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- W2068180596 abstract "IN HIS book Irony and Singularity: Aesthetic Education from Kant to Levinas, Peters seeks to save aesthetic education from ‘its humanism, its bourgeois utopianism and its ultimate radicalism at the hands of the sixties generation’ (p. vii). More generally, he wants to recover the study of aesthetics from all the instrumental uses that it is has recently been pressed to perform. In so doing, he wishes to carve out an intellectual, even cognitive, domain of aesthetics proper. To follow Kant, for Peters, is to break with the ethical model that dominates educational theory. This is not to say that he rejects ethics in education. Rather, he wishes to steer us away from the moral platitudes that direct contemporary pedagogical practice that serves to ‘domesticate’ rather than provide aesthetic education in particular, and education more generally, which seeks to move us from heteronomy to autonomy. Education, Peters convincingly demonstrates, is deeply folded into all aspects of Kantian thought and is not merely an area of its application. Most importantly, Peters firmly puts to rest the perceived divide between Kant's philosophy and post-structural theory. Ironically, neither analytic Kantian philosophers such as Paul Guyer, nor the leaders of post-structural theory, such as Jacques Derrida, Jean-François Lyotard, and Gilles Deleuze and Felix Guattari, laboured under this misapprehension. Rather, it is the committed followers of post-structural theory who insist on regarding their own theoretical commitments in opposition to the philosophy of Kant. At the very least, Peters has set the record straight on such dogmatism." @default.
- W2068180596 created "2016-06-24" @default.
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- W2068180596 date "2007-04-01" @default.
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- W2068180596 title "Irony and Singularity: Aesthetic Education from Kant to Levinas" @default.
- W2068180596 doi "https://doi.org/10.1093/aesthj/ayl060" @default.
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