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• W111991555 abstract "PART 1: ORIGINS OF TEXT-BASED ANALYTIC PHILOSOPHICAL ANALYSIS This section demonstrates how the author's personal experience with Rieffian exegesis set the stage for an investigation into analytic philosophical analysis and its relationship to text. Next, several sources from educational philosophy and curriculum theory are examined for evidence that analytic philosophers may have considered a text-based approach. Rieffian Exegesis Sets the Stage As an undergraduate at the University of Pennsylvania in the early 1980s, I had the fortune of taking one of the last text-based seminars that Professor Philip Rieff ever taught. In that course, we spent 14 weeks with a few pages of a single root (Rieff's term): Max Weber's essay (1946), Politics as a Vocation. Our homework was to re-read the essay each week, and then scrutinize Weber's sentences in class, respectfully taking them apart and then reassembling them to allow them to lead us to deeper understandings of Weber's theory of authority, ourselves, and the world around us. When speaking about Weber's theory, Rieff would ceremoniously touch his thumb to his forefinger and raise his hand to his eye with an imagined telescope. Dressed in a three-piece suit with something resembling British intonation, he would say things like, good theory is like a lens that helps us to better understand our lives and the world around us. If it does not do both then it is not theory. Under his tutelage, I learned what it meant to a text. I also learned that coming to terms with a work such as Weber's meant more than comprehending the words. It meant allowing the language to occupy one's mind until one could look out on the world through the author's eyes. And, by gaining insight into the author's world, one could better understand one's own. The key to Rieffian exegesis seemed to be the recognition that written language (even English) was not necessarily linear or one-dimensional. Instead, a carefully chosen word, phrase, or sentence could unlock the door to a constellation of meanings. Extraordinary authors like Weber (1946) were not only aware of this potential of language, they controlled and exploited it. In the words of Weber's translators, Weber synchroniz[ed] [his ideas] rather than serializing [them], ... erect[ing] a grammatical artifice in which mental balconies and watch towers, as well as bridges and recesses, decorat[ed] the main structure (p. vi). I felt honored to have had the opportunity to learn from Rieff how to glimpse that structure. The experience also helped me to recognize the potential power of analytic philosophical methods to expose such structures when I first encountered them. First Encounters With Ordinary Language Analysis More than 5 years later, while pursuing my master's in secondary education, I ended up in a course devoted to analytic philosophical methods. Immediately, I recognized it as a logical companion to Rieff's seminar. But, where the focus of Rieff's seminar had been Weber's text, the focus of analytic philosophy of education seemed to be the exegetical methods. As I saw it, the course offered a comprehensive set of analytical tools that could be used to unpack text and clarify ideas or concepts much as Rieff had done, but more systematically with less direct dependence on the text. The types and forms of were analytical tools that seemed to hold particular promise. I learned that dictionaries attempted to capture ordinary usage with reported definitions, whereas the legal profession typically specified narrower word usage, relying upon stipulative definitions. But, what was particularly revelatory was the discovery that individuals who were promoting personal agendas often used ordinary terms programmatically (i.e., with implicit definitions). I also came to believe that programmatic definitions could be made explicit through analysis, moving the researcher closer to authorial intention. …" @default.
• W111991555 created "2016-06-24" @default.
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• W111991555 date "2010-01-01" @default.
• W111991555 modified "2023-09-26" @default.
• W111991555 title "Text-Based Analytic Philosophical Analysis: Tools for Locating and Unpacking the Hidden Curriculum" @default.
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