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47Your Feelings Are WrongAnalytic Teaching and Philosophical Praxis 37 (1): 39-45. 2016.We live at a time when many aspects of our educational culture are declared to be in crisis. Increasingly, the STEM movement dominates initiatives at the same time that there is less agreement about what constitutes a Humanities or liberal arts education. Relatively broad consensus indicates that it should make students somehow “better”. Within the field of pre-college normative ethics surveys, a survey of textbooks shows that most agree on what a course like this should look like. In evaluating…Read more
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23Thomas E. Wartenberg’s Thinking Through Stories: Children, Philosophy, and Picture BooksPrecollege Philosophy and Public Practice 5 31-43. 2023.
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19Contesting Harmful RepresentationsTeaching Ethics 17 (2): 213-226. 2017.Recent events around the world point to the dire need to counter harmful unconscious bias. Reams of evidence now exists that literal pre-judgement in regards to race, sex, ethnicity, age and religion among other categories strongly affects our behaviour in ways that when we consciously contemplate it, we would condemn. Using Community of Inquiry methods in developing critical reasoning and empathy offer some possible remedies but also hold pitfalls. The dilemma concerns the fact that if harmful …Read more
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4The importance of not being earnest: The role of irreverence in philosophy and moral educationMetodicki Ogledi 25 (2): 31-48. 2018.Platon tvrdi da “filozofija počinje s čuđenjem”. Istinsko preispitivanje neispitanoga izaziva nesigurnost. Taj osjećaj preduvjet je istinskom filozofskom mišljenju. Međutim, paradoksalno, često je upravo nedostatak humora ono što sprječava istinsko čuđenje. Kako bi se izazvala moralna ozbiljnost u studenata uobičajeno je da se nehotice moralni svijet predstavi dosadnijim nego što uistinu jest, dajući svemu ozbiljan predznak; no ništa nije ozbiljno kada je sve ozbiljno. Ovaj rad istražuje ulogu k…Read more
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6The Importance of Not Being EarnestHRČAK, Methodical Review 26 (2). 2019.Plato claims that “philosophy begins in wonder”. To genuinely question the unquestioned opens a hole in the floor of certainty. This feeling is the prerequisite to true philosophical thinking. However, paradoxically, it is often the absence of irreverence that prevents true awe. In order to provoke moral seriousness in students, it is common to inadvertently “flatten” the moral world by injecting seriousness into everything; however, when everything is serious, nothing is serious. This paper exp…Read more
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Book Review: “Philosophical Adventures with Fairy Tales” (review)Questions: Philosophy for Young People 20. 2020.
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Book Review: “Gareth Matthews: The Child’s Philosopher” (review)Questions: Philosophy for Young People 22. 2022.
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3Socratic Aporia in the Classroom and the Development of ResilienceAnalytic Teaching and Philosophical Praxis 38 (1): 29-36. 2017.I’d like to talk about the value of unlearning, of undoing, of disruption. Especially in the early aporetic dialogues of Plato, Socrates famously takes his interlocutors on a journey that at least initially appears to end in failure: at the dialogue’s conclusion, there seems to be no answer to the questions that inspired the conversation. There has been a lot of recent debate about the so-called Socratic method and accusations that it may be deflating, resulting in less, rather than more origina…Read more
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7Wendy C. Turgeon, Philosophical Adventures with Fairy TalesQuestions: Philosophy for Young People 20 36-36. 2020.
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20The importance of not being earnestVažno je ne biti iskrenMetodicki Ogledi 25 (2): 31-48. 2019.Plato claims that “philosophy begins in wonder”. To genuinely question the unquestioned opens a hole in the floor of certainty. This feeling is the prerequisite to true philosophical thinking. However, paradoxically, it is often the absence of irreverence that prevents true awe. In order to provoke moral seriousness in students, it is common to inadvertently “flatten” the moral world by injecting seriousness into everything; however, when everything is serious, nothing is serious. This paper exp…Read more
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15Contesting Harmful RepresentationsTeaching Ethics 17 (2): 213-226. 2017.Recent events around the world point to the dire need to counter harmful unconscious bias. Reams of evidence now exists that literal pre-judgement in regards to race, sex, ethnicity, age and religion among other categories strongly affects our behaviour in ways that when we consciously contemplate it, we would condemn. Using Community of Inquiry methods in developing critical reasoning and empathy offer some possible remedies but also hold pitfalls. The dilemma concerns the fact that if harmful …Read more
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14Intentional Disruption: Expanding Access to Philosophy (edited book)Vernon Press. 2021.This chapter comes out of a number of years consulting with elementary, middle school and high school teacher and administrators interested in beginning philosophy programs. Here, I share some of these, give some perspectives on them and finally share resources for those who might now be considering philosophy programs in their institutions. This chapter also serves to give context the following eight chapters which describe some of the creative and exciting things being done in pre-college phil…Read more
Stephen Kekoa Miller
Oakwood Friends School
Marist College
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Oakwood Friends SchoolRegular Faculty
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Poughkeepsie, New York, United States of America
Areas of Interest
Normative Ethics |
Ancient Greek and Roman Philosophy |
Philosophy of the Americas |