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Table of Contents
Intro
Foreword
About the Book
Contents
Notes on Contributors
Chapter 1: Introduction
1.1 Pluralizing Philosophy's Past: Three Approaches
1.2 Pluralizing Philosophical Pedagogy
1.3 Aims and Overview of the Present Volume
References
Chapter 2: Anne Conway on Substance and Individuals
2.1 Conway's "Monism"
2.2 Created Individuals and Divine Justice
2.3 Type Monism, Type-Switching, and Universal Salvation
2.4 An Attack on Substance Dualism
References
Chapter 3: Du Bois on the Centralized Organization of Science
3.1 Introduction
3.2 The Atlanta Sociology Laboratory
3.3 Advantages and Disadvantages of Du Bois' System
3.4 Concluding Thoughts
3.5 Du Bois' Social Epistemology of Science in the Classroom
References
Chapter 4: A New Perspective on Old Ideas in González de Salas's Nueva idea de la tragedia antigua
4.1 Introduction
4.1.1 Women in Early Modern Spanish Theater
4.2 Salas's Nueva Idea
4.2.1 Methodology: Sentimiento Interior
4.3 Sullivan's Concepts
4.4 Women Actors as Bodies in Action
4.5 Conclusion and Pedagogical Relevance
4.5.1 Suggested Group Activities
4.5.2 Suggested Written Assignment (Optional)
References
Chapter 5: Developing Political Realism: Some Ideas from Classical China
5.1 Separating Morality and Politics
5.2 Subjective Decisions and Resentment
5.3 Developing a Sense of Law's Inevitability
5.4 Teaching Shen Dao
References
Chapter 6: Philosopher of Samarqand: Abū Manṣūr al-Māturīdī's Theory of Properties
6.1 Introduction: al-Māturīdī in Context
6.2 Al-Māturīdī's Metaphysics: An Early Trope Theorist?
6.3 Using al-Māturīdī in the Philosophy Classroom
References
Chapter 7: Toward a Critical History of Philosophy: Hannah Arendt and the Critique of the Meditative Tradition
7.1 Introduction: Arendt as Historian of Philosophy
7.2 Arendt on Thinking and the Crisis of Modernity
7.3 On the Socratic Tradition and the Purported Decline of Thinking in the Medieval Meditative Tradition
7.4 Conclusion: Arendt's Relevance to the Task of Pluralizing the Tradition
References
Chapter 8: "Pervading the Sable Veil": Phillis Wheatley as Early Modern Philosopher of Religion
8.1 From Poetry to Philosophy
8.2 Wheatley's Philosophy of Religion
8.3 Conclusion and Pedagogy
References
Chapter 9: The Waters of Which We Have Spoken: Reading Marguerite Porete as Substance Metaphysics
9.1 Introduction
9.2 Porete's "Mixed Metaphors"
9.3 Concluding Thoughts
9.4 Teaching Marguerite Porete
References
Chapter 10: Two Dogmas of Enlightenment Scholarship
10.1 Introduction
10.2 The Received Narrative
10.2.1 An RN Case Study: Descartes in the Classroom
10.2.2 Supplanting RN: Cavendish's Fantastical Worlds
10.3 A New Narrative
10.4 Humanistic Reason
References
Foreword
About the Book
Contents
Notes on Contributors
Chapter 1: Introduction
1.1 Pluralizing Philosophy's Past: Three Approaches
1.2 Pluralizing Philosophical Pedagogy
1.3 Aims and Overview of the Present Volume
References
Chapter 2: Anne Conway on Substance and Individuals
2.1 Conway's "Monism"
2.2 Created Individuals and Divine Justice
2.3 Type Monism, Type-Switching, and Universal Salvation
2.4 An Attack on Substance Dualism
References
Chapter 3: Du Bois on the Centralized Organization of Science
3.1 Introduction
3.2 The Atlanta Sociology Laboratory
3.3 Advantages and Disadvantages of Du Bois' System
3.4 Concluding Thoughts
3.5 Du Bois' Social Epistemology of Science in the Classroom
References
Chapter 4: A New Perspective on Old Ideas in González de Salas's Nueva idea de la tragedia antigua
4.1 Introduction
4.1.1 Women in Early Modern Spanish Theater
4.2 Salas's Nueva Idea
4.2.1 Methodology: Sentimiento Interior
4.3 Sullivan's Concepts
4.4 Women Actors as Bodies in Action
4.5 Conclusion and Pedagogical Relevance
4.5.1 Suggested Group Activities
4.5.2 Suggested Written Assignment (Optional)
References
Chapter 5: Developing Political Realism: Some Ideas from Classical China
5.1 Separating Morality and Politics
5.2 Subjective Decisions and Resentment
5.3 Developing a Sense of Law's Inevitability
5.4 Teaching Shen Dao
References
Chapter 6: Philosopher of Samarqand: Abū Manṣūr al-Māturīdī's Theory of Properties
6.1 Introduction: al-Māturīdī in Context
6.2 Al-Māturīdī's Metaphysics: An Early Trope Theorist?
6.3 Using al-Māturīdī in the Philosophy Classroom
References
Chapter 7: Toward a Critical History of Philosophy: Hannah Arendt and the Critique of the Meditative Tradition
7.1 Introduction: Arendt as Historian of Philosophy
7.2 Arendt on Thinking and the Crisis of Modernity
7.3 On the Socratic Tradition and the Purported Decline of Thinking in the Medieval Meditative Tradition
7.4 Conclusion: Arendt's Relevance to the Task of Pluralizing the Tradition
References
Chapter 8: "Pervading the Sable Veil": Phillis Wheatley as Early Modern Philosopher of Religion
8.1 From Poetry to Philosophy
8.2 Wheatley's Philosophy of Religion
8.3 Conclusion and Pedagogy
References
Chapter 9: The Waters of Which We Have Spoken: Reading Marguerite Porete as Substance Metaphysics
9.1 Introduction
9.2 Porete's "Mixed Metaphors"
9.3 Concluding Thoughts
9.4 Teaching Marguerite Porete
References
Chapter 10: Two Dogmas of Enlightenment Scholarship
10.1 Introduction
10.2 The Received Narrative
10.2.1 An RN Case Study: Descartes in the Classroom
10.2.2 Supplanting RN: Cavendish's Fantastical Worlds
10.3 A New Narrative
10.4 Humanistic Reason
References