Maxwell’s defense of revolution, or how academia can help transform and save the world

Autores

  • Nader N. Chokr University of Oslo

DOI:

https://doi.org/10.18012/arf.2016.27930

Palavras-chave:

Education, Philosophy, Science, Wisdom, Inquiry, Academic Revolution Global Problems

Resumo

Review of Maxwell, N. (2014) Global philosophy: What philosophy ought to be? Exeter, UK: Imprint-Academic, Societas – Essays in Political & Cultural Criticism. (Pb, pp.192. ISBN 9781845407674).

In his recent book, Nicholas Maxwell revisits for the most part ideas, arguments, and positions he has been defending quite forcefully for the past 40 years or so. These include his conceptions of what philosophy ought to be, about the nature of science and its progress-making features, how to best construe empiricism and rationality, his take on the history and philosophy of science, on philosophy and the history of philosophy, the nature of (academic) inquiry, and finally, his position about the role of education and the university more generally in view of his rather pessimistic yet compellingly realistic diagnosis of the problems and challenges confronting our world at this point in our history.

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Biografia do Autor

Nader N. Chokr, University of Oslo

Nader N. Chokr is a Professor of Philosophy & Social Sciences, who has taught and lectured for over 30 years at various institutions around the world – in the US, Europe, Africa, and more recently in Asia (China). His most recent books include: Unlearning, or how not to be governed? (2009) and ‘Philosophy’- After the end of philosophy: In a globalizing and glocalizing world (2014). He currently resides in Oslo, Norway, where he has been working on a project titled Untimely Fragments & Aphorisms for the New Millennium.

Referências

Cioffi, F. (1998) Wittgenstein on Freud and Frazer. Cambridge: Cambridge University Press.

Critchley, S. (2015) ‘There is no theory of everything’. The Stone (New York Times), September 12, 2015.

Deleuze, G. and F. Guattari (1994) What is philosophy? London: Verso Books.

Ferrari, M. and G. Potworowski (2008) Teaching for wisdom: Cross-cultural perspectives on fostering wisdom. Springer: Science & Business Media, Philosophy.

Lipman, M. (1974). Harry Stottlemeier's discovery. New Jersey: Institute for the Advancement of Philosophy for Children.

Longino, H. (1990) Science as Social Knowledge: Values and Objectivity in Scientific Inquiry. NJ: Princeton University Press.

Maxwell, N. (1984) From knowledge to wisdom: A revolution in the aims and methods of science. Oxford: Blackwell.

Maxwell, N. (2007) From knowledge to wisdom: A revolution for science and the humanities (Expanded 2nd Ed). London: Pentire Press.

Mengel, T. (2010) ‘Learning that matters – Discovery of meaning and development of wisdom in undergraduate education’. Collected Essays on Learning and Teaching (CELT), Vol. III, pp.119-123.

Sternberg, R.J. (2001). ‘Why schools should teach for wisdom: The balance theory of wisdom in educational settings’. Educational Psychologist 36(4): 227-245.

Revista Aufklärung. v. 3, n. 1 (2016), Janeiro-Junho

Arquivos adicionais

Publicado

2016-04-21

Como Citar

Chokr, N. N. (2016). Maxwell’s defense of revolution, or how academia can help transform and save the world. Aufklärung: Revista De Filosofia, 3(1), p.175–186. https://doi.org/10.18012/arf.2016.27930

Edição

v. 3 n. 1 (2016): Revista Aufklärung. v. 3, n. 1 (2016), Janeiro-Junho

Seção

Resenhas

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