Yoshiaki Nakazawa
Biographic Data
| ID | 5993840 |
|---|---|
| NAME | Yoshiaki Nakazawa |
| GIVEN NAMES | Yoshiaki |
| FAMILY NAME | Nakazawa |
| SIGNATURE | NAKAZAWA Y |
| AFFILIATIONS | Iliff School of Theology |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Plato’s legacy
In this essay, we outline the central thesis of our recent book: A Platonic Theory of Moral Education: Cultivating Virtue in Contemporary Democratic Classrooms. We argue that the ethical, epistemological, political, and metaphysical doctrines typically attributed to Plato are not doctrines Plato holds, or at least are not doctrines that he holds in the way he is interpreted to have done. We claim that if we understand Plato’s relationship to thes…
Mason Marshall’s Two Sorts of Arguments for Studying Socrates’ Protreptic
Iris Murdoch's Critique of Three Dualisms in Moral Education
There is a sustained critique of autonomy in Iris Murdoch's work in moral philosophy and moral education. I explicate Murdoch's arguments against a moral education that aims at autonomy, showing that this kind of moral education is ensnared in problematic dualisms: a fact and value dualism (sometimes discussed as a dualism between metaphorical concepts and empirical concepts); a dualism of moral and non‐moral human nature; and a dualism of philos…
Appetite, Reason, and Education in Socrates’ ‘City of Pigs’
In Book II of the Republic (370c-372d), Socrates briefly depicts a city where each inhabitant contributes to the welfare of all by performing the role for which he or she is naturally suited. Socrates calls this city the ‘true city’ and the ‘healthy one’. Nearly all commentators have argued that Socrates’ praise of the city cannot be taken at face value, claiming that it does not represent Socrates’ preferred community. The point of this paper is…
Finding Truth in ‘Lies’
In his 2001 article ‘Teaching to Lie and Obey: Nietzsche on Education’, Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the ‘true’ world and the ‘seeming’ world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it …
Appetite, Reason, and Education in Socrates’ ‘City of Pigs’
In Book II of the Republic (370c-372d), Socrates briefly depicts a city where each inhabitant contributes to the welfare of all by performing the role for which he or she is naturally suited. Socrates calls this city the ‘true city’ and the ‘healthy one’. Nearly all commentators have argued that Socrates’ praise of the city cannot be taken at face value, claiming that it does not represent Socrates’ preferred community. The point of this paper is…
Finding Truth in ‘Lies’
In his 2001 article ‘Teaching to Lie and Obey: Nietzsche on Education’, Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the ‘true’ world and the ‘seeming’ world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it …
Iris Murdoch's Critique of Three Dualisms in Moral Education
There is a sustained critique of autonomy in Iris Murdoch's work in moral philosophy and moral education. I explicate Murdoch's arguments against a moral education that aims at autonomy, showing that this kind of moral education is ensnared in problematic dualisms: a fact and value dualism (sometimes discussed as a dualism between metaphorical concepts and empirical concepts); a dualism of moral and non‐moral human nature; and a dualism of philos…
Plato’s legacy
In this essay, we outline the central thesis of our recent book: A Platonic Theory of Moral Education: Cultivating Virtue in Contemporary Democratic Classrooms. We argue that the ethical, epistemological, political, and metaphysical doctrines typically attributed to Plato are not doctrines Plato holds, or at least are not doctrines that he holds in the way he is interpreted to have done. We claim that if we understand Plato’s relationship to thes…
Finding Truth in ‘Lies’
In his 2001 article ‘Teaching to Lie and Obey: Nietzsche on Education’, Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the ‘true’ world and the ‘seeming’ world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it …
Appetite, Reason, and Education in Socrates’ ‘City of Pigs’
In Book II of the Republic (370c-372d), Socrates briefly depicts a city where each inhabitant contributes to the welfare of all by performing the role for which he or she is naturally suited. Socrates calls this city the ‘true city’ and the ‘healthy one’. Nearly all commentators have argued that Socrates’ praise of the city cannot be taken at face value, claiming that it does not represent Socrates’ preferred community. The point of this paper is…
Iris Murdoch's Critique of Three Dualisms in Moral Education
There is a sustained critique of autonomy in Iris Murdoch's work in moral philosophy and moral education. I explicate Murdoch's arguments against a moral education that aims at autonomy, showing that this kind of moral education is ensnared in problematic dualisms: a fact and value dualism (sometimes discussed as a dualism between metaphorical concepts and empirical concepts); a dualism of moral and non‐moral human nature; and a dualism of philos…
Mason Marshall’s Two Sorts of Arguments for Studying Socrates’ Protreptic
Plato’s legacy
In this essay, we outline the central thesis of our recent book: A Platonic Theory of Moral Education: Cultivating Virtue in Contemporary Democratic Classrooms. We argue that the ethical, epistemological, political, and metaphysical doctrines typically attributed to Plato are not doctrines Plato holds, or at least are not doctrines that he holds in the way he is interpreted to have done. We claim that if we understand Plato’s relationship to thes…
Epistemology (5 works) · Philosophy (5 works) · Philosophy (4 works) · Sociology (4 works) · Law (3 works) · Political science (3 works) · Classical Philosophy and Thought (2 works) · Environmental ethics (2 works) · Higher education (2 works) · Law (2 works)