This paper aims at presenting the argument for the modification of Dennis Earl’s ‘four-sentence paper’ template into the ‘six-line essay” writing intervention. The underlying reason for this research is a relative paucity of literature covering the topic of philosophy writing interventions at a beginner’s level. In order to fill this gap, the paper takes the following course. For general background, it presents the general views on teaching essay writing and the relative unavailability of philosophy-directed methods (...) and techniques. It then describes Earl’s template in relative detail. Further, it refers to my experience teaching philosophical writing to University of Zululand students. Next, it describes the specific group of students with whom I first tried the method in 2019 and whose needs prompted the modifications. It then explains the ’six-line essay’ model step by step, commenting on the rationale behind each step and the way in which it is presented to students. True to form, the paper also presents objections and the relevant counter-arguments. Finally, the paper points to the possibility of further, more structured research, with formal questionnaires/structured interviews and their subsequent analysis. (shrink)

Nigel Warburton, bestselling author and experienced lecturer, provides all the guidance and advice you need to dramatically improve your essay - writing skills. The book opens with a discussion of why it is so important to write a good essay, and proceeds through a step-by-step exploration of exactly what you should consider to improve your essays and marks. You will find help on how to: focus on answering the question asked research and plan your essay build (...) and sustain an argument improve your writing style and tone. The Basics of Essay Writing is packed full of good advice and practical exercises. Students of all ages and in every subject area will find it an easy-to-use and indispensable aid to their studies. (shrink)

Current debates in Clinical Legal Education (CLE) exclude essay writing as a legitimate form of ‘clinical’ pedagogy. This article argues that essay writing should be classified as a form of CLE due to its potential to mirror legal practice and enhance students' reflective capacities. By incorporating Hegelian dialectical reasoning, the paper proposes a structured approach to legal essay writing that includes thesis, antithesis, and synthesis. This method encourages students to engage deeply with legal arguments, (...) reflecting on their merits and counterarguments. The dialectical approach aligns with constructivist teaching methodologies, promoting critical thinking and practical skills relevant to legal practice and beyond. The article outlines the theoretical basis of this model and provides a practical framework for its implementation in legal education. It further connects this pedagogical strategy to the development of transferable skills that prepare students for professional legal environments. Through this dialectical method, the paper advocates for a more holistic and nuanced understanding of legal concepts, bridging the gap between academic theory and practical application, and, thus, making the case for the incorporation of Hegel-inspired essay writing into the definition of CLE. (shrink)

본고는 도덕윤리과(이하 도덕과) 논술교육의 방향을 탐색하는 것이다. 이에 대해 먼저, 이제까지 논술 교육의 실태 및 문제점을 분석하였다. 논술을 통한 평가는 학생들의 창의적이고 논리적이고 비판적이고 가치가 개입된 그들의 지식과 생각을 다각도로 평가한다는 의도가 숨어 있는 것이다. 이제까지 한국에서의 논술 교육은 현장에서는 주로 국어과, 도덕과, 사회과, 과학과 중심으로 이루어져 오고 있고, 국어과 중심의 논술 교육은 글쓰기를 위한 논술이었고, 철학과 중심의 논술 교육은 철학함 연습을 위한 논술이었다. 한편, 학계에서는 철학 전공자들이 논의를 펴고 있는 실정이다. 그러나 논술 교육에서 다루고 있는 주제들 중 많은 부분은 (...) 사실상 도덕과 교육 내용 영역에 해당하는 것들이라 해도 과언이 아니다. 그리고 논술을 통한 평가는 학생들이 가지고 있는 사실적 지식을 평가하는 것이 아니라, 논술 주제와 관련된, 학생들이 독서를 통해 얻은 지식 뿐 아니라, 그들의 경험, 관찰 등을 동원해 그들 자신의 생각을 표현하는 것을 측정한다고 볼 수 있다. 도덕과 교육의 목적은 학생들이 부딪히는 많은 도덕 문제들을 인식하고 그것들을 해결하기 위해 비판적 사고를 통한 도덕적 판단 및 행동 실천을 목적으로 하는 과목이며, 논술 교육의 방향과 그것의 평가도 바로 이것을 다루는 것이라 볼 수 있다.즉 논술 교육은 가치의 문제를 다루는 것으로 윤리적 글쓰기가 되어야 한다. 이 점에서 앞으로의 논술 교육은 도덕과 교육에서 전문적으로 논의되어야 하고 도덕과 교사 및 전공자들이 실제로 담당하는 방향으로 가야할 것이다. 다시 말해 도덕과 교육이 중심이 된 (혹은 타과와의 연계에 의한) 논술 교육에 대한 철학이 정립되어야 할 때이다.또한 본고에서는 각계에서 보는 논술 교육에 대한 여러 논의 등을 중심으로 도덕과 논술 교육의 필요성과 목표, 주제, 구성 그리고 지도 방법 그리고 평가 기준을 제시하였고, 끝으로 실제 교육 현장에서의 구체적인 논술 교육 시행 방안 및 도덕과 교육과정 개정상의 논술 교육 방안 등을 제시하였다. (shrink)

