I did my undergraduate degree at the University of Glasgow and I have postgraduate qualifications from the Universities of Warwick, Glasgow, Strathclyde, and Oxford. https://www.gla.ac.uk/schools/education/staff/philiptonner/
Summary: my thesis engaged Aristotle, Duns Scotus and Heidegger in a debate over the concept of b... more Summary: my thesis engaged Aristotle, Duns Scotus and Heidegger in a debate over the concept of being and critically engaged with Heidegger’s philosophy of art in relation to history. I engaged Husserl and Heidegger in a debate over the nature of phenomenology and examined Heidegger’s phenomenology of religion in relation to historical manifestations of religious practice. I argued that Heidegger’s temporal configuration of being as meaningful presence amounts to a univocal conception of being in terms of time. I then related this interpretation to Heidegger’s later philosophy.
Department of Philosophy, University of Glasgow, 2006.
Phenomenology between Aesthetics and Idealism is a short introductory volume on phenomenology and... more Phenomenology between Aesthetics and Idealism is a short introductory volume on phenomenology and aesthetics that highlights the phenomenological traditions connections to transcendental philosophy and the tradition of philosophical idealism. The book places aesthetics at the centre of the discussion and provides an overview of ‘transcendental philosophy’ since Kant, situating the phenomenological movement in relation to that tradition. Figures discussed include: Kant, Hegel, Heidegger, Dufrenne, Benjamin, Bergson, Deleuze and Derrida.
Philosophy and Museums: Ethics, Aesthetics and Ontology, Royal Institute of Philosophy Supplement, ed. A. Bergqvist, V.S. Harrison and G. Kemp, Cambridge University Press: Cambridge, 2015.
This paper argues that any museum's collecting policy must face up to the problem of vulnerabilit... more This paper argues that any museum's collecting policy must face up to the problem of vulnerability. Taking as a starting point an item in the collections of the United States Holocaust Memorial Museum, I argue that the basic responsibility of museums to collect 'things', and to communicate information about them in a truthful way brings their collecting practice into the epistemological domain of testimony and into the normative domain of ethics. Museums are public spaces of memory, testimony, representation and interpretation that at once enable humanity to hold to account those who transgress while at the same time holding to account those who witness these transgressions. By virtue of this, museums can be considered spaces of ethics wherein testimonial and hermeneutic injustice can be confronted and challenged.
Journal of Archaeology and Education 8, Iss 2. , 2024
Archaeology provides ‘material expression’ to the narratives and discourses which construct and b... more Archaeology provides ‘material expression’ to the narratives and discourses which construct and bind historical identity. When brought into the classroom it can provide a powerful tool to help school pupils untangle complex structures and meanings, and to begin to develop their own interpretive and evaluative skills. This article explores the use of archaeology in implementing aspects of the Scottish Curriculum for Excellence. We focus on one subject in particular, Religious and Moral Education (RME), and we analyze one unit of study designed and taught to Secondary 1 and 2 pupils, with ages ranging from 11- 13. We draw upon a recent major excavation in Perth and Kinross in Scotland so as to interrogate the role of symbols in rites of passage surrounding death as these are evidenced in the material record of the human past. We argue that archaeology provided a rich and robust structure, not available via other means, that assisted the development of pupils’ higher order thinking skills. We argue that deploying archaeology in RME, and by extension, in other subjects and in different educational contexts, will encourage pupils to explore materiality and will enhance their learning in new and inspiring ways.
This paper discusses an inquiry-based school-university partnership project conducted by history ... more This paper discusses an inquiry-based school-university partnership project conducted by history and music education specialists in Scotland. The project was music-led with history underpinning it, namely the musical migration of Scots and Irish to the Eastern United States. From the 18th century onwards thousands of Scots and Irish moved to Appalachia – ‘the wayfarers’ in our title. Their heritage now features in the Scottish school curriculum. However, the wayfarers encountered a range of challenging factors, including forced migration and segregation, which are not yet fully considered in schools. To address this need we co-developed resources with a specialist school to enhance secondary school practices surrounding music education and pupil engagement with challenging histories. This paper critically considers the project stages, supported by secondary and primary sources, including group interviews. In the conclusions we make suggestions for future policy, research and practic...
