavell’s work has been the subject of a number of books of essays, but this is the first to address directly the importance of education in his work. Such matters cannot fail to be of significance not only for the disciplinary fields of philosophy and education, but in politics, literature, and film studies – and in the humanities as a whole. A substantial introduction provides an overview of the philosophical purchase of questions of education in his work, while the essays are framed by two new pieces by Cavell himself. The book shows what it means to read Cavell, and simultaneously what it means to read philosophically, in itself a part of our education as grownups.