Alven M Neiman
Biographic Data
| ID | 5993903 |
|---|---|
| NAME | Alven M Neiman |
| GIVEN NAMES | Alven M |
| FAMILY NAME | Neiman |
| SIGNATURE | NEIMAN A M |
| AFFILIATIONS | a The College of Arts and Letters, University of Notre Dame. Notre Dame, Indiana. USA |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2000 |
| H-INDEX | 1 |
Self Examination, Philosophical Education and Spirituality
As a contribution to thinking about the possibility of spiritual education, I examine Pierre Hadot's important distinction between ‘philosophy as theory’, a detached investigation into ‘the natures of things’, and ‘philosophy as a way of life’, practical exercises which Socrates introduced as a means of ‘learning to die’. While most philosophy today amounts to ‘philosophy as theory’, ‘philosophy as a way of life’ remains a respectable and viable …
Rorty, irony, education
Indoctrination
(1989). Indoctrination: A contextualist approach. Educational Philosophy and Theory: Vol. 21, No. 1, pp. 53-61
Indoctrination
(1989). Indoctrination: A contextualist approach. Educational Philosophy and Theory: Vol. 21, No. 1, pp. 53-61
Self Examination, Philosophical Education and Spirituality
As a contribution to thinking about the possibility of spiritual education, I examine Pierre Hadot's important distinction between ‘philosophy as theory’, a detached investigation into ‘the natures of things’, and ‘philosophy as a way of life’, practical exercises which Socrates introduced as a means of ‘learning to die’. While most philosophy today amounts to ‘philosophy as theory’, ‘philosophy as a way of life’ remains a respectable and viable …
Rorty, irony, education
Indoctrination
(1989). Indoctrination: A contextualist approach. Educational Philosophy and Theory: Vol. 21, No. 1, pp. 53-61
Rorty, irony, education
Self Examination, Philosophical Education and Spirituality
As a contribution to thinking about the possibility of spiritual education, I examine Pierre Hadot's important distinction between ‘philosophy as theory’, a detached investigation into ‘the natures of things’, and ‘philosophy as a way of life’, practical exercises which Socrates introduced as a means of ‘learning to die’. While most philosophy today amounts to ‘philosophy as theory’, ‘philosophy as a way of life’ remains a respectable and viable …
Epistemology (3 works) · Higher education (3 works) · Philosophy (3 works) · Philosophy (3 works) · Philosophy of education (3 works) · Sociology (3 works) · Education and Critical Thinking Development (2 works) · Law (2 works) · Law (2 works) · Pedagogy (2 works)