The following thesis provides an account of what it means to approach epistemic concepts in a lived rather than abstract fashion. It argues that taking such a position naturally leads to an assessment of how the epistemic life might be lived virtuously, and it grounds this in experiences of being-with-worth. It then isolates and gives a thorough account of the key, childlike virtues found in the Golden Age of British children’s literature: playfulness, a capacity for wonder, and intellectual hum…
Read moreThe following thesis provides an account of what it means to approach epistemic concepts in a lived rather than abstract fashion. It argues that taking such a position naturally leads to an assessment of how the epistemic life might be lived virtuously, and it grounds this in experiences of being-with-worth. It then isolates and gives a thorough account of the key, childlike virtues found in the Golden Age of British children’s literature: playfulness, a capacity for wonder, and intellectual humility and open-mindedness. After exploring how this model of a virtuous epistemic life might re-orientate philosophical discussions of nostalgia and the epistemic worth of literature, the thesis finishes by cashing out what a virtuous education might look like. This final move includes an analysis of some of my own attempts to achieve a virtuous education whilst teaching.