The importance of not being earnest
Plato claims that “philosophy begins in wonder” (Theaetetus, 155c–d). To genuinely question the unquestioned opens a hole in the floor of certainty. This feeling (awe and wonder may be some of the hardest emotions to invoke) is the prerequisite to true philosophical thinking. However, paradoxically,...
| Permalink: | http://skupni.nsk.hr/Record/nsk.NSK01001046178/Details |
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| Matična publikacija: |
Metodički ogledi (Online) 25 (2018), 2 ; str. 31-48 |
| Glavni autor: | Miller, Stephen Kekoa (Author) |
| Vrsta građe: | e-članak |
| Jezik: | eng |
| Predmet: | |
| Online pristup: |
https://doi.org/10.21464/mo.25.2.2 Hrčak |
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| 001 | NSK01001046178 | ||
| 003 | HR-ZaNSK | ||
| 005 | 20191120110756.0 | ||
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| 008 | 191108s2019 ci |o |0|| ||eng | ||
| 024 | 7 | |2 doi |a 10.21464/mo.25.2.2 | |
| 035 | |a (HR-ZaNSK)001046178 | ||
| 040 | |a HR-ZaNSK |b hrv |c HR-ZaNSK |e ppiak | ||
| 041 | 0 | |a eng |b eng |b hrv | |
| 042 | |a croatica | ||
| 044 | |a ci |c hr | ||
| 080 | 1 | |a 17 |2 2011 | |
| 080 | 1 | |a 37 |2 2011 | |
| 100 | 1 | |a Miller, Stephen Kekoa |4 aut |9 HR-ZaNSK | |
| 245 | 1 | 4 | |a The importance of not being earnest |h [Elektronička građa] : |b the role of irreverence in philosophy and moral education / |c Stephen Kekoa Miller. |
| 504 | |a Bibliografija: str. 46-48. | ||
| 504 | |a Summary ; Sažetak. | ||
| 520 | |a Plato claims that “philosophy begins in wonder” (Theaetetus, 155c–d). To genuinely question the unquestioned opens a hole in the floor of certainty. This feeling (awe and wonder may be some of the hardest emotions to invoke) is the prerequisite to true philosophical thinking. However, paradoxically, it is often the absence of irreverence that prevents true awe. In order to provoke moral seriousness in students, it is common to inadvertently “flatten” the moral world by injecting seriousness into everything; however, when everything is serious, nothing is serious. This paper explores the role of conceptual and tonal irreverence, and situates this topic more generally within the role of humor in pedagogy. Finally, the presentation demonstrates connections to social justice and the ways that educational reform, in flattening the moral world, have omitted the opportunity to generate wonder and reverence. | ||
| 520 | |a Platon tvrdi da “filozofija počinje s čuđenjem” (Teetet, 155c–d). Istinsko preispitivanje neispitanoga izaziva nesigurnost. Taj osjećaj (strahopoštovanje i čuđenje emocije su koje je možda najteže izazvati) preduvjet je istinskom filozofskom mišljenju. Međutim, paradoksalno, često je upravo nedostatak humora ono što sprječava istinsko čuđenje. Kako bi se izazvala moralna ozbiljnost u studenata uobičajeno je da se nehotice moralni svijet predstavi dosadnijim nego što uistinu jest, dajući svemu ozbiljan predznak; no ništa nije ozbiljno kada je sve ozbiljno. Ovaj rad istražuje ulogu konceptualnog i tonalnog humora te ovu temu općenitije pozicionira u sferu uloge humora u pedagogiji. U konačnici, prezentacija prikazuje veze s društvenom pravdom i načinima na koje je obrazovna reforma, putem prikaza morala kao ozbiljne teme, propustila priliku za stvaranje čuđenja i poštivanja. | ||
| 653 | 0 | |a Humor |a Filozofsko obrazovanje |a Etika |a Moral |a Sokratska metoda | |
| 773 | 0 | |t Metodički ogledi (Online) |x 1848-2325 |g 25 (2018), 2 ; str. 31-48 |w nsk.(HR-ZaNSK)000779317 | |
| 981 | |b Be2019 |b B01/19 | ||
| 998 | |b dalo1911 | ||
| 856 | 4 | 0 | |u https://doi.org/10.21464/mo.25.2.2 |
| 856 | 4 | 0 | |u https://hrcak.srce.hr/222573 |y Hrčak |
| 856 | 4 | 1 | |y Digitalna.nsk.hr |