licence
发表于 2025-3-25 05:30:44
https://doi.org/10.1007/978-0-8176-8415-0laws applying to it, for the former thinking requires experiencing the object as “non-identical”, transcending all general categories. Finally, I show that the proper form of genuine thinking is not public discussion but rather the writing of essays. I conclude by terming this type of education that
山顶可休息
发表于 2025-3-25 10:54:10
https://doi.org/10.1007/978-0-387-29544-2king. Finally, I turn to his discussion of Marcel Proust’s . to elaborate on how thinking is generated by involuntary encounters with signs and analyze the Proustian search as another example of education for thinking, in which the narrator both learns and makes others think.
免除责任
发表于 2025-3-25 13:44:52
Bryan D. Springer,Brian M. Curtinct is in fact a writing subject who does not fully master the meanings of her thoughts. Finally, I turn to Derrida’s writings on education: I discuss his call to make room in schools for thinking against the predominant “philosophy of the state”, and analyze his claim that the university should “bli
代替
发表于 2025-3-25 18:15:42
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坚毅
发表于 2025-3-25 20:20:21
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plasma
发表于 2025-3-26 02:54:18
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GOAD
发表于 2025-3-26 06:32:13
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新字
发表于 2025-3-26 11:45:03
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Seminar
发表于 2025-3-26 13:13:19
Fundamental Issues in This Bookptions of thinking offered by the continental philosophers discussed in the book – Adorno, Arendt, Deleuze, Derrida and Rancière – and the educational field. I begin with discussing the constitutive role of thinking in modern philosophy, and analyze the Cartesian conception of thinking that has beco
Lobotomy
发表于 2025-3-26 18:27:05
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