Megan Laverty
Biographic Data
| ID | 5398352 |
|---|---|
| NAME | Megan Laverty |
| GIVEN NAMES | Megan |
| FAMILY NAME | Laverty |
| SIGNATURE | LAVERTY M |
| AFFILIATIONS | Columbia University |
| ORCID | 0000-0003-1621-0144 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
From the Margins to the Center
What began as an innovative idea in the late 1960s—the recognition that even very young children are philosophically disposed—is no longer considered novel. While philosophy for children has transitioned from a fledgling initiative to a worldwide movement, it remains on the margins of education. In this article, we look back at key initiatives that have advanced its growth before looking ahead to what can move philosophy for children to the cente…
A resolute reading of Iris Murdoch’s Metaphysics as a Guide to Morals
It is often remarked that Iris Murdoch’s thought deeply influenced the landscape of twentieth-century moral philosophy. It is certainly true that she inspired a generation of Anglo-American philosophers who sought to critique the moral philosophy of their day. However, these philosophers drew almost exclusively from her early philosophical thought, most notably The Sovereignty of Good. When it came to Murdoch’s second book, Metaphysics as a Guide…
Jean‐Luc Nancy's Conception of Listening
In this article Sophie Haroutunian‐Gordon and Megan Jane Laverty discuss Jean‐Luc Nancy's conception of listening as presented in his seminal work, À l'écoute . The authors argue that Nancy uses the term “listening” to refer to the experience of coming to an idea of sound(s) initially encountered as puzzling. They illustrate Nancy's conception with teaching/learning situations involving a pianist and teacher, Deborah Sobol, and two aspiring playe…
Symposium Introduction
[I]t is a question of being attentive to what is not there, to what can come or go away ... and we do not know what it is. What is needed is an uncertain attention, perhaps “floating” like that of the [psycho-]analyst.... Attention to what happens between the signs, under the signs, without signs. — Jean-Luc Nancy1 Our introduction is divided into three parts. We begin with a brief overview of Nancy's life, career, and thought. We then explain th…
Introduction to the suite
Gareth B. Matthews (1929–2011) was a specialist in ancient and medieval philosophy whose conversations with young children led him to discover their penchant for philosophical thinking, which often enriched his own. Those conversations became the impetus for a substantial component of Matthews’ scholarship, from which our book, Gareth B. Matthews, The Child’s Philosopher, features essays spanning the length of his career. Contemporary contributor…
Frog and Toad at the Academy
Gareth B. Matthews (1929–2011) inaugurated the study of philosophy in children’s literature by simultaneously arguing (1) that philosophy is essentially an encounter with certain kinds of perplexities, (2) that genuine philosophical perplexities are readily found in many children’s stories, and (3) that many children are capable of appreciating and enjoying them. He wrote 58 reviews of philosophical children’s stories and co-authored a series of …
Introduction
This paper introduces the special section on Cora Diamond’s significance for education and educators. The introduction is meant to be the beginning of a conversation, and—to that end—the special section editors suggest lines of connections that philosophers of education might draw between their work and the work of Cora Diamond. Their list is not meant to be exhaustive, but it is meant to suggest Diamond’s far-reaching significance for education …
Reimagining Research and Practice at the Crossroads of Philosophy, Teaching, and Teacher Education
Background/Context This article introduces the special issue on reimagining research and practice at the crossroads of philosophy, teaching, and teacher education. The authors provide an overview of previous research at this “crossroads” and describe how the special issue collaborators have sought to chart fresh ground in light of current practical and policy challenges that teachers and teacher educators face. Purpose/Focus of Study The project …
Making Space for Irony
J.M. Coetzee, Eros and Education
Journal Article J.M. Coetzee, Eros and Education Get access Megan Jane Laverty Megan Jane Laverty Correspondence: Megan Laverty, Associate Professor of Philosophy and Education, Box 204,525 West 120th Street, New York, NY 10027–6696. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 53, Issue 3, August 2019, Pages 574–588, https://doi.org/10.1111/1467…
Kant’s Critical Philosophy as Pedagogical Praxis
Thinking my way back to you
