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Propaedeutic to Philosophy: Dialogue and Truth in Philosophical Practice

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dc.contributor.advisor Casey, Edward S en_US
dc.contributor.author Hesse, Lauren Nelson en_US
dc.contributor.other Department of Philosophy. en_US
dc.date.accessioned 2017-09-20T16:50:48Z
dc.date.available 2017-09-20T16:50:48Z
dc.date.issued 2014-12-01
dc.identifier.uri http://hdl.handle.net/11401/76617 en_US
dc.description 342 pg. en_US
dc.description.abstract This dissertation advocates a model of dialogue as an approach to education and to philosophical discourse itself that is capable of acknowledging and accommodating the manifold possibilities for human thought. Contemporary philosophy is permeated by a loss of certainty and the increasingly problematic nature of the concept of truth, and the complication of these concepts exposes significant limitations in the ways we conceptualize thought itself. Working in this vein, Gilles Deleuze identifies what he calls an " image of thought," which characterizes the forms we have traditionally allowed thinking to take. His critique of this image, along with its subsequent development, serves to suggest valuable new directions for inquiry and, by opening up new possibilities for thought, thereby opens up philosophy itself. Before we can truly reap the benefits of this opening up of philosophy, however, we must confront the fact that human thought requires training, and the educational approaches we employ both reflect and cultivate particular images of thought. Traditional, lecture-based education reflects traditional notions of thinking and thereby cultivates thinkers who are linear and hierarchical, developing their ideas largely in isolation from other thinkers. A dialogical model of education, on the other hand, accommodates and builds on many of the new possibilities of thought opened up by Deleuze's critique. I explore two models of dialogue--the Socratic dialogue of Plato and the dialogical pedagogy of Paulo Freire--and propose a new model of dialogue. This proposed model aims to encourage the development of a multiplicity of voices and viewpoints, confront participants with unfamiliar and challenging insights and ways of thinking, and open a humanizing dialogical space in which participants meaningfully engage with one another. This dialogue cultivates habits of critical thought and reflection by implicitly calling for them and proceeding by means of them; thus it presents us with both a philosophical pedagogy and an approach to philosophical discourse itself. Ultimately, this model of dialogue relies on a revitalized notion of truth in order to mitigate the threat posed to authentic, collaborative inquiry by rhetorical or interpersonal force. According to this new account of truth, we recognize something as true when it answers questions that have not yet been asked; we adopt something akin to a Platonic myth of truth as that which makes us " better, braver, and less idle" in seeking for things we do not yet know; but we temper this notion with the perennial Socratic reminder that our " wisdom is worthless" --that we do not know what we think we know, that all of our certainties are ultimately somewhat uncertain. We emerge with a reciprocal and necessary relationship between truth and honesty: our revitalized notion of truth serves first and foremost to make us both honest and humble, and this honesty in dialogue guides us toward ever new answers to as yet unarticulated questions. en_US
dc.description.sponsorship This work is sponsored by the Stony Brook University Graduate School in compliance with the requirements for completion of degree. en_US
dc.format Monograph en_US
dc.format.medium Electronic Resource en_US
dc.language.iso en_US en_US
dc.publisher The Graduate School, Stony Brook University: Stony Brook, NY. en_US
dc.subject.lcsh Philosophy en_US
dc.subject.other Deleuze, Dialogue, Education, Freire, Noology, Plato en_US
dc.title Propaedeutic to Philosophy: Dialogue and Truth in Philosophical Practice en_US
dc.type Dissertation en_US
dc.mimetype Application/PDF en_US
dc.contributor.committeemember Rawlinson, Mary en_US
dc.contributor.committeemember Cormier, Harvey en_US
dc.contributor.committeemember Evans, Frederick. en_US


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