ABSTRACTThe purpose of the study was to investigate differences in writers’ abilities to perceive global text organisation in self-, peer- and teacher/researcher-authored essays. Eight student part...

Writing Philosophy: A Student's Guide to Writing Philosophy Essays is a concise, self-guided manual that covers the basics of argumentative essay writing and encourages students to master fundamental skills quickly, with minimal instructor input. Opening with an introductory chapter on how to read philosophy, the book then moves into the basics of writing summaries and analyzing arguments. It provides step-by-step instructions for each phase of the writing process, from formulating a thesis, to creating an (...) outline, to writing a final draft, supplementing this tutorial approach with model essays, outlines, introductions, and conclusions. Skills essential to evaluating arguments, citing sources, avoiding plagiarism, detecting fallacies, and formatting final drafts are dealt with in detail. The final two chapters serve as a reference guide to common mistakes and basic skills in sentence construction, writing style, and word choice. Employing a rulebook format similar to that of the classic Elements of Style (by Strunk, White, and Angell), Lewis Vaughn distills helpful writing advice into simple rules that students can easily remember and apply--and that instructors can refer to when reviewing student papers. These rules cover essay organization, sentence structure, documentation styles, plagiarism, grammar, usage, and more. Written in a clear and engaging style and incorporating samples of student writing, Writing Philosophy is an indispensable resource for virtually any philosophy course. (shrink)

The primary method of evaluation in philosophy courses (both undergraduate and graduate) is usually some form of research paper or essay. There is an assumption, however, that the only kind of essay that philosophy students need to learn how to write is the argumentative essay. Indeed, philosophy instructors often consider other forms of writing less significant. This workshop intends to break down these introducing participants to a variety of essay styles, and to other forms of (...) practical part of undergraduate philosophy coursework. The goal of this workshop is to encourage instructors to create more purposeful and creative writing assignments in their own future courses. (shrink)