Contemporary educational theorists focus on the significance of Dewey’s conception of experience, learning-by-doing and collateral learning. In this essay, I reexamine the chapters of Dewey’s Democracy and Education, that pertain to thinking and highlight their relationship to Dewey’s How We Think: A Restatement of the Relation of Reflective Thinking in the Educative Process—another book written explicitly for teachers. In How We Think Dewey expl…
What Is A Global Experience
The perceived importance of a global experience in higher education is hard to underestimate.University presidents are known to boast of their "percentage," or the proportion of undergraduates who study abroad.At least part of the rationale is a cosmopolitan one: an essential part of being acknowledged as educated derives in part from an appreciation of different cultures and development of worldliness.The expectation is that a global experience …
The world of instruction
Throughout history, philosophers have reflected on educational questions. Some of their ideas emerged in defense of, or opposition to, skepticism about the possibility of formal teaching and learning. These philosophers include Plato, Augustine, St Thomas Aquinas, Søren Kierkegaard, Martin Heidegger, and Ludwig Wittgenstein. Together, they comprise a tradition that establishes the impossibility of instruction and the imperative to undertake it. T…
As Luck Would Have It
Gert J.J. Biesta, Beyond Learning
Learning Our Concepts
Richard Stanley Peters appreciates the centrality of concepts for everyday life, however, he fails to recognize their pedagogical dimension. He distinguishes concepts employed at the first-order (our ordinary language-use) from second-order conceptual clarification (conducted exclusively by academically trained philosophers). This distinction serves to elevate the discipline of philosophy at the expense of our ordinary language-use. I revisit thi…
Thinking my way back to you
Contemporary educational theorists focus on the significance of Dewey’s conception of experience, learning-by-doing and collateral learning. In this essay, I reexamine the chapters of Dewey’s Democracy and Education, that pertain to thinking and highlight their relationship to Dewey’s How We Think: A Restatement of the Relation of Reflective Thinking in the Educative Process—another book written explicitly for teachers. In How We Think Dewey expl…
J.M. Coetzee, Eros and Education
Journal Article J.M. Coetzee, Eros and Education Get access Megan Jane Laverty Megan Jane Laverty Correspondence: Megan Laverty, Associate Professor of Philosophy and Education, Box 204,525 West 120th Street, New York, NY 10027–6696. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 53, Issue 3, August 2019, Pages 574–588, https://doi.org/10.1111/1467…
As Luck Would Have It
Gert J.J. Biesta, Beyond Learning
Learning Our Concepts
Richard Stanley Peters appreciates the centrality of concepts for everyday life, however, he fails to recognize their pedagogical dimension. He distinguishes concepts employed at the first-order (our ordinary language-use) from second-order conceptual clarification (conducted exclusively by academically trained philosophers). This distinction serves to elevate the discipline of philosophy at the expense of our ordinary language-use. I revisit thi…
The world of instruction
Throughout history, philosophers have reflected on educational questions. Some of their ideas emerged in defense of, or opposition to, skepticism about the possibility of formal teaching and learning. These philosophers include Plato, Augustine, St Thomas Aquinas, Søren Kierkegaard, Martin Heidegger, and Ludwig Wittgenstein. Together, they comprise a tradition that establishes the impossibility of instruction and the imperative to undertake it. T…
As Luck Would Have It
What Is A Global Experience
The perceived importance of a global experience in higher education is hard to underestimate.University presidents are known to boast of their "percentage," or the proportion of undergraduates who study abroad.At least part of the rationale is a cosmopolitan one: an essential part of being acknowledged as educated derives in part from an appreciation of different cultures and development of worldliness.The expectation is that a global experience …
Thinking my way back to you
Contemporary educational theorists focus on the significance of Dewey’s conception of experience, learning-by-doing and collateral learning. In this essay, I reexamine the chapters of Dewey’s Democracy and Education, that pertain to thinking and highlight their relationship to Dewey’s How We Think: A Restatement of the Relation of Reflective Thinking in the Educative Process—another book written explicitly for teachers. In How We Think Dewey expl…
