Unity of Knowledge and Action, The: Toward a Nonrepresentational Theory of Knowledge

SUNY Press
1
Free sample

Building upon insights from the sixteenth century Neo-Confucian Wang Yang-ming, the American pragmatist John Dewey, and the process philosopher Alfred North Whitehead, this book argues that knowledge is best understood as a form of action. Many of the most puzzling philosophic problems in the modern era can be traced to our tendency to assume that knowledge is separate from action. Letting go of the sharp knowledge-action distinction, however, makes possible a more coherent theory of knowledge that is more adaptive to the way we experience one another, the world, and ourselves. By responding directly to problems raised by contemporary thinkers like Charles Taylor, Donald Davidson, Richard Rorty, Daniel Dennett, Mark Johnson, George Lakoff, and Robert Neville, this book maps out a strategy for making progress in the contemporary quest for a “nonrepresentational theory of knowledge.”
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About the author

Warren G. Frisina is Associate Professor of Philosophy and Religious Studies at Hofstra University.

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Additional Information

Publisher
SUNY Press
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Published on
Feb 1, 2012
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Pages
280
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ISBN
9780791488669
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Best For
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Language
English
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Genres
Philosophy / Eastern
Philosophy / Epistemology
Philosophy / Movements / Pragmatism
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Content Protection
This content is DRM protected.
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Eligible for Family Library

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The Daode Jing, a highly enigmatic work rooted in ancient Chinese cosmology, ontology, metaphysics, and moral thinking, is regularly offered to college and high-school students in religion, philosophy, history, literature, Asian studies, and humanities courses. As a result, an ever-expanding group of faculty with very different backgrounds and training routinely confront the question: "How should I teach the Daode Jing?" Written for non-specialists who may not have a background in ancient Chinese culture, the essays collected in this volume provide up-to-date information on contemporary scholarship and classroom strategies that have been successful in a variety of teaching environments. A classic text like the Daode Jing generates debate among scholars and teachers who ask questions like: Should we capitalize on popular interest in the Daode Jing in our classrooms? Which of the many translations and scholarly approaches ought we to use? Is it appropriate to think of the Daode Jing as a religious text at all? These and other controversies are addressed in this volume. Contributors are well-known scholars of Daoism, including Livia Kohn, Norman Girardot, Robert Henricks, Russell Kirkland, Hans-Georg Moeller, Hall Roth, and Michael LaFargue. In addition, there are essays by Eva Wong (Daoist practitioner), David Hall (philosophy), Gary DeAngelis (mysticism), and a jointly written essay on pedagogical strategies by Judith Berling, Geoffrey Foy, and John Thompson (Chinese religion).
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