Copyright (c) 2009 College of DuPage All rights reserved. http://dc.cod.edu Recent documents in DigitalCommons@C.O.D. en-us Sat, 21 Nov 2009 05:57:40 PST 3600 http://dc.cod.edu/englishpub/24 http://dc.cod.edu/englishpub/24 Fri, 20 Nov 2009 09:26:27 PST Deborah Adelman http://dc.cod.edu/englishpub/26 http://dc.cod.edu/englishpub/26 Fri, 20 Nov 2009 09:26:27 PST Deborah Adelman http://dc.cod.edu/englishpub/25 http://dc.cod.edu/englishpub/25 Fri, 20 Nov 2009 09:26:27 PST Deborah Adelman http://dc.cod.edu/philosophypub/14 http://dc.cod.edu/philosophypub/14 Thu, 19 Nov 2009 13:55:23 PST James Magrini http://dc.cod.edu/philosophypub/13 http://dc.cod.edu/philosophypub/13 Thu, 19 Nov 2009 11:17:42 PST This paper explores how the conception and valuation of the knowledge within our educational practices determines the planning, writing, and implementation of the curriculum. There is a pressing need for educators to philosophically and systematically understand the relationship between the foundational epistemological beliefs that ground a curriculum and its relationship to forming the notions of competency, pedagogy, and the methods for evaluating and assessing student progress. These issues are not only relevant, but crucial when attempting to justify a particular conception of education, which relates directly to the student's potential for intellectual growth and social development. It may be argued that the comprehensive theory of curriculum planning manifests the intersection of philosophical critique, social inquiry, and psychological theory, and the author believes that bringing philosophy, and a formal methodology, to bear on the problems of education represents an instance where philosophy might contribute in a direct manner to the active and ongoing process of current educational reform. James Magrini http://dc.cod.edu/philosophypub/12 http://dc.cod.edu/philosophypub/12 Thu, 05 Nov 2009 09:34:48 PST James Magrini http://dc.cod.edu/philosophypub/11 http://dc.cod.edu/philosophypub/11 Wed, 14 Oct 2009 13:28:32 PDT A study of an avant-garde artist's theory through the frames of the first surreal film: The Seashell and the Clergyman, made in 1927. James Magrini http://dc.cod.edu/philosophypub/10 http://dc.cod.edu/philosophypub/10 Wed, 14 Oct 2009 13:28:31 PDT James Magrini http://dc.cod.edu/librarypub/14 http://dc.cod.edu/librarypub/14 Thu, 08 Oct 2009 07:19:28 PDT This presentation outlines and discusses the issues, challenges, and technologies involved in offering library services on mobile devices. Toby Greenwalt http://dc.cod.edu/philosophypub/9 http://dc.cod.edu/philosophypub/9 Tue, 29 Sep 2009 13:02:14 PDT This paper focuses on three interrelated topics: (1) Literature as an art form that is philosophical by nature; (2) Literature as an art form that reveals truth in the form of perceptual knowledge, which is autonomous (sensuous) knowledge, likened to "cognitive emotionality,"and (3) Literature as philosophically inspiring our effective and legitimate thinking on moral issues. I attempt to show that engaging literature as a philosophical endeavor can prove more rewarding from the perspective of moral discourse than the traditional modes of philosophical speculation found in formal treatises on morals. These forms of discourse, functioning deductively (e.g., the moral philosophy of Kant), tend to limit or exclude outright the creative, imaginative, and emotional ("sympathetic") aspects of our moral constitution. Ethics must strive to close the gap between theory and practice by contemplating, and ultimately inspiring, modes of authentic moral comportment. Importantly, the novel, as a genre of literary fiction holds the potential to inspire authentic moral discourse on an expansive interpersonal level by more effectively cutting across the boundaries of race, culture, and gender than traditional philosophy or religious writings. James Magrini