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Learning how to Hope
Democracy is struggling in America. Citizens increasingly feel cynical about an intractable political system, while hyper-partisanship has dramatically shrank common ground and intensified the extremes. Out of this deepening sense of political despair, philosopher of education Sarah M. Stitzlein seeks to revive democracy by teaching citizens how to hope. Offering an informed call to citizen engagement, Stitzlein directly addresses presidential campaigns, including how to select candidates who support citizens in enacting and sustaining hope. Drawing on examples from American history and pragmatist philosophy, this book explains how hope can be cultivated in schools and sustained through action in our communities -- it describes what hope is, why it matters to democracy, and how to teach it. This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations.
Inside UVA.
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In Defense of Reading
Why should we read? We assume that reading is good for us, but often we cannot articulate exactly what it does for us. In this fascinating book, Sarah Worth addresses from a philosophical perspective the many ways in which reading benefits us morally, socially, and cognitively. Worth leads her readers through the subtle questions of the ways in which we understand fiction, nonfiction, and the overlap and blending of other genre distinctions. Ultimately she argues that reading, hearing, and telling well-told stories is of the utmost importance in developing a healthy sense of personal identity, a greater sense of narrative coherence, and an increased ability to make different kinds of inferences. Engaging classical philosophical questions in the contemporary landscape of educational literacy and the inclusion of fiction in a classroom curriculum, Worth demonstrates how our hyper-focus on genre distinctions moves us away from a real engagement with narrative understanding and narrative comprehension.
American Public Education and the Responsibility of Its Citizens
Rather than poorly performing schools, the current educational crisis is really about citizen responsibility. Citizens must insure that democratic processes are nurtured. This is perhaps most achievable in public schools. Therefore, citizens have a responsibility to support public schools and this book offers tools and knowledge to help citizens fulfill it.
Teaching for Dissent
Teaching for Dissent looks at the implications of new forms of dissent for educational practice. The reappearance of dissent in political meetings and street protests opens new possibilities for improved democratic life and citizen participation. This book argues that this possibility will not be fulfilled if schools do not cultivate the skills necessary for our citizens to engage in political dissent. The authors look at how practices in schools, such as the testing regime and the 'hidden curriculum', suppress students' ability to voice ideas that stand in opposition to the status quo. Teaching for Dissent calls for a realignment of the curriculum and the practices of schooling with a guiding vision of democratic participation.
The Philosophical Legacy of Jorge J. E. Gracia
Fleeing Cuba in 1961, Jorge J. E. Gracia arrived in the USA at the age of nineteen without family and unable to speak English. Ten years later he was assistant professor of philosophy at the State University of New York at Buffalo. Over the next 50 years Gracia published dozens of books and hundreds of articles, making major contributions to numerous areas of philosophy: Latin American philosophy, race and ethnicity, Medieval philosophy, philosophical historiography, metaphysics and ontology, and theory of interpretation. This book is a critical response to Gracia’s work and a tribute to his legacy. It includes a comprehensive bibliography of Gracia’s philosophical works.
The Professor Is In
The definitive career guide for grad students, adjuncts, post-docs and anyone else eager to get tenure or turn their Ph.D. into their ideal job Each year tens of thousands of students will, after years of hard work and enormous amounts of money, earn their Ph.D. And each year only a small percentage of them will land a job that justifies and rewards their investment. For every comfortably tenured professor or well-paid former academic, there are countless underpaid and overworked adjuncts, and many more who simply give up in frustration. Those who do make it share an important asset that separates them from the pack: they have a plan. They understand exactly what they need to do to set thems...
