Recovering Wildness: “Earthy” Education and Field Philosophy

Eidos. A Journal for Philosophy of Culture

Tess Varner¹ 

[1] School of Arts and Sciences, Concordia College;

关键词: john william miller;    john dewey;    wildness;    field philosophy;    pedagogy;   

DOI  :  10.14394/eidos.jpc.2021.0015

来源: DOAJ

【 摘 要 】

This essay invites a recovery of “wildness” as a way for philosophers to respond to the present moment which includes: an ongoing global pandemic, economic uncertainty, increasing cultural division, and a crisis in higher education broadly that persistently threatens the status of philosophy programs. Drawing on the American thinkers John William Miller and John Dewey and elaborating on their own philosophical defenses of liberal education, I propose a turn to wildness and freedom in our pedagogies through active and embodied philosophical pedagogy, including field philosophy. I offer two examples of courses that begin to invite wildness into the process of philosophical inquiry. The aim of this essay is to consider how wildness in teaching and learning and in doing philosophy might make philosophy stay alive.

【 授权许可】

Unknown