This book investigates how philosophical texts display a variety of literary forms and explores philosophical writing and the relation of philosophy to literature and reading. Discusses the many different philosophical genres that have developed, among them letters, the treatise, the confession, the meditation, the allegory, the essay, the soliloquy, the symposium, the consolation, the commentary, the disputation, and the dialogue Shows how these forms of philosophy have conditioned and become the basis of academic writing (and assessment) within both the university and higher education more generally Explores questions of philosophical writing and the relation of philosophy to literature and reading

In Writing Genres, Amy J. Devitt examines genre from rhetorical, social, linguistic, professional, and historical perspectives and explores genre's educational uses, making this volume the most comprehensive view of genre theory today. Writing Genres does not limit itself to literary genres or to ideas of genres as formal conventions but additionally provides a theoretical definition of genre as rhetorical, dynamic, and flexible, which allows scholars to examine the role of genres in academic, professional, and social communities. Writing Genres demonstrates how genres function within their communities rhetorically and socially, how they develop out of their contexts historically, how genres relate to other types of norms and standards in language, and how genres nonetheless enable creativity. Devitt also advocates a critical genre pedagogy based on these ideas and provides a rationale for first-year writing classes grounded in teaching antecedent genres.

The focus of this book is the use of genre-based approaches to teaching academic writing. Genre-based courses enable second language learners to integrate their linguistic, organisational and contextual knowledge in a variety of different tasks. The book reviews pedagogical approaches to genre through English for Specific Purposes and Systemic Functional Linguistics to present a synthesis of the current research being undertaken in the field. From this theoretical base, Ian Bruce proposes a new model of genre-based approaches to academic writing, and analyses the ways in which this can be implemented in pedagogy and curriculum design. Academic Writing and Genre is a cutting-edge monograph which will be essential reading for researchers in applied linguistics.

Philosophy is textual - it is written and it is read - yet today much of philosophy regards itself as a kind of science, sometimes reducing itself to a species of intellectual bureaucracy. It is important to see these qualities as having their own aesthetic. Even realism is a genre. The aesthetic of the empirical and the bureaucratic, the aesthetic of the rhapsodic and of the clinical ... in each of these the genres of philosophy are as creative as they ever were. They are productive of worlds, not only worlds of thought, but 'real worlds' enabled by the technological and other changes that thought has envisaged. This book explores genres through the history of philosophy, providing new ways of thinking about philosophical writing. Exploring a wide range of both European and analytic philosophers and their works - including Plato, Aristotle, Hume, Kant, Nietzsche, Deleuze, Wittgenstein, Derrida and Rorty - Genres of Philosophy explores the reading and writing of philosophers who themselves read and write, revealing the textual relation to the history of philosophy. While the focus of the book is in aesthetics, Ferrell reveals that the interest in philosophy's writing turns out to be a metaphysical question. The question becomes one of evaluating the ontological basis for writing - its subject and its means of expression - within a world of thought which is presently captivated by a particular aesthetic, that of the empiricist. Presenting fresh readings of classic texts in aesthetics, and offering an original approach to the question of philosophical writing, this unique analysis will prove of particular interest to readers in European philosophy, the history of philosophy, aesthetics, and literary studies.

Lysaker examines the relationship between philosophical thought and the act of writing to explore how this dynamic shapes the field of philosophy. Philosophy’s relation to the act of writing is John T. Lysaker’s main concern in Philosophy, Writing, and the Character of Thought. Whether in Plato, Montaigne, Nietzsche, Wittgenstein, or Derrida, philosophy has come in many forms, and those forms—the concrete shape philosophizing takes in writing—matter. Much more than mere adornment, the style in which a given philosopher writes is often of crucial importance to the point he or she is making, part and parcel of the philosophy itself. Considering how writing influences philosophy, Lysaker explores genres like aphorism, dialogue, and essay, as well as logical-rhetorical operations like the example, irony, and quotation. At the same time, he shows us the effects of these rhetorical devices through his own literary experimentation. In dialogue with such authors as Benjamin, Cavell, Emerson, and Lukács, he aims to revitalize philosophical writing, arguing that philosophy cannot fulfill its intellectual and cultural promise if it keeps to professional articles and academic prose. Instead, philosophy must embrace writing as an essential, creative activity, and deliberately reform how it approaches its subject matter, readership, and the evolving social practices of reading and reflection.

In The Unity of Content and Form in Philosophical Writing, Jon Stewart argues that there is a close relation between content and form in philosophical writing. While this might seem obvious at first glance, it is overlooked in the current climate of Anglophone academic philosophy, which, Stewart contends, accepts only a single genre as proper for philosophical expression. Stewart demonstrates the uniformity of today's philosophical writing by contrasting it with that of the past. Taking specific texts from the history of philosophy and literature as case studies, Stewart shows how the use of genres like dialogues, plays and short stories were an entirely suitable and effective means of presenting and arguing for philosophical positions given the concrete historical and cultural contexts in which they appeared. Now, Stewart argues, the prevailing intolerance means that the same texts are dismissed as unphilosophical merely due to their form, although their content is, in fact, profoundly philosophical. The book's challenge to current conventions of philosophical is provocative and timely, and will be of great interest to students and scholars of philosophy, literature and history.

First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

Annotation The interrelated essays in this book explore the coming together of ethics and poetics in literatures that engage with their contemporary moments to become wagers on the future of meaning. The central concern of The Poethical Wager is the relation of poetics to agency in a chaotic world.

A collection of scholarly essays, Complexity Theory and thePhilosophy of Education provides an accessible theoreticalintroduction to the topic of complexity theory while consideringits broader implications for educational change. Explains the contributions of complexity theory to philosophyof education, curriculum, and educational research Brings together new research by an international team ofcontributors Debates issues ranging from the culture of curriculum, to theimplications of work of key philosophers such as Foucault and JohnDewey for educational change Demonstrates how social scientists and social and educationpolicy makers are drawing on complexity theory to answer questionssuch as: why is it that education decision-makers are so resistantto change; how does change in education happen; and what does ittake to make these changes sustainable? Considers changes in use of complexity theory; developedprincipally in the fields of physics, biology, chemistry, andeconomics, and now being applied more broadly to the socialsciences and to the study of education