Titlebook: Education and Thinking in Continental Philosophy; Thinking against the Itay Snir Book 2020 Springer Nature Switzerland AG 2020 Education fo

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https://doi.org/10.1007/978-0-8176-8415-0laws applying to it, for the former thinking requires experiencing the object as “non-identical”, transcending all general categories. Finally, I show that the proper form of genuine thinking is not public discussion but rather the writing of essays. I conclude by terming this type of education that

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https://doi.org/10.1007/978-0-387-29544-2king. Finally, I turn to his discussion of Marcel Proust’s . to elaborate on how thinking is generated by involuntary encounters with signs and analyze the Proustian search as another example of education for thinking, in which the narrator both learns and makes others think.

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Bryan D. Springer,Brian M. Curtinct is in fact a writing subject who does not fully master the meanings of her thoughts. Finally, I turn to Derrida’s writings on education: I discuss his call to make room in schools for thinking against the predominant “philosophy of the state”, and analyze his claim that the university should “bli

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Fundamental Issues in This Bookptions of thinking offered by the continental philosophers discussed in the book?– Adorno, Arendt, Deleuze, Derrida and Rancière?– and the educational field. I begin with discussing the constitutive role of thinking in modern philosophy, and analyze the Cartesian conception of thinking that has beco

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