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769The State of Teacher Training in PhilosophyTeaching Philosophy 39 (1): 1-24. 2016.This paper explores the state of teacher training in philosophy graduate programs in the English-speaking world. Do philosophy graduate programs offer training regarding teaching? If so, what is the nature of the training that is offered? Who offers it? How valuable is it? We conclude that philosophers want more and better teaching training, and that collectively we know how to deliver and support it.
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171The Play of Ethics in Eugen FinkJournal of Speculative Philosophy 27 (3): 287-296. 2013.Central to Eugen Fink's distinctive understanding of the context of ethical engagement is his way of thinking about being in the world. From Fink's perspective we can see that Western metaphysics, and contemporary philosophical ethics, has forgotten the world. In its attempt to achieve objectivity, metaphysics has sought a vantage point that could be a view from nowhere. If the world is remembered, it is misconstrued to be a mere frame or container for objects and experiences. This has led to a …Read more
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118Nietzsche’s Metaphysics of PlayPhilosophy Today 63 (1): 21-33. 2019.This lecture from 1946 presents Eugen Fink’s interpretation of Nietzsche’s metaphysics. Fink’s aim here is twofold: to work against the trend of psychologistic interpretations of Nietzsche’s work and to perform the philosophical interpretation of Nietzsche he finds lacking in his predecessors. Fink contends that play is the central intuition of Nietzsche’s philosophy, specifically in his rejection of Western metaphysics’ insistence on being and presence. Drawing instead from Heraclitus, Nietzsch…Read more
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58The Play of Being and NothingPhilosophy Today 63 (1): 35-54. 2019.The question permeating much of Eugen Fink’s work is whether a nonmetaphysical thinking of the world is possible. Fink views metaphysics as understanding the world merely from the side of beings and as a container of things. A nonmetaphysical thinking would be cosmological; it would think the world as a totality, as the origin of being, of beings, of time, and of space. This thinking requires a radical way of thinking that which cannot be thought: the nothing that allows being and beings to come…Read more
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148 Whoever cannot give, also receives nothingIn Emily Ryall (ed.), The philosophy of play, Routledge. pp. 98. 2013.
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7A Hermeneutics of Poetic Education: The Play of the In-BetweenLexington Books. 2020.A Hermeneutics of Poetic Education: The Play of the In-Between provides an account of poetic education as an alternative to aesthetic education. Drawing on philosophical hermeneutics and philosophy of play, Homan argues that rather than the cultivation of taste, education is the cultivation of formation and a learning to listen.
Catherine Homan
Mount Mary University
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Mount Mary UniversityDepartment Of PhilosophyAssistant Professor
Milwaukee, WI, United States of America
Areas of Interest
Aesthetics |
20th Century Philosophy |
Continental Philosophy |