From Part 3 of Stephen Hicks’s Philosophy of Education course, in which he discusses Ignaz Semmelweis’s discovery of the cause of puerperal fever, with special focus on the cognitive methods Semmelweis used. Clips 1-3: Previous: Reason–a developmental story.Next: The “Juliet is the sun” metaphor.Return to the Philosophy of Education page.Return to the StephenHicks.org main page.
The Semmelweis case Read More »
Here Professor Hicks discusses the central metaphor from a passage in Shakespeare’s Romeo and Juliet as an example of method. This is from Part 3 of Professor Hicks’s Philosophy of Education course. Clips 1-3: Previous: The Semmelweis case. Next: Education’s epistemological mission. Return to the Philosophy of Education page. Return to the StephenHicks.org main page.
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Here Stephen Hicks draws the implications for education of a commitment to the full development of a child’s reason. This is from his Philosophy of Education course. 1 clip: Previous: The “Juliet is the sun” metaphor. Next: Asch’s conformity experiments. Return to the Philosophy of Education page. Return to the StephenHicks.org main page.
Education’s epistemological mission Read More »
This is Part 3 of Professor Hicks’s Philosophy of Education course, in which he discusses Solomon Asch’s conformity experiments. Clips 1-2: Previous: Education’s epistemological mission. Next: Milgram’s obedience experiments. Return to the Philosophy of Education page. Return to the StephenHicks.org main page.
Asch’s conformity experiments Read More »
[This excerpt is from Chapter 2 of Explaining Postmodernism: Skepticism and Socialism from Rousseau to Foucault] Epistemological solutions to Kant: Irrationalism from Kierkegaard to Nietzsche The Kantians and the Hegelians represent the pro-reason contingent in nineteenth-century German philosophy. While the Hegelians pursued metaphysical solutions to Kant’s unbridgeable gap between subject and object, in the process
Irrationalism from Kierkegaard to Nietzsche [EP] Read More »
In addition to the session on Ethics and the Financial Crisis, I am chairing a session on the theme of “Reason in Hayek and Rand” for the Association for Private Enterprise Education conference to be held April 11-13, 2010 in Las Vegas, Nevada. The rationale for the session: Two giants of twentieth-century thought — but
Hayek and Rand on reason — APEE panelists Read More »
I will be giving a talk next week to a graduate philosophy class at Bowling Green State University in Ohio. The theme of my talk is: What Philosophers Need to Know about Economics. Over the past generation BGSU has developed one of the country’s strongest programs in applied ethics and political philosophy, so it will
Following up on an earlier post contrasting modernism with pre-modernism, I here contrast post-modernism to both. Postmodernism as a philosophical system is defined by means of its characteristic claims in the five major branches of philosophy: metaphysics, epistemology, human nature, ethics, and politics. Postmodernism as a historical movement is defined by the time of its
Defining postmodernism Read More »