What is it about the nature of "soul" that makes it so difficult to adequately capture its complexity in a strictly discursive account? Why do some of the most profound human experiences elude our attempts to theorize them? How can a written document do justice to the dynamic activity of thinking, as opposed to merely presenting a collection of thoughts-as-artifacts? Finally, what can we learn about the activity of philosophizing, and about the human soul, by reflecting on the possibilities and (...) limitations of writing? These concerns, in various forms and in different registers, have preoccupied Michael Davis throughout his distinguished career. This volume is in honor of, and in dialogue with, Davis's work, which spans ancient philosophy and literature, continental philosophy and political philosophy. It includes original essays by numerous distinguished scholars in the fields of philosophy and political science. The remarkable range and caliber of the contributions attest to the breadth and depth of Davis's influence. The essays in Part I of the volume explore the nature of soul through the lens of tragedy. Part II consists of three essays that explore the human longing for perfect knowledge and completion--and the obstacles to the fulfilment of that longing--in relation to the divine. In Part III, the essays address the distinctive challenges of the political sphere and philosophy's relation to it. And while the relationship between philosophy and poetry is an implicit theme throughout the volume, the essays in Part IV focus directly on philosophy's aestheticizing tendencies. Many different philosophical and literary works are discussed throughout these chapters, including ancient works such as Plato's Republic, Euthydemus and Laws, Homer's Iliad, and Euripides' Trojan Women, as well as works by modern philosophers such as Rousseau, Kant, Hegel, Kierkegaard and Nietzsche. In addition, three essays analyze some of Shakespeare's plays in relation to the thought of Plato and Machiavelli. All of the essays are thematically linked by a common thread as they attend to the poetic dimension of philosophical thinking. Michael Davis is Professor of Philosophy at Sarah Lawrence College, where he has taught since 1977 and has been the Sarah Yates Exley Chair in Teaching Excellence (2003-2005). He has also taught on the graduate faculty at Fordham University and the New School for Social Research. He is the author of numerous articles and books, which include: Ancient Tragedy and the Origins of Modern Science; The Poetry of Philosophy: On Aristotle's Poetics; The Politics of Philosophy: A Commentary on Aristotle's Politics; The Autobiography of Philosophy; Rousseau's The Reveries of the Solitary Walker; Wonderlust: Ruminations on Liberal Education; and The Soul of the Greeks: An Inquiry. He is also co-translator (with Seth Benardete) of Aristotle's On Poetics. Contributors include: Abraham Anderson, Jonathan Badger, Robert Berman, Ronna Burger, Kenneth DeLuca, Gwenda-lin Grewal, Scott Hemmenway, Paul Kirkland, Mary Nichols, Denise Schaeffer, Paul Stern, Richard Velkley, Lisa Pace Vetter, Ann Ward, Lee Ward, Catherine Zuckert and Michael Zuckert. About the Editor: Denise Schaeffer is Professor of Political Science at the College of the Holy Cross. She is the author of Rousseau on Education, Freedom and Judgment and contributing co-editor (with Christopher Dustin) of Socratic Philosophy and Its Others. She is co-editor (with Gregory McBrayer and Mary P. Nichols) of the Focus Philosophical Library edition of Plato's Euthydemus, for which she authored the Introduction and co-authored the Interpretive Essay. (shrink)

A companion volume to Illuminations, the first collection of Walter Benjamin's writings, Reflections presents a further sampling of his wide-ranging work. Here Benjamin evolves a theory of language as the medium of all creation, discusses theater and surrealism, reminisces about Berlin in the 1920s, recalls conversations with Bertolt Brecht, and provides travelogues of various cities, including Moscow under Stalin. He moves seamlessly from literary criticism to autobiography to philosophical-theological speculations, cementing his reputation as one of the greatest and most versatile (...) writers of the twentieth century. Also included is a new preface by Leon Wieseltier that explores Benjamin's continued relevance for our times. (shrink)

Thomas Jefferson and Philosophy: Essays on the Philosophical Cast of Jefferson’s Writings is a collection of essays on topics that relate to philosophical aspects of Jefferson’s thinking over the years. Much historical insight is given to ground the various philosophical strands in Jefferson’s thought and writing on topics such as political philosophy, moral philosophy, slavery, republicanism, wall of separation, liberty, educational philosophy, and architecture.

Review of a recently published collection of the complete writings of Suzanne C ésaire, arguing that it is an important moment for the emerging field of Afro-Caribbean philosophy.

Writing Philosophy: A Student's Guide to Reading and Writing Philosophy Essays, Second Edition, is a concise, self-guided manual that covers how to read philosophy and the basics of argumentative essay writing. It encourages students to master fundamental skills quickly--with minimal instructor input--and provides step-by-step instructions for each phase of the writing process, from formulating a thesis, to creating an outline, to writing a final draft, supplementing this tutorial approach with model essays, outlines, introductions, and (...) conclusions. Writing Philosophy is just $5 when packaged with any Oxford University Press Philosophy text. Contact your Oxford representative for details and package ISBNs. (shrink)

