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Doing philosophy as a way to individuation: Reading Richard Rorty and Stanley Cavell in search of a new moral education.

机译:做哲学来实现个性化:读理查德·罗蒂和斯坦利·卡维尔,寻求一种新的道德教育。

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摘要

The purpose of this project is to explore a morally responsible and educationally desirable response to the anti-foundationalism of modern culture. Such a response is needed to organize the morally educational aspects of public schooling within the multicultural and democratic context of the United States. I assume that a convincing response must respect a diversity of mutually incompatible moral outlooks without falling into moral relativism. Richard Rorty's “liberal ironism” and Stanley Cavell's “moral perfectionism” are examined as possible responses that satisfy this assumption.; What makes both Rorty and Cavell relevant to my project is their notion of doing philosophy as a way to individuation, that is, philosophy as a cultivation of a personal way of dealing with human finitude. This notion of philosophy is concerned with our facing the problem of the meaninglessness of the world in an intellectually honest way. What distinguishes Cavell's moral perfectionism as the better alternative is that it shows how we can become liberals for moral reasons, not out of moral weakness. I trace this difference between Rorty and Cavell to their different understandings of modern philosophy as epistemology.; Rorty sees the philosophical problem of modern epistemology as arising from an ill-conceived theory of knowledge, the correspondence theory of knowledge. Cavell sees it as originating in our deep desire to understand the position we are in objectively. While Rorty asks us to dismiss the metaphysical desire (manifested in modern philosophers' obsession with the correspondence theory) as a misguided desire to transcend history, Cavell asks us to embrace this desire for our self-understanding. For Cavell, this desire, if properly guided, can be a moral source within us, which will motivate one to take an ethically asymmetrical attitude: as ideal acceptor in one's relation to others and as ideal confessor in one's relation to oneself. I believe that this ethically asymmetrical attitude enables us to be liberals for moral reasons without falling into moral relativism.
机译:该项目的目的是探索一种对现代文化的反基础主义具有道德责任感和教育意义的反应。需要采取这种对策,以在美国的多元文化和民主背景下组织公立学校的道德教育。我认为有说服力的回应必须尊重彼此不相容的道德观的多样性,而又不会陷入道德相对主义。理查德·罗蒂(Richard Rorty)的“自由主义讽刺主义”和斯坦利·卡维尔(Stanley Cavell)的“道德完美主义”被视为满足这一假设的可能回应。使Rorty和Cavell都与我的项目相关的是他们将哲学作为一种个性化方式的想法,也就是说,哲学是一种对付人类有限性的个人方式的培养。这种哲学观念与我们以理性的诚实态度面对世界无意义的问题有关。卡维尔的道德完美主义是更好的选择,其不同之处在于,它表明了我们可以出于道德原因而不是出于道德弱点而成为自由主义者。我将罗蒂和卡维尔之间的差异追溯到他们对现代哲学作为认识论的不同理解。罗蒂认为,现代认识论的“斜体”哲学问题源于对知识的理解不当,即知识的对应论。卡维尔认为这源于我们对客观地了解自己所处位置的强烈渴望。罗蒂要求我们摒弃形而上学的欲望(体现在现代哲学家对对应理论的痴迷中),认为这是一种超越历史的误导性欲望,而卡维尔却要求我们接受这种对自我理解的欲望。对于卡维尔来说,这种愿望如果得到适当的引导,可以成为我们内心的道德渊源,它将激励人们采取一种道德上不对称的态度:作为一个人与人之间关系的理想接受者,以及一个人与人之间关系的理想悔者。我相信,这种道德上不对称的态度使我们能够出于道德原因成为自由主义者,而不会陷入道德相对主义。

著录项

  • 作者

    Kwak, Duck-Joo.;

  • 作者单位

    Columbia University.;

  • 授予单位 Columbia University.;
  • 学科 Education Philosophy of.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 176 p.
  • 总页数 176
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;
  • 关键词

  • 入库时间 2022-08-17 11:47:09

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