Journal of Scottish Thought, Volume 13, Kenneth White and Geopoetics, 2023
In his The Wanderer and his Charts (2004) Kenneth White offers two crucial texts that serve at on... more In his The Wanderer and his Charts (2004) Kenneth White offers two crucial texts that serve at once to 'educate and to initiate' (Bissell 2005: 37) his readers into a project a lifetime in the making: in one of these texts he introduces us to 'The Nomadic Intellect' while the in the other he provides 'An Outline of Geopoetics'. The term 'geopoetics'-which is not to be confused with 'geopolitics'-started to enter into White's 'texts and talks at the end of the 1970s', after a long period of what he describes as 'intellectual nomadism'. He adopted this term in order to articulate not only a fi eld that was opening up in his own intellectual trajectory but also to outline a 'potential general space' that would be 'concerned with the cultivation of a live and life-enhancing world by self-developing individuals' (White 2003: vii, 6). Nomadic; geopoetic: as an educator White has been a creator of groups which, while recognising that education has never been 'so ubiquitous', it is nevertheless somehow 'lacking' (Bartlett and Clemens 2017: 1), and have therefore attempted to create 'new organisations, with new thematics and new perspectives' (Bissell 2005: 37) outside the university, groups that are truly 'universal' in aspiration. The International Institute of Geopoetics, the most recent of these groups, was founded 19 years ago (1989), and has sites located as far apart as New Caledonia, Chile, Scotland and Sweden. 1 Opening its doors to established academics and artists and also to those with no formal qualifi cations or artistic status, but who nevertheless share in its concerns, the Institute of Geopoetics operates in terms that might be expressed well with reference to Jacques Rancière's exploration of the axiom of Joseph Jacotot in The Ignorant Schoolmaster, namely, that 'the same intelligence is at work in all the productions of the human mind' (Rancière 1991: 18; Deranty 2010: 7). The equality of intelligence that would ground White's 'active culture' is qualitative, not numerical, in Rancière's sense: it is an intelligence of the human mind capable of speaking with one another, that is
This paper discusses an inquiry-based school-university partnership project conducted by history ... more This paper discusses an inquiry-based school-university partnership project conducted by history and music education specialists in Scotland. The project was music-led with history underpinning it, namely the musical migration of Scots and Irish to the Eastern United States. From the 18th century onwards thousands of Scots and Irish moved to Appalachia-'the wayfarers' in our title. Their heritage now features in the Scottish school curriculum. However, the wayfarers encountered a range of challenging factors, including forced migration and segregation, which are not yet fully considered in schools. To address this need we co-developed resources with a specialist school to enhance secondary school practices surrounding music education and pupil engagement with challenging histories. This paper critically considers the project stages, supported by secondary and primary sources, including group interviews. In the conclusions we make suggestions for future policy, research and practice, such as to frame traditional songs in schools in their historical context.
This paper presents an extended argument toward the conclusion that fairy tales embody a form of ... more This paper presents an extended argument toward the conclusion that fairy tales embody a form of 'anticipatory knowledge' that can be deployed in contemporary settings to aid the development of healthy human subjectivity. We draw on a view of the genesis of mind and experience that emphasises the integration of 'internal' and 'external' worlds, operating together in an embodied and situated present. We contextualise this discussion in terms of socio-historic and psychoanalytical interpretations of fairy tales, drawing on figures such as Bruner, Jung, Zipes, Warner, Tatar, Deleuze and Guattari. Fairy tales are encountered by subjects in a variety of settings, including pedagogic, group storytelling, in individual reading and in film. They present possibilities for existential creativity through processes of deterritorialisation and reterritorialisation, appropriation, and auto-retellings, by virtue of what we call 'anticipatory knowledge'. Taking into account these processes enables a holistic account of the pedagogical and psychological potential of fairy tales, presenting a new framework for their psychological promise.
To realise the entitlement to Learning for Sustainability (LfS), the authors advocate for a post-... more To realise the entitlement to Learning for Sustainability (LfS), the authors advocate for a post-critical orientation in university-based teacher education of the 'head, heart, and hands' model of transformative learning as an organising principle. Integration of intellect, emotion, and body as the activation triad can encourage students and teachers towards transformative engagement. Educational policies of the Scottish government, the influence on teaching practices, and benefits to student learning experiences are explored through the context of COP26 and teacher education in Scotland. Implications are proposed to inspire change in higher education for educating for a sustainable future.