What does it mean to be truthful? What role does truth play in our lives? What do we lose if we reject truthfulness? No philosopher is better suited to answer these questions than Bernard Williams. Writing with his characteristic combination of passion and elegant simplicity, he explores the value of truth and finds it to be both less and more than we might imagine.Modern culture exhibits two attitudes toward truth: suspicion of being deceived and skepticism that objective truth exists (...) at all. This tension between a demand for truthfulness and the doubt that there is any truth to be found is not an abstract paradox. It has political consequences and signals a danger that our intellectual activities, particularly in the humanities, may tear themselves to pieces.Williams's approach, in the tradition of Nietzsche's genealogy, blends philosophy, history, and a fictional account of how the human concern with truth might have arisen. Without denying that we should worry about the contingency of much that we take for granted, he defends truth as an intellectual objective and a cultural value. He identifies two basic virtues of truth, Accuracy and Sincerity, the first of which aims at finding out the truth and the second at telling it. He describes different psychological and social forms that these virtues have taken and asks what ideas can make best sense of them today. Truth and Truthfulness presents a powerful challenge to the fashionable belief that truth has no value, but equally to the traditional faith that its value guarantees itself. Bernard Williams shows us that when we lose a sense of the value of truth, we lose a lot both politically and personally, and may well lose everything. (shrink)

"Krell creates a remarkable interplay of meanings, allusions, and connotations—an interplay of multiple resonance which is finely tuned to Derrida's thought and which makes his essay as artful as it is conceptually disciplined. He is surely one of the most astute translators and readers in contemporary Continental thought." —Charles E. Scott.

The purpose of this paper is to examine the ateleological moment of learning through imitation. In general, we can learn something new through imitating models we are given, which embody the values of our own society, culture and institutions. This means that imitation is understood in terms of the representation or reproduction of original models. In this understanding of imitation, however, the creative aspect of imitation is missed. In relation to this I shall, first, consider learning through imitation in terms (...) of Walter Benjamin’s theory of mimesis discussed in his essay, ‘On the Mimetic Faculty.’ It begins by examining general understanding of the concepts of experience and writing. Second and third, while reconsidering the idea of imitation, I shall bring out the difference between mimesis and copying, based on Plato and Aristotle, and I shall examine the former, especially its involuntary aspect. Fourth, in order to consider the ateleological moment of learning through imitation as mimesis, I discuss the relation between mimesis and the chance event. Fifth, Benjamin’s allegorical ‘anti-autobiography’ entitled ‘A Berlin Childhood around 1900’, which ponders the idea of childhood as otherness is considered in order to explore what is happening in the very moment of writing, driven by the chance event. To conclude, I shall show how the very moment of writing involves an unceasing transformation of the self. (shrink)

