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Philosophy Unchained
The East European nations' common past in the Soviet Union connects them in terms of both their political histories and the evolution of their philosophical thought. The USSR's dissolution created new opportunities, domestic and international, in science, politics, and business. De-Sovietization meant for philosophy that it lost its former significance as a political-ideological tool of the authorities, and its previous role in society. Philosophers of the former Soviet bloc now found themselves able to communicate with colleagues around the world. This volume's chapters analyze the renewal of the philosophical enterprise over the last thirty to forty years, in Belarus, Georgia, Latvia, Lith...
Divine Suspense
What is suspense, and why do we feel it? These questions are at the heart of the first part of this study. It develops and defends the ‘imminence theory of suspense’ – the view that suspense arises in situations that are structurally defined by something essential being imminent. Next, the study utilizes this theory as an interpretative key to Søren Kierkegaard’s seminal work ‘Frygt og Bæven’ (‘FB’). FB is an exploration of what it means to take the story of Abraham and Isaac as a paradigmatic example of faith. The study argues that a core aspect of how Kierkegaard conceptualizes faith through the figure of Abraham is suspense. The argument is built upon the observation tha...
Kierkegaard's Influence on Literature, Criticism, and Art
Vol. 2 is dedicated to the use of Kierkegaard by later Danish writers. Almost from the beginning Kierkegaard's works were standard reading for these authors. Danish novelists and critics from the Modern Breakthrough movement in the 1870s were among the first to make extensive use of his writings. These included the theoretical leader of the movement, the critic Georg Brandes, who wrote an entire book on Kierkegaard, and the novelists Jens Peter Jacobsen and Henrik Pontoppidan
Emotion – Feeling – Mood
This volume provides systematic, interdisciplinary, and intercultural impulses for a phenomenological pedagogy of emotions, feelings, and moods without subordinating them to the logocentric dualism of emotion and rationality. Starting from foundational and cultural perspectives on pedagogical relations of education, learning, and Bildung, specific emotions in individual studies, as well as different approaches of important representatives of phenomenological research on emotions are presented. The contributions include pedagogical, philosophical, and empirical approaches to feelings, emotions, and moods, highlighting their fundamental importance and productivity for learning, Bildung, and education in different pedagogical institutions and fields.
Phenomenology 2010
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Feminist Circulations between East and West/Feministische Zirkulationen zwischen Ost und West
Feminist ideas, theories, and people move. In this volume, scholars in cultural and literary studies discuss circulations of feminist and queer positions between East and West. Working on activism in Eastern Europe, on East European literatures, and on literature in German written by authors coming from Eastern Europe, the contributors discuss how parameters of heterogeneity such as gender, sexuality, and origin are treated in different literary, social, and political contexts. Hence, research on queer activism in Ukraine and feminism in Russia are put in conversation with readings of Olga Grjasnowa, Sasha Marianna Salzmann, and Olga Tokarczuk.
The Palgrave Handbook of Embodiment and Learning
This handbook provides an important overview of corporeality, embodiment and learning in education from both theoretical and empirical perspectives. Situating the body at the centre of educational practice, the editors and contributors introduce the concept of ‘tact’ as a practical corporeal language. The chapters provide a spectrum of historical, conceptual, empirical and practical educational approaches for embodied pedagogical engagement. Tact and embodied knowledge form a significant component of a teacher’s capability and professionalism: interacting with students, a pedagogue responds to them tactfully, emotionally, sensitively, and reflectively searching for the right thing to do, the right words to say, improvising in aural, linguistic, spatial, and visual way that are as restrained as they are enabled by the body. This handbook questions the familiar and established essentialist and naturalist view of the body to allow new perspectives on how corporeality affects learners. It will be of interest to scholars in education and philosophy as well as those researching in across social sciences.