This paper, while not presenting a general discussion of authority in education, attempts to unco... more This paper, while not presenting a general discussion of authority in education, attempts to uncover some of the anomalies, paradoxes and tensions in the concept. It will argue for a revaluation of authority as an educational virtue, as a form of participatory guidance that is an aid to growth. The paper intends to help provoke continued debate over our perceived educational virtues and vices. I argue that virtuous authority is authority exercised from the point of view of a larger experience and a wider horizon. If teachers’ ‘pedagogical imperative’ is to bridge the gap between forms of knowledge and their pupils, then their practice will involve authority. I suggest here that such authority should be repositioned as participatory, immanent and democratic. As Dewey says, ‘The need for authority is. . .constant. . . [I]t is the need for principles that are both stable enough and flexible enough to give direction to the processes of living in its vicissitudes and uncertainties.’ In answer to this, I suggest that teachers practice their authority in order to create stable yet flexible, open and indeterminate, but not chaotic situations that combine with pupils’ experiences in such a way as to enable educational growth. Authority practised as a form of participatory guidance, to pursue this Deweyan line of argument, can be ‘an aid to freedom’ and not freedom’s enemy. This paper will argue that authority, so revalued, ought to be cultivated in our educational thought and practice.
Education is astonishingly simple. We have all been through it, whether as children or later in l... more Education is astonishingly simple. We have all been through it, whether as children or later in life-indeed, many of us are still going through it in some form or other; we all know what works; and we are all committed to realising its individual and
Summary: my thesis engaged Aristotle, Duns Scotus and Heidegger in a debate over the concept of b... more Summary: my thesis engaged Aristotle, Duns Scotus and Heidegger in a debate over the concept of being and critically engaged with Heidegger’s philosophy of art in relation to history. I engaged Husserl and Heidegger in a debate over the nature of phenomenology and examined Heidegger’s phenomenology of religion in relation to historical manifestations of religious practice. I argued that Heidegger’s temporal configuration of being as meaningful presence amounts to a univocal conception of being in terms of time. I then related this interpretation to Heidegger’s later philosophy.
Department of Philosophy, University of Glasgow, 2006.
Phenomenology between Aesthetics and Idealism is a short introductory volume on phenomenology and... more Phenomenology between Aesthetics and Idealism is a short introductory volume on phenomenology and aesthetics that highlights the phenomenological traditions connections to transcendental philosophy and the tradition of philosophical idealism. The book places aesthetics at the centre of the discussion and provides an overview of ‘transcendental philosophy’ since Kant, situating the phenomenological movement in relation to that tradition. Figures discussed include: Kant, Hegel, Heidegger, Dufrenne, Benjamin, Bergson, Deleuze and Derrida.
Philosophy and Museums: Ethics, Aesthetics and Ontology, Royal Institute of Philosophy Supplement, ed. A. Bergqvist, V.S. Harrison and G. Kemp, Cambridge University Press: Cambridge, 2015.
This paper argues that any museum's collecting policy must face up to the problem of vulnerabilit... more This paper argues that any museum's collecting policy must face up to the problem of vulnerability. Taking as a starting point an item in the collections of the United States Holocaust Memorial Museum, I argue that the basic responsibility of museums to collect 'things', and to communicate information about them in a truthful way brings their collecting practice into the epistemological domain of testimony and into the normative domain of ethics. Museums are public spaces of memory, testimony, representation and interpretation that at once enable humanity to hold to account those who transgress while at the same time holding to account those who witness these transgressions. By virtue of this, museums can be considered spaces of ethics wherein testimonial and hermeneutic injustice can be confronted and challenged.
Journal of Archaeology and Education 8, Iss 2. , 2024
Archaeology provides ‘material expression’ to the narratives and discourses which construct and b... more Archaeology provides ‘material expression’ to the narratives and discourses which construct and bind historical identity. When brought into the classroom it can provide a powerful tool to help school pupils untangle complex structures and meanings, and to begin to develop their own interpretive and evaluative skills. This article explores the use of archaeology in implementing aspects of the Scottish Curriculum for Excellence. We focus on one subject in particular, Religious and Moral Education (RME), and we analyze one unit of study designed and taught to Secondary 1 and 2 pupils, with ages ranging from 11- 13. We draw upon a recent major excavation in Perth and Kinross in Scotland so as to interrogate the role of symbols in rites of passage surrounding death as these are evidenced in the material record of the human past. We argue that archaeology provided a rich and robust structure, not available via other means, that assisted the development of pupils’ higher order thinking skills. We argue that deploying archaeology in RME, and by extension, in other subjects and in different educational contexts, will encourage pupils to explore materiality and will enhance their learning in new and inspiring ways.
This paper discusses an inquiry-based school-university partnership project conducted by history ... more This paper discusses an inquiry-based school-university partnership project conducted by history and music education specialists in Scotland. The project was music-led with history underpinning it, namely the musical migration of Scots and Irish to the Eastern United States. From the 18th century onwards thousands of Scots and Irish moved to Appalachia – ‘the wayfarers’ in our title. Their heritage now features in the Scottish school curriculum. However, the wayfarers encountered a range of challenging factors, including forced migration and segregation, which are not yet fully considered in schools. To address this need we co-developed resources with a specialist school to enhance secondary school practices surrounding music education and pupil engagement with challenging histories. This paper critically considers the project stages, supported by secondary and primary sources, including group interviews. In the conclusions we make suggestions for future policy, research and practic...
Journal of Scottish Thought, Volume 13, Kenneth White and Geopoetics, 2023
In his The Wanderer and his Charts (2004) Kenneth White offers two crucial texts that serve at on... more In his The Wanderer and his Charts (2004) Kenneth White offers two crucial texts that serve at once to 'educate and to initiate' (Bissell 2005: 37) his readers into a project a lifetime in the making: in one of these texts he introduces us to 'The Nomadic Intellect' while the in the other he provides 'An Outline of Geopoetics'. The term 'geopoetics'-which is not to be confused with 'geopolitics'-started to enter into White's 'texts and talks at the end of the 1970s', after a long period of what he describes as 'intellectual nomadism'. He adopted this term in order to articulate not only a fi eld that was opening up in his own intellectual trajectory but also to outline a 'potential general space' that would be 'concerned with the cultivation of a live and life-enhancing world by self-developing individuals' (White 2003: vii, 6). Nomadic; geopoetic: as an educator White has been a creator of groups which, while recognising that education has never been 'so ubiquitous', it is nevertheless somehow 'lacking' (Bartlett and Clemens 2017: 1), and have therefore attempted to create 'new organisations, with new thematics and new perspectives' (Bissell 2005: 37) outside the university, groups that are truly 'universal' in aspiration. The International Institute of Geopoetics, the most recent of these groups, was founded 19 years ago (1989), and has sites located as far apart as New Caledonia, Chile, Scotland and Sweden. 1 Opening its doors to established academics and artists and also to those with no formal qualifi cations or artistic status, but who nevertheless share in its concerns, the Institute of Geopoetics operates in terms that might be expressed well with reference to Jacques Rancière's exploration of the axiom of Joseph Jacotot in The Ignorant Schoolmaster, namely, that 'the same intelligence is at work in all the productions of the human mind' (Rancière 1991: 18; Deranty 2010: 7). The equality of intelligence that would ground White's 'active culture' is qualitative, not numerical, in Rancière's sense: it is an intelligence of the human mind capable of speaking with one another, that is
This paper discusses an inquiry-based school-university partnership project conducted by history ... more This paper discusses an inquiry-based school-university partnership project conducted by history and music education specialists in Scotland. The project was music-led with history underpinning it, namely the musical migration of Scots and Irish to the Eastern United States. From the 18th century onwards thousands of Scots and Irish moved to Appalachia-'the wayfarers' in our title. Their heritage now features in the Scottish school curriculum. However, the wayfarers encountered a range of challenging factors, including forced migration and segregation, which are not yet fully considered in schools. To address this need we co-developed resources with a specialist school to enhance secondary school practices surrounding music education and pupil engagement with challenging histories. This paper critically considers the project stages, supported by secondary and primary sources, including group interviews. In the conclusions we make suggestions for future policy, research and practice, such as to frame traditional songs in schools in their historical context.
This paper presents an extended argument toward the conclusion that fairy tales embody a form of ... more This paper presents an extended argument toward the conclusion that fairy tales embody a form of 'anticipatory knowledge' that can be deployed in contemporary settings to aid the development of healthy human subjectivity. We draw on a view of the genesis of mind and experience that emphasises the integration of 'internal' and 'external' worlds, operating together in an embodied and situated present. We contextualise this discussion in terms of socio-historic and psychoanalytical interpretations of fairy tales, drawing on figures such as Bruner, Jung, Zipes, Warner, Tatar, Deleuze and Guattari. Fairy tales are encountered by subjects in a variety of settings, including pedagogic, group storytelling, in individual reading and in film. They present possibilities for existential creativity through processes of deterritorialisation and reterritorialisation, appropriation, and auto-retellings, by virtue of what we call 'anticipatory knowledge'. Taking into account these processes enables a holistic account of the pedagogical and psychological potential of fairy tales, presenting a new framework for their psychological promise.
