Magrini James M. - Reconceptualizing Platos Socrates at the limit of education: a Socratic curriculum grounded in finite human transcendence

James M. Magrinis book provides an intellectually compelling and historically motivated diagnosis for the political and educational predicament of our times. It provides the reader with a vista to overcoming the atrophy of democracy when neoliberal democracy is an oxymoron at best in its attempt of a theory of everything. The reactivation of moral discourse in the spirit of Platos Socrates would render the spark of hope to the often tragic tale of current Western education.

Tero Autio, Tallinn University, Estonia

James M. Magrini has with his book Reconceptualizing Platos Socrates at the Limit of Education: A Socratic Curriculum Grounded in Finite Human Transcendence succeeded in conducting a rigorous close reading of Platos dialogues that grapples with etymology and translation as well as providing a thematic analysis of Platos Socrates. From a phenomenological-hermeneutic perspective Magrini develops his philosophy of education by engaging the dialogues in a critique that brings to light new ways of understanding the Socratic method of education, which have practical and theoretical implications not only for teachers and philosophers of education, but for any student of philosophy interested in Platos dialogues and, specifically, Platos Socrates.

Elias Schwieler, Stockholm University, Sweden

James M. Magrini pulls together the exegetical method of phenomenological hermeneutics and the writings of Plato, with special attention to Attic meanings, to produce a compelling and exhaustive scholarly analysis for philosophers, classicists, and educators alike.

Sam Rocha, University of British Columbia, Canada

William F. Pinar, Series Editor

Burke/Segal

For additional information on titles in the Studies in Curriculum Theory series visit www.routledge.com/education

Expanding Curriculum Theory

Dis/Positions and Lines of Flight

McKnight

Schooling, The Puritan Imperative, and the Molding of an American National Identity

Educations Errand Into the Wilderness

Pinar (Ed.)

International Handbook of Curriculum Research

Morris

Curriculum and the Holocaust

Competing Sites of Memory and Representation

Doll

Like Letters In Running Water

A Mythopoetics of Curriculum

Westbury/Hopmann/Riