Marinus Schoeman
Biographic Data
| ID | 6298431 |
|---|---|
| NAME | Marinus Schoeman |
| GIVEN NAMES | Marinus |
| FAMILY NAME | Schoeman |
| SIGNATURE | SCHOEMAN M |
| AFFILIATIONS | University of Pretoria |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 1 |
Education for democracy
This article takes it cue from John Dewey and his views on the interrelation-ship between democracy and education. The basic premise is that education and democracy are inextricably linked and that in a free society the link is severed only at our peril. Education must be both public and democratic if we wish to preserve our democracy's public spaces. We should resist calls for ‘excellence ’ if this means educating only ‘the best ’ and excluding …
Generosity as a central virtue in Nietzsche’s ethics
Nietzsche’s ethics is basically an ethics of virtue. In his own unique way, and in accordance with his extra-moral view of life, Nietzsche recovers and re-appropriates certain virtues - notably pagan, aristocratic virtues - as part of his project to reconceptualise (‘rehabilitate’) the virtues in terms of virtù (virtuosity and vitality), to which he also refers as his ‘moraline-free’ conception of the virtues. The virtue of generosity (in the sen…
Performatiwiteit en selfonthulling as sleutelbegrippe in Hannah Arendt se etiek van deugdelikheid
The first three sections of this essay deal with certain aspects of Arendt's theory of action that are central to her idea of a truly ethical (i.e. virtuous) life. Considerable attention is given to her view of action as intrinsically self-revelatory and political, i.e. performative and dramaturgical. The self-revelatory and performative nature of action means that it should not be interpreted in expressivist terms. Nor should one judge it in ter…
Nietzsche
AbstractNietzsche: Perspectivism, agonistic pluralism, and will to power. Nietzsche’s philosophy of life-affirmation and perspectivism is often charged with skeptical relativism and a seemingly unsurmountable problem of self-referentiality that necessarily leads to a “performative contradiction” (Habermas). While the charge of skeptical relativism can be easily dismissed, the problem of self-reference is a much more complicated affair. After disc…
Education for democracy
This article takes it cue from John Dewey and his views on the interrelation-ship between democracy and education. The basic premise is that education and democracy are inextricably linked and that in a free society the link is severed only at our peril. Education must be both public and democratic if we wish to preserve our democracy's public spaces. We should resist calls for ‘excellence ’ if this means educating only ‘the best ’ and excluding …
Nietzsche
AbstractNietzsche: Perspectivism, agonistic pluralism, and will to power. Nietzsche’s philosophy of life-affirmation and perspectivism is often charged with skeptical relativism and a seemingly unsurmountable problem of self-referentiality that necessarily leads to a “performative contradiction” (Habermas). While the charge of skeptical relativism can be easily dismissed, the problem of self-reference is a much more complicated affair. After disc…
Performatiwiteit en selfonthulling as sleutelbegrippe in Hannah Arendt se etiek van deugdelikheid
The first three sections of this essay deal with certain aspects of Arendt's theory of action that are central to her idea of a truly ethical (i.e. virtuous) life. Considerable attention is given to her view of action as intrinsically self-revelatory and political, i.e. performative and dramaturgical. The self-revelatory and performative nature of action means that it should not be interpreted in expressivist terms. Nor should one judge it in ter…
Generosity as a central virtue in Nietzsche’s ethics
Nietzsche’s ethics is basically an ethics of virtue. In his own unique way, and in accordance with his extra-moral view of life, Nietzsche recovers and re-appropriates certain virtues - notably pagan, aristocratic virtues - as part of his project to reconceptualise (‘rehabilitate’) the virtues in terms of virtù (virtuosity and vitality), to which he also refers as his ‘moraline-free’ conception of the virtues. The virtue of generosity (in the sen…
Education for democracy
This article takes it cue from John Dewey and his views on the interrelation-ship between democracy and education. The basic premise is that education and democracy are inextricably linked and that in a free society the link is severed only at our peril. Education must be both public and democratic if we wish to preserve our democracy's public spaces. We should resist calls for ‘excellence ’ if this means educating only ‘the best ’ and excluding …
Epistemology (4 works) · Philosophy (4 works) · Law (3 works) · Aesthetics (2 works) · Nietzsche, Schopenhauer, and Hegel (2 works) · Politics (2 works) · Sociology (2 works) · Art (1 work) · Contradiction (1 work) · Democracy (1 work)