Transformative Philosophy

125.00 The recent cross-fruition between analytical philosophy and continental philosophical traditions has stimulated an intense interest in the philosophy of philosophy. At stake in the debate is our understanding of the role of philosophy and of the use of argument and reason in culture.Transformative Philosophy articulates a new conception of philosophy through a discussion of salient themes in the analytical tradition, in the work of the later Wittgenstein, and in critical theory. Wallgren traces the genealogy leading to the present impasse on the discourse of philosophy; discusses authors such as Quine, Peter Winch, Michael Dummett, and Ernst Tugendhat; and considers Wittgenstein's conception of philosophy and of the private language argument. Drawing on an analysis of the relations between truth, communal agreement, and the role of the personal will in philosophical argumentation, Transformative Philosophy develops an image of philosophy as a transformative care for self and others. This work makes a great contribution to the study of philosophy and social theory

Transformative approaches to teaching and learning have become ubiquitous in education today. Researchers, practitioners and commentators alike often claim that a truly worthwhile education should transform learners in a profound and enduring way. But what exactly does it mean to be so transformed? What should teachers be transforming students into? Should they really attempt to transform students at all? The Transformative Classroom engages with these questions left open by the vast discussion of transformative education, providing a synthetic overview and critique of some of the most influential approaches today. In doing so, the book offers a new theory of transformative education that focuses on awakening and facilitating students’ aspiration. Drawing on important insights from ethics, psychology, and the philosophy of education, the book provides both conceptual clarity and concrete practical guidance to teachers who hope to create a transformative classroom. This book will be of great interest for academics, K-12 teachers, researchers and students in the fields of curriculum and instruction, teaching and learning, adult education, social justice education, educational theory and philosophy of education.

This book explores dialogue as a transformative form of philosophical practice by unveiling the method behind the unique dialogue developed by mystic and thinker Jiddu Krishnamurti (1895–1986). While Krishnamurti himself generally rejected the cultivation of systems and techniques, Shai Tubali argues that there are easily identifiable patterns through which Krishnamurti strove to realize his dialogical aims. For this reason, he refers to this method, whose existence has evaded Krishnamurti’s followers and scholars alike, as the Krishnamurti dialogue. He suggests that these discursive patterns serve to broaden our understanding of the possibilities of philosophical and religious dialogues and further illuminate established forms of dynamic discourse, such as the Socratic method. Inspired by Pierre Hadot’s revolutionary reading of the classical Greco-Roman texts, the author centers his attention on Plato’s Socratic dialogues and the guru–disciple conversations in the Hindu Upanishads, which fall within the scope of what may be termed ‘the transformative dialogue’: dialogues that have been written with the intention of bringing about a transformation in the mind of the interlocutor and reader and reorienting their way of life. This text appeals to students as well as researchers and suggests that the Krishnamurti dialogue is not only a continuation and development of the transformative dialogue, but that it also amalgamates ingredients of classical Western philosophy and South Asian mysticism. Moreover, this type of dialogue encourages readers to revisit the lost practice of transformative philosophy, in that it reveals new pathways of philosophical and religious inquiry that bear thought-provoking practical implications.

How should we make choices when we know so little about our futures? L.A. Paul argues that we must view life decisions as choices to make discoveries about the nature of experience. Her account of transformative experience holds that part of the value of living authentically is to experience our lives and preferences in whatever ways they evolve.

When we look at the state of the world today, what is most evident is the fact that the major problems of our time – energy, environment, economy, climate change and social justice – cannot be understood in isolation. They are interconnected problems, which means that they require corresponding systemic solutions. Today’s global economy has brought about critical distress for ecosystems and societies and we have to go to the very root of the problems to find a way out. This volume develops a synthesized interpretation of ecological economics integrating different levels: (economic) system, (business) practice and the (economic) actor. It discusses how changes on a systems level are connected to changes in practice and development of individual consciousness. Transformative Ecological Economics delves into the insight and knowledge from different sources of inspiration (thermodynamics, Darwinism, anthroposophy and Buddhism) as well as into an integrated story describing and illustrating the core ideas, principles and values that characterize a utopian society anchored in ecological economics. Implementation of the deep changes demanded depends on our ability to write a new story, a utopian one for sure, but one which is in accordance with and based on the reality in which we live. This book will be of interest to those who study ecological economics, political economy and environmental economics.

Transformative Phenomenology captures the influence of phenomenology and hermeneutics on non-university-based scholar-practitioners who completed their doctoral education in later life, thus blending their workplace experiences with their intellectual interests. Contributions from seasoned university-based scholars also expand our understanding of phenomenological inquiry in fresh ways. The concept of "transformative phenomenology" springs from the long-term teaching and research experiences of David Allan Rehorick and Valerie Malhotra Bentz, the book's co-editors. Book jacket.

We are currently experiencing an unprecedented era in the history of the planet. Our addiction to fossil fuels and powerful technologies is dangerously altering the Earth’s natural systems, giving rise to well-documented global crises of climate change, plastic pollution of the oceans, and tragic loss of biocultural diversity. These crises have created a unique challenge for STEM educators, given that STEM disciplinary knowledge and skills are often viewed as the panacea to the world’s economic and environmental problems. This popular view tends to focus narrowly, however, on students learning scientific, technological, engineering and mathematical concepts about the world out there, thereby ignoring the crucial role education must play in shaping students’ attitudes and values – their inner worlds – that drive moral agency to live and work in sustainable ways. It is moral agency that empowers socially and environmentally responsible citizens to tackle global crises. In this timely book you will read inspiring stories of how professional educators in STEM-related fields have embraced transformative learning and arts education to develop and implement integrated STEAM education programs and practices that are preparing young people with special capabilities and values to actively contribute to the sustainable development of a world in crisis.