Teaching, learning and philosophising as metaphysical animals: Introduction

Author:

Jamieson Lesley1

Affiliation:

1. Centre for Ethics as Study in Human Value, University of Pardubice , Pardubice, Czechia

Abstract

Abstract In recent years, a new scholarly gaze has been cast on four women-Elizabeth Anscombe, Philippa Foot, Mary Midgley, and Iris Murdoch-who have come to be known as the ‘Wartime Quartet’. During the postwar period, when women were still scarce in the discipline, these four flourished as philosophers. New details about their wartime education give us materials to reflect on what enabled them to develop their unique philosophical voices. Their work dispels widespread philosophical dogmas, especially scientistic interpretations of naturalism that exclude value from the fabric of reality. Through their attention to the details of ordinary life, they avoid flattening the complexities of moral learning, especially where this involves navigating intergenerational differences. The articles in this Suite look to the Wartime Quartet's writings and learning conditions to show that, far from being of purely historical interest, they shed fresh light on the aims and challenges of moral education and offer a critical perspective on current pedagogical practices-particularly in the teaching of philosophy.

Publisher

Oxford University Press (OUP)

Subject

Philosophy,History,Education

Reference15 articles.

1. Iris Murdoch, or what it means to be a serious philosopher;Altorf;Daimon: Revista Internacional de Filosofía,2013

2. Iris Murdoch and common sense or, what is it like to be a woman in philosophy;Altorf;Royal Institute of Philosophy Supplements,2020

3. Learning from others;Bakhurst;Journal of Philosophy of Education,2013

4. Practice, sensibility and moral education;Bakhurst;Journal of Philosophy of Education,2018

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