On the Psychotheology of Everyday Life

Santner, Éric L.

doi:10.7208/chicago/9780226734897.001.0001

Cited by 285 publications

(23 citation statements)

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“…and takes the birds on trust, because he sees the nests!' (Dickens 1974, p. 53) By the time we reach the ironic claim that none of this was ever intended to be published, (Santner, 2001).…”

Section: Alteritymentioning

confidence: 99%

A Strange Condition of Things: Alterity and knowingness in Dickens’ David Copperfield

Smith

2012

Educational Philosophy and Theory

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“…and takes the birds on trust, because he sees the nests!' (Dickens 1974, p. 53) By the time we reach the ironic claim that none of this was ever intended to be published, (Santner, 2001).…”

Section: Alteritymentioning

confidence: 99%

A Strange Condition of Things: Alterity and knowingness in Dickens’ David Copperfield

Smith

2012

Educational Philosophy and Theory

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“…3 Peterson (1999); Maritain (2002); Rosenzweig (2005); Girard (1979); Santner (2001Santner ( , 2006Santner ( y 2011; Lefort (2006); Agamben (1998,2005 4 Spinoza (2001); Schmitt (2006); Benjamin (1999); Strauss (1996); Kantorowicz (1997). 5 Véase Jaspers (1953).…”

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confidence: 99%

Pluralizando la teología política. Nuevas agendas en torno a un antiguo problema

Rossello

2020

Síntesis

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“… 3. For example, ‘both Freud and Rosenzweig give us the means to think the difference between holding ourselves responsible for knowing other minds and accepting responsibility for acknowledging other minds in all their insistent and uncanny impenetrability’ (Santner, 2001, p. 23). …”

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confidence: 99%

Proteus Rising: Re-Imagining Educational Research

Smith¹

2008

Journal of Philosophy of Education

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The idea that educational research should be ‘scientific’, and ideally based on randomised control trials, is in danger of becoming hegemonic. In the face of this it seems important to ask what other kinds of educational research can be respectable in their own different terms. We might also note that the demand for research to be ‘scientific’ is characteristically modernist, and thus arguably local and temporary. It is then tempting to consider what non‐modernist approaches might look like. The purpose of this article is to sketch a case for one particular reaction against modernist thinking: romanticism. How might our understanding (apprehension, sense) of education be changed by readmitting the insights and perspectives of romanticism? And, crucially, what confidence could we have in educational research that was thus inspired and that took the ‘romantic turn’?

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On the Psychotheology of Everyday Life

Cited by 285 publications

References 0 publications

A Strange Condition of Things: Alterity and knowingness in Dickens’ David Copperfield

A Strange Condition of Things: Alterity and knowingness in Dickens’ David Copperfield

Pluralizando la teología política. Nuevas agendas en torno a un antiguo problema

Proteus Rising: Re-Imagining Educational Research

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