The Ways We Think critiques predominant approaches to the development of thinking in education and seeks to offer a new account of thought informed by phenomenology, post-structuralism and the ‘ordinary language’ philosophical traditions.
* Presents an original account of thinking for education and explores how this alternative conception of thought might be translated into the classroom
* Explores connections between phenomenology, post-structuralism and ordinary language philosophical traditions
* Examines the relevance of language in accounts of how we think
* Investigates the philosophical accounts of Gilbert Ryle, Martin Heidegger, John Austin and Jacques Derrida
* Draws upon experience of own teaching practice as philosopher-in-residence
Table of Content
Preface vii
Acknowledgements xi
1 Today’s Thinking: Following the Lines of Rationalism 1
2 A Brief Detour: ‘Authentic’ and ‘Poetic’ Thinking 42
3 ‘Ahead of All Beaten Tracks’: Ryle, Heidegger, and the Ways of Thinking 58
4 A Way Beyond: Thinking Responsibly with Heidegger 89
5 Following the Sign: Derrida and the Language of Thought 127
6 Out of the Ordinary: Incorporating Limits with Derrida and Austin 158
7 The Way Before the Way Before: Crossing Paths with Heidegger and Derrida 189
8 A Weaving of the Ways: The Open Possibilities of Thought 220
Bibliography 247
Index 253
About the author
Emma Williams is Assistant Professor in the Department of Education Studies, University of Warwick. She was previously Philosopher-in-Residence at Rugby School, where she taught Philosophy across the curriculum and helped develop interdisciplinary courses for the new A Level Qualification: The Extended Project. She has a background in Philosophy, particularly Post-Kantian European Philosophy, and the Philosophy of Education. Her work explores the themes of language, rationality and subjectivity within the context of education.
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