To realise the entitlement to Learning for Sustainability (LfS), the authors advocate for a post-... more To realise the entitlement to Learning for Sustainability (LfS), the authors advocate for a post-critical orientation in university-based teacher education of the 'head, heart, and hands' model of transformative learning as an organising principle. Integration of intellect, emotion, and body as the activation triad can encourage students and teachers towards transformative engagement. Educational policies of the Scottish government, the influence on teaching practices, and benefits to student learning experiences are explored through the context of COP26 and teacher education in Scotland. Implications are proposed to inspire change in higher education for educating for a sustainable future.
This paper, while not presenting a general discussion of authority in education, attempts to unco... more This paper, while not presenting a general discussion of authority in education, attempts to uncover some of the anomalies, paradoxes and tensions in the concept. It will argue for a revaluation of authority as an educational virtue, as a form of participatory guidance that is an aid to growth. The paper intends to help provoke continued debate over our perceived educational virtues and vices. I argue that virtuous authority is authority exercised from the point of view of a larger experience and a wider horizon. If teachers’ ‘pedagogical imperative’ is to bridge the gap between forms of knowledge and their pupils, then their practice will involve authority. I suggest here that such authority should be repositioned as participatory, immanent and democratic. As Dewey says, ‘The need for authority is. . .constant. . . [I]t is the need for principles that are both stable enough and flexible enough to give direction to the processes of living in its vicissitudes and uncertainties.’ In answer to this, I suggest that teachers practice their authority in order to create stable yet flexible, open and indeterminate, but not chaotic situations that combine with pupils’ experiences in such a way as to enable educational growth. Authority practised as a form of participatory guidance, to pursue this Deweyan line of argument, can be ‘an aid to freedom’ and not freedom’s enemy. This paper will argue that authority, so revalued, ought to be cultivated in our educational thought and practice.
Education is astonishingly simple. We have all been through it, whether as children or later in l... more Education is astonishingly simple. We have all been through it, whether as children or later in life-indeed, many of us are still going through it in some form or other; we all know what works; and we are all committed to realising its individual and
This paper begins to develop an interpretation of European cave art based on Martin Heidegger’s a... more This paper begins to develop an interpretation of European cave art based on Martin Heidegger’s account of artistic production and ‘dwelling’ so as to indicate a potentially rich area for future research. The paper will also draw on Foucault’s account of heterotopic space and will engage with one of the key researchers on the archaeology of cave art, Randall White. The role of a work of art for Heidegger is to hold open a world. Art enables a decision to be made by a group regarding how things are going to matter for, and to, them as dwellers in their world. Works of art, on Heidegger’s account, put up for decision what will count as the highest values (the gods) for a group while determining what will prove essential for human dwelling in a world. With reference to Foucault, it will be suggested that caves are a good candidate for a heterotopic space. Caves are uncanny, numinous spaces and because of this, I suggest, they enable human beings to produce art as a world-opening event....
ver the thirty years since his death Martin Heidegger (1889-1976) has emerged as one of the key p... more ver the thirty years since his death Martin Heidegger (1889-1976) has emerged as one of the key philosophers of the 20th Century. Yet he claimed to be moved throughout the entirety of his work by a single question: the question of the meaning of being. According to Heidegger the ancient Greek thinkers experienced being with a sense of wonder that has been lost in modernity. There has never been a satisfactory answer to this question and philosophers are no longer even perplexed by their inability to answer it. It was the question of being (Seinsfrage) that Heidegger set out to confront in his unfinished master work Being and Time (1927). The young Heidegger years before the publication of that work had been afforded an insight to an aspect of what would become his central concern from what at first might seem an unlikely source: the medieval philosopher and theologian John Duns Scotus. Scotus inspired Heidegger in so far as his thought was in proximity to “real life, ” and while he ...
