I will be giving a keynote lecture in Argentina at the invitation of the Bases Foundation and the School of Economics of the Catholic University in Rosario. The event is the Third International Conference on “The Austrian School of Economics in the 21st Century,” which will be held August 5-7, 2010. The title of my […]
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Stephen Hicks discusses post-modernism’s philosophical themes in contrast to those of pre-modernism and modernism. This is from Part 14 of his Philosophy of Education course. Clips 1-3: Previous: The Enlightenment vision. Next: Quotations from Foucault, Lyotard, Derrida. Return to the Philosophy of Education page. Return to the StephenHicks.org main page.
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Stephen Hicks contrasts modernism’s and pre-modernism’s philosophical themes. This is from Part 14 of his Philosophy of Education course. Clips 1-2: Previous: Postmodern philosophy: Introduction. Next: The Enlightenment vision. Return to the Philosophy of Education page or the full lecture series on Philosophy of Education at YouTube via these playlists. Return to the StephenHicks.org main
This fifteen-part video course covers philosophical issues that bear directly upon education. Professor Hicks discuss the philosophers — Plato, Locke, Kant, Dewey, and others — who have influenced education greatly, and he compares systems of educational philosophy and their implications for education in practice. This course presupposes no formal knowledge of philosophy or education. Jump
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[This excerpt is from Chapter 2 of Explaining Postmodernism: Skepticism and Socialism from Rousseau to Foucault] Epistemological solutions to Kant: Irrationalism from Kierkegaard to Nietzsche The Kantians and the Hegelians represent the pro-reason contingent in nineteenth-century German philosophy. While the Hegelians pursued metaphysical solutions to Kant’s unbridgeable gap between subject and object, in the process
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[This excerpt is from Chapter 4 of Explaining Postmodernism: Skepticism and Socialism from Rousseau to Foucault] Herder on multicultural relativism Sometimes called the “German Rousseau,”[57] Johann Herder had studied philosophy and theology at Königsberg University. Kant was his professor of philosophy; and while at Königsberg Herder also became a disciple of Johann Hamann. Herder is
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My colleagues in the Department of Philosophy, Shawn Klein and Matthew Flamm, will be leading a reading group on Adam Smith’s The Theory of Moral Sentiments. Adam Smith is best known as an economist and a critic of mercantilism and as an early advocate of market economies. Less well known is Smith the moral philosopher.
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[This excerpt is from Chapter 4 of Explaining Postmodernism: Skepticism and Socialism from Rousseau to Foucault] Fichte on education as socialization Johann Fichte was a disciple of Kant. Born in 1762, he studied theology and philosophy at Jena, Wittenberg, and Leipzig. In 1788 he read Kant’s Critique of Practical Reason, and that reading changed Fichte’s
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[This excerpt is from Chapter 2 of Explaining Postmodernism: Skepticism and Socialism from Rousseau to Foucault] Metaphysical solutions to Kant: from Hegel to Nietzsche Georg W. F. Hegel’s philosophy is another fundamentally Counter-Enlightenment attack on reason and individualism. His philosophy is a partially secularized version of traditional Judeo-Christian cosmology. While Kant’s concerns centered upon epistemology,
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A lovely picture of our trophy (click the image to enlarge), awarded at the Atlas Economic Research Foundation’s Freedom Dinner and Templeton Award Conference 2009 in Washington, DC. As a bonus, Alan Charles Kors — the great scholar of the Enlightenment and tireless champion of freedom of speech — gave the keynote address. Here is
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