J.M. Coetzee, Eros and Education
Journal Article J.M. Coetzee, Eros and Education Get access Megan Jane Laverty Megan Jane Laverty Correspondence: Megan Laverty, Associate Professor of Philosophy and Education, Box 204,525 West 120th Street, New York, NY 10027–6696. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 53, Issue 3, August 2019, Pages 574–588, https://doi.org/10.1111/1467…
Kant’s Critical Philosophy as Pedagogical Praxis
Reimagining Research and Practice at the Crossroads of Philosophy, Teaching, and Teacher Education
Background/Context This article introduces the special issue on reimagining research and practice at the crossroads of philosophy, teaching, and teacher education. The authors provide an overview of previous research at this “crossroads” and describe how the special issue collaborators have sought to chart fresh ground in light of current practical and policy challenges that teachers and teacher educators face. Purpose/Focus of Study The project …
Making Space for Irony
Introduction
This paper introduces the special section on Cora Diamond’s significance for education and educators. The introduction is meant to be the beginning of a conversation, and—to that end—the special section editors suggest lines of connections that philosophers of education might draw between their work and the work of Cora Diamond. Their list is not meant to be exhaustive, but it is meant to suggest Diamond’s far-reaching significance for education …
Frog and Toad at the Academy
Gareth B. Matthews (1929–2011) inaugurated the study of philosophy in children’s literature by simultaneously arguing (1) that philosophy is essentially an encounter with certain kinds of perplexities, (2) that genuine philosophical perplexities are readily found in many children’s stories, and (3) that many children are capable of appreciating and enjoying them. He wrote 58 reviews of philosophical children’s stories and co-authored a series of …
Introduction to the suite
Gareth B. Matthews (1929–2011) was a specialist in ancient and medieval philosophy whose conversations with young children led him to discover their penchant for philosophical thinking, which often enriched his own. Those conversations became the impetus for a substantial component of Matthews’ scholarship, from which our book, Gareth B. Matthews, The Child’s Philosopher, features essays spanning the length of his career. Contemporary contributor…
Jean‐Luc Nancy's Conception of Listening
In this article Sophie Haroutunian‐Gordon and Megan Jane Laverty discuss Jean‐Luc Nancy's conception of listening as presented in his seminal work, À l'écoute . The authors argue that Nancy uses the term “listening” to refer to the experience of coming to an idea of sound(s) initially encountered as puzzling. They illustrate Nancy's conception with teaching/learning situations involving a pianist and teacher, Deborah Sobol, and two aspiring playe…
Symposium Introduction
[I]t is a question of being attentive to what is not there, to what can come or go away ... and we do not know what it is. What is needed is an uncertain attention, perhaps “floating” like that of the [psycho-]analyst.... Attention to what happens between the signs, under the signs, without signs. — Jean-Luc Nancy1 Our introduction is divided into three parts. We begin with a brief overview of Nancy's life, career, and thought. We then explain th…
A resolute reading of Iris Murdoch’s Metaphysics as a Guide to Morals
It is often remarked that Iris Murdoch’s thought deeply influenced the landscape of twentieth-century moral philosophy. It is certainly true that she inspired a generation of Anglo-American philosophers who sought to critique the moral philosophy of their day. However, these philosophers drew almost exclusively from her early philosophical thought, most notably The Sovereignty of Good. When it came to Murdoch’s second book, Metaphysics as a Guide…
From the Margins to the Center
What began as an innovative idea in the late 1960s—the recognition that even very young children are philosophically disposed—is no longer considered novel. While philosophy for children has transitioned from a fledgling initiative to a worldwide movement, it remains on the margins of education. In this article, we look back at key initiatives that have advanced its growth before looking ahead to what can move philosophy for children to the cente…
Sociology (15 works) · Epistemology (14 works) · Philosophy (14 works) · Law (10 works) · Philosophy of education (10 works) · Philosophy, Ethics, and Existentialism (10 works) · Higher education (9 works) · Political science (9 works) · Philosophy (8 works) · Pedagogy (7 works)