This paper offers a reading of the philosophy of Heidegger in terms of the problematic of history... more This paper offers a reading of the philosophy of Heidegger in terms of the problematic of history as set out by Collingwood. We take Collingwood’s two questions (‘how did people in the past derive the meaning of their lives?’ and ‘what is the nature of historical description?’) as our guiding principles. We show how Heidegger’s philosophy can be put to use in the service of writing history. Ereignis names that event whereby being (the meaningful relatedness of things to human interest and understanding) is revealed and appropriated by historical humanity. Ereignis is that event whereby historical civilizations come to be in world history: it is the happening of historical civilization. Heidegger claims that the history of being, as he understands it, provides the clue to all history. As such, we show how, by way of a reading of the focal artworks representative of particular communities, historians can hermeneutically reconstruct the narrative background or meaning of being constitu...
This paper introduces the notion of Recognition in the section of Hegel’s Phenomenology of Spirit... more This paper introduces the notion of Recognition in the section of Hegel’s Phenomenology of Spirit entitled ‘A. INDEPENDENCE AND DEPENDENCE OF SELFCONSCIOUSNESS: LORDSHIP AND BONDAGE’ by way of a commentary. Hegel’s view is that in order for any self-consciousness to obtain it must be acknowledged as such by another self-consciousness. For Hegel, acknowledgement emerges as a necessary condition for self-consciousness. As such, Hegel’s account of self-consciousness raises the problem of intersubjectivity, or the account of the relation between more than one self-consciousness and I suggest, without attempting to establish, some intuitive lines of defence of the Hegelian position. I suggest that the dialectic of lordship and bondage, or as it is commonly referred to, the Master-Slave dialectic, cannot be fully comprehended without an adequate understanding of Hegel’s account of Recognition.
There has been substantial debate in recent philosophical literature concerning the nature, purpo... more There has been substantial debate in recent philosophical literature concerning the nature, purpose and effectiveness of transcendental arguments. Much of this literature has taken as its point of departure the writings of Immanuel Kant since, historically, it is Kant who placed transcendental arguments at the centre of his philosophical enterprise. Kant is the paradigmatic exponent of the transcendental argument. In light of this, the aims of this paper can be set out as follows:
In what follows we outline Aristotle’s philosophy of tragedy in his Poetics paying particular att... more In what follows we outline Aristotle’s philosophy of tragedy in his Poetics paying particular attention to his account of action and hamartia. We situate his account of tragedy in terms of his ethical philosophy and philosophy of action generally. We argue that tragedy is disclosive of the frailty of the human situation in its precarious contingence. By this, we link Aristotle’s philosophy of tragedy to twentieth century aesthetic, ethical and European philosophy.
Somewhere between 500,000 to 300,000 years ago in the Lower Palaeolithic of Europe our ancestor H... more Somewhere between 500,000 to 300,000 years ago in the Lower Palaeolithic of Europe our ancestor Homo heidelbergensis placed around 28 to 32 deceased individuals into a deep sink hole or ‘pit’ in the Sierra de Atapuerca, Spain: exactly why they did so remains a matter of debate. Drawing on theoretical advances grouped together under the banner of ‘the dwelling perspective’ this paper will explore a novel approach to this fascinating area of debate and suggest some experiential parameters available in the present that might help us to make sense of this remarkable site.
Lewin, D. and Tonner, P. (2020) What might the Covid Pandemic mean for the SERA Theory and Philosophy in Education Network? Scottish Educational Review 52(2), 17-18 , 2020
Geologists have recorded five major extinctions throughout the Earth's history. Are we hastening ... more Geologists have recorded five major extinctions throughout the Earth's history. Are we hastening the sixth, asks Philip Tonner
I acted as a researcher for this documentary.
From the BBC website: Dramatized documentary in ... more I acted as a researcher for this documentary.
From the BBC website: Dramatized documentary in which Andrew Marr explains how Edinburgh changed from a squalid provincial city into a beacon of intellectual thought, led by the brilliance of the philosopher David Hume and the father of economics, Adam Smith.
Their enlightened ideas opened up the eyes of the people across the world, arguing for a progressive and tolerant society with freedom of speech, freedom of thought, and freedom of action. Their ideas are just as relevant today as they were over 250 years ago.
Journal of Archaeological Method and Theory , 2011
Manuscript Draft Manuscript Number: JARM-123
This paper offers a précis of the methodology and r... more Manuscript Draft Manuscript Number: JARM-123 This paper offers a précis of the methodology and results of a research project on standing stones in western Scotland. The focus is a case-study of sites in Coll and Tiree. Significantly, phenomenology is used as the particular guiding principle for the methodological approach and interpretations for this area. These follow the empirical research used to establish some understanding of standing stones as a group phenomenon across the region. This project includes accurate reconstructions of the paths of astronomical phenomena as seen by the naked eye through the development and use of sophisticated GIS software developed to weave together both sky- and land-scapes in one viewing. In this way, the dominant visualscapes of various peoples pasts are revealed and so too something of their belief systems.