Is it accurate to label Darwin's theory "the theory of evolution by natural selection," given that the concept of common ancestry is at least as central to Darwin's theory? Did Darwin reject the idea that group selection causes characteristics to evolve that are good for the group though bad for the individual? How does Darwin's discussion of God in The Origin of Species square with the common view that he is the champion of methodological naturalism? These are just some of (...) the intriguing questions raised in this volume of interconnected philosophical essays on Darwin. The author's approach is informed by modern issues in evolutionary biology, but is sensitive to the ways in which Darwin's outlook differed from that of many biologists today. The main topics that are the focus of the book--common ancestry, group selection, sex ratio, and naturalism--have rarely been discussed in their connection with Darwin in such penetrating detail. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:So Close and Other EssaysOn Hélène Cixous’s writingJoana Masóce n’est jamaispar l’intérieurni par le centreque je passe—Antonin Artaud, Cahiers d’Ivry, (1947–1948)At the end of the sixteenth century, the genre of the essay transformed the relationship between the subject and object of writing, since the essay emerged as a reaction against other literary forms—such as the commentary, the gloss or the treatise—in which the object of study (...) is not problematized. The gloss, the commentary, or the treatise deal with disciplines or thematic topics—astronomy, agronomy, theology, physics, history—in the proper sense, whereas the essay tends to focus on the approach to those issues. To put it differently, the essay is not strictly concerned with these issues or topics in themselves, but with the approach to them by means of writing.With Michel de Montaigne, specifically in his Essays published between 1580 and 1595, we are faced with writing where the knowledge of the object is no longer the sole center of the text. Despite being actually concerned with the Greek philosophical tradition, sixteenth-century religious wars, and, among many other topics, European colonialism in America, Montaigne’s Essays try to contest the privilege of the object, the privilege of the referent of writing, in [End Page 131] favor of its subject: the subject of writing and the writing itself, what we call in French une écriture de soi.As is well known, in his Essays Montaigne’s writing conveys neither message nor knowledge regarding things and topics, but what he calls “la continuelle mutation et branle” des êtres [“nostre estre”] et des objects [“ des objects”]: “the continual and perpetual mutation” of “beings” and “objects” (257).This epistemological crisis of the essay—abandoning the privilege of the object or theme for an emphasis on questioning the subject of writing and the modalities of the approach to the object—is explicit in the etymology of the word essay. Beyond the notion of attempt—in French, essayer means “to try,” “to attempt to do something”—essayer, from the Latin verb ex-agere, is a compound word of the verb agere, “to act,” in French agir. In Latin, the meaning of agere—“to act”—differs from facere, as agir does in French from faire, “to do”; it is in this way that these two verbs designate a different relationship between the subject and the object of the action. Although agere and facere both refer to action, the verb agere at the origin of the word essay designates an action accomplished by a subject, whereas facere is a transitive verb whose emphasis is placed on the object.While, on the one hand, facere is to be read in the register of transitivity—as is explicit in the following Latin phrases: facere litteram, “to write a letter,” or facere furtum, “to commit theft”—on the other hand, agere, although a transitive verb in Latin, underscores and anticipates the kind of intransitivity of action we will later find in Roman languages. In these Latin phrases, one can see that in Latin, at the same time that, the syntactic construction of agere requires an object, this object is not, strictly speaking, the real object produced by the verb, because in the phrases agere vitam, agere aetatem, or agere aevum, “to spend time or to live,” time is not the real object produced by the verb “to spend.” In Latin, “life,” vitam, “age,” aetatem, or “lifetime,” aevum, are not the real objects produced by the verb agere. This perhaps explains the evolution of the verb in French, or in English, where “to act” and agir have become intransitive verbs, reinforcing the idea that the essay appears to be a genre where whatever has to be done or said is not simply presented as an object.Moreover, instead of the conclusive verb facere, which designates the action as a result or an achievement—the letter is already written, or the theft is already commited—the temporality of agere, in Latin, is a durative one, as in the phrases agere vitam, aetatem, or aevum, “to live.” By its emphasis, not on the object... (shrink)

Little essays on human nature.--Little essays on religion.--Little essays on art and poetry.--Little essays on poets and philosophers.--Little essays on materialism and morals.

This is an essay written for students regarding how to write a philosophy paper.

This book presents translations of three dialogues Xenophon devoted to the life and thought of his teacher, Socrates. Each is accompanied by notes and an interpretative essay that will introduce new readers to Xenophon and foster further reflection in those familiar with his writing. "Apology of Socrates to the Jury" shows how Socrates conducted himself when he was tried on the capital charge of not believing in the city's gods and corrupting the young. Although Socrates did not secure (...) his own acquittal, he profoundly impressed some listeners who then helped to shape the public perception of philosophy as a noble, if highly idiosyncratic, way of life. In "Oeconomicus," Xenophon relates the conversation Socrates had on the day he turned from the study of natural philosophy to that of moral and political matters. "Oeconomicus" is concerned most directly with the character and purpose of Socrates' political philosophy. Xenophon provides entertaining portraits of Socrates' circle of friends in the "Symposium." In the process, he conveys the source of every individual's pride in himself, thus defining for each a conception of human excellence or virtue. The dialogue concludes with Socrates' beautiful speech on love (eros) and its proper place in the good or happy life. (shrink)

For more than three decades the incomparable voice of Raimond Gaita has been summoning us to new conversations that deepen our understanding of what matters most to human life and awaken the sense of our common humanity. For Gaita, we are never more fully alive than when we are fully present to one another in conversation. In a time when modes of communication tend to superficiality and self-promotion, when political debates are increasingly inured to lies and even violence, and the (...) moral demands of dialogue give way to a torrent of competing monologues, Gaita's invitation to rediscover what genuine conversation requires of us could not be more timely. These collected writings at once invite us into that conversation and enact its severe demands. Gaita asks us to confront the distinctive evil of genocide, to examine the true cost of the 'War on Terror', to interrogate what justice requires in response to Australia's dispossession of its First Peoples, to understand our need for truth in politics, especially during war, to see what is at stake in the decline of the universities, to grasp what was lost during the Black Summer bushfires, and to reckon with the experience of the COVID-19 pandemic-when we learned, he writes, 'how much we needed to touch and hold other people'. Gaita's astonishing range of concerns is held together by the consistency and unrelenting tenderness of his moral vision. To see the world through Gaita's eyes is to discover, once again, what it means to love the world and to remain faithful to it. He tells us that an unconditional love of the world is the deepest form of hope and the truest source of our energies to honour the demands of justice. This is how we learn to be human"--Publisher's description. (shrink)

This essay introduces this special issue on virtue ethics in relation to military AI. It describes the current situation of military AI ethics as following that of AI ethics in general, caught between consequentialism and deontology. Virtue ethics serves as an alternative that can address some of the weaknesses of these dominant forms of ethics. The essay describes how the articles in the issue exemplify the value of virtue-related approaches for these questions, before ending with thoughts for further (...) research. (shrink)

Elliott Sober: Did Darwin Write the Origin Backwards? Philosophical Essays on Darwin’s Theory Content Type Journal Article Category Book Review Pages 1-6 DOI 10.1007/s10441-012-9151-7 Authors Raphael Scholl, History and Philosophy of Science, Institute of Philosophy, University of Bern, Länggassstr. 49a, 3012 Bern, Switzerland Journal Acta Biotheoretica Online ISSN 1572-8358 Print ISSN 0001-5342.

The assessment of text quality is a transdisciplinary issue concerning the research areas of educational assessment, language technology, and classroom instruction. Text length has been found to strongly influence human judgment of text quality. The question of whether text length is a construct-relevant aspect of writing competence or a source of judgment bias has been discussed controversially. This paper used both a correlational and an experimental approach to investigate this question. Secondary analyses were performed on a large-scale dataset with (...) highly trained raters, showing an effect of text length beyond language proficiency. Furthermore, an experimental study found that pre-service teachers tended to undervalue text length when compared to professional ratings. The findings are discussed with respect to the role of training and context in writing assessment. (shrink)

When it comes to understanding the ontology of individual existence-that is the everyday behaviors that we all perform and hardly ever think about-the voice has a particularly complicated status. Together with writing, voice is the medium expressing ideas that, broadly speaking, we have previously formed in our minds. At the same time, voices trigger vague images and associations that do not have determinate forms. They remain in our memory, and we may even "hear" them as if immediately present, but (...) we are unable to detach the propositional contents they articulate from the centrifugal effects that they have on our lives. Writing in both a personal and philosophical register, Hans Ulrich Gumbrecht explores the complexity of the voice as an understudied philosophical, social, and existential phenomenon. He starts out with a focus on its core intellectual problem as "the knot of the voice" - referring to the inseparable proximity between meanings, images, and the physical perceptions on which they depend. In conversation with Nietzsche, Husserl, Heidegger, Derrida, Lyotard, Luhmann, and above all Roland Bartes, Gumbrecht addresses topics that range from the social functions of the voice to its status in different historical contexts, and to the ways in which the perception of voices animates imagination. Throughout, incisive analyses of moments such as Julius Caesar's purportedly high-pitched voice, the surprisingly fragile authority of God's voice in the Torah and in the Gospel, and Gumbrecht's own personal attachment to the voices of popular singers such as Edith Piaf, Elvis Presley, and Adele, create a portrait of the voice that is both philosophically challenging and entertaining to read. (shrink)

Examines the true purpose of writing history, explains how history can be understood in terms of plot, and discusses the progress of history.

This volume is the first of three which will contain all of Locke's extant writings on philosophy which relate to An Essay Concerning Human Understanding, other than those contained in volumes of the Clarendon Edition of John Locke such as the Correspondence. The book contains the two earliest known drafts of the Essay, both written in 1671, and provides for the first time an accurate version of Locke's text together with a record of virtually all his changes, in (...) notes at the foot of each page. (shrink)

In this paper Amanda Fulford addresses the issue of student writing in the university, and explores how the increasing dominance of outcome-driven modes of learning and assessment is changing the understanding of what it is to write, what is expected of students in their writing, and how academic writing should best be supported. The starting point is the increasing use of what are termed “technologies” of writing — “handbooks” for students that address issues of academic (...) class='Hi'>writing — that systematize, and smooth the work of writing in, Fulford argues, an unhelpful way. This leads to a reconsideration of what it means to write in the university, and what it is to be a student who writes. Fulford explores etymologically the concept of “writing” and suggests that it might be seen metaphorically as physical labor. Writing as physical labor is explored further through the agricultural metaphors in Henry David Thoreau's Walden and through Stanley Cavell's reading of that text. In making a distinction between writing-as-plowing and writing-as-hoeing, Fulford argues that some technologies of writing deny voice rather than facilitate it, and she concludes by offering a number of suggestions for the teaching and learning of writing in the university that emphasize the value of being lost and finding one's own way out. These “lessons” are illustrated with reference to Thoreau's text Walden and to American literature and film. (shrink)

The bulk of Henry's book is devoted to such a critical study. It has led him to a "singular disappointment" and to the conclusion that "we are not yet ready to interpret ancient histories, like the Hellenica". There is a general and a particular cause of the failure of nineteenth and twentieth century study of Greek historical writing. The general cause is insufficient attention to the peculiarity of Greek historiography as distinguished from its modern counterpart: the ancients did not (...) study history "for its own sake," since their approach was "esthetic". A moment's reflection on the historical origin of this meaning of "esthetic" would show the inadequacy of Henry's characterization of classical historiography. For the classical Greek, "history was a form of literature.... History is literature when an artist perceives the genius of an age and reveals it through the facts of history". This seems to be Henry's interpretation of a saying of Quintilian which he renders "History has a certain affinity to poetry". Granting for a moment that the three classical historians perceived the spirit of the ages which they described, was their primary intention to reveal those spirits? A glance at the openings of Herodotus' and Thucydides' works would show the impropriety of this suggestion. This is to say nothing of the fact that the suggestion could not be expressed in their language. However justified Henry's criticism of nineteenth and twentieth century students of classical Greek historiography may be, he shares with them the prejudice that "we know today" the meaning of historiography in general and of classical historiography in particular. (shrink)

In what follows I explore the question of fictionality in history writing. First, I venture into the unfamiliar genre of ego-histoire and make my own professional training in the tenets of positivist or realist historiography an object of theoretical reflection and critical analysis. Then as a way of dealing with the literary dimension of written history, I make a canonical work in history of education an object of rhetorical analysis. Finally, as another way of coming to terms with the (...) “fictions of historiography,” I revisit one of my own productions and make it an object of metacritical consideration. My central theme is that historiographical realism alone will not suffice, that historians are as dependant upon literary invention as upon documents, that history cannot be written without the aid of the “fictions of historiography,” and that the difference between the historian and the novelist is narrower than we may have been accustomed to think. I further argue that attention to the literary or rhetorical dimension of history is long overdue in history of education, where it flourishes unacknowledged. I conclude that historical writing is not just a literary pastime and the issue remains: how to come to grips with fictionalizing and the truth claims of historiography. (shrink)

Unbraided Lines offers a foray into environmental writing—an emerging literary genre that engages the current ecological crisis through poetry, creative non-fiction and other textual forms.

Recent writing by Jewish lesbians is characterized by challenging and evocative reflection on themes of home and identity, family and choice, tradition and transformation. This essay is a personal journey through some of this writing. An exploration of the obvious and troubling tensions between lesbian or feminist and Jewish identities leads to the paradoxical but ultimately unsurprising suggestion that lesbian identity and eroticism can provide a route of return to and affirmation of Jewish identity.