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Department of Philosophy, University of Glasgow, 2006.
New Studies in Idealism Series, Editor, Paolo Diego Bubbio, The Davies Group.
http://www.amazon.com/Phenomenology-between-aesthetics-idealism-Idealism/dp/1934542539/ref=sr_1_1?s=books&ie=UTF8&qid=1444935189&sr=1-1
paradoxes and tensions in the concept. It will argue for a
revaluation of authority as an educational virtue, as a form
of participatory guidance that is an aid to growth. The paper
intends to help provoke continued debate over our perceived
educational virtues and vices. I argue that virtuous authority is authority exercised from the point of view of a larger
experience and a wider horizon. If teachers’ ‘pedagogical imperative’ is to bridge the gap between forms of knowledge and
their pupils, then their practice will involve authority. I suggest
here that such authority should be repositioned as participatory, immanent and democratic. As Dewey says, ‘The need for
authority is. . .constant. . . [I]t is the need for principles that are
both stable enough and flexible enough to give direction to
the processes of living in its vicissitudes and uncertainties.’ In
answer to this, I suggest that teachers practice their authority in
order to create stable yet flexible, open and indeterminate, but
not chaotic situations that combine with pupils’ experiences in
such a way as to enable educational growth. Authority practised
as a form of participatory guidance, to pursue this Deweyan
line of argument, can be ‘an aid to freedom’ and not freedom’s enemy. This paper will argue that authority, so revalued,
ought to be cultivated in our educational thought and practice.
Department of Philosophy, University of Glasgow, 2006.
New Studies in Idealism Series, Editor, Paolo Diego Bubbio, The Davies Group.
http://www.amazon.com/Phenomenology-between-aesthetics-idealism-Idealism/dp/1934542539/ref=sr_1_1?s=books&ie=UTF8&qid=1444935189&sr=1-1
paradoxes and tensions in the concept. It will argue for a
revaluation of authority as an educational virtue, as a form
of participatory guidance that is an aid to growth. The paper
intends to help provoke continued debate over our perceived
educational virtues and vices. I argue that virtuous authority is authority exercised from the point of view of a larger
experience and a wider horizon. If teachers’ ‘pedagogical imperative’ is to bridge the gap between forms of knowledge and
their pupils, then their practice will involve authority. I suggest
here that such authority should be repositioned as participatory, immanent and democratic. As Dewey says, ‘The need for
authority is. . .constant. . . [I]t is the need for principles that are
both stable enough and flexible enough to give direction to
the processes of living in its vicissitudes and uncertainties.’ In
answer to this, I suggest that teachers practice their authority in
order to create stable yet flexible, open and indeterminate, but
not chaotic situations that combine with pupils’ experiences in
such a way as to enable educational growth. Authority practised
as a form of participatory guidance, to pursue this Deweyan
line of argument, can be ‘an aid to freedom’ and not freedom’s enemy. This paper will argue that authority, so revalued,
ought to be cultivated in our educational thought and practice.
Postgraduate research training event: material culture, museums, philosophy, theology and religious studies.
From the BBC website: Dramatized documentary in which Andrew Marr explains how Edinburgh changed from a squalid provincial city into a beacon of intellectual thought, led by the brilliance of the philosopher David Hume and the father of economics, Adam Smith.
Their enlightened ideas opened up the eyes of the people across the world, arguing for a progressive and tolerant society with freedom of speech, freedom of thought, and freedom of action. Their ideas are just as relevant today as they were over 250 years ago.
This paper offers a précis of the methodology and results of a research project on standing stones in western Scotland. The focus is a case-study of sites in Coll and Tiree. Significantly, phenomenology is used as the particular guiding principle for the methodological approach and interpretations for this area. These follow the empirical research used to establish some understanding of standing stones as a group phenomenon across the region. This project includes accurate reconstructions of the paths of astronomical phenomena as seen by the naked eye through the development and use of sophisticated GIS software developed to weave together both sky- and land-scapes in one viewing. In this way, the dominant visualscapes of various peoples pasts are revealed and so too something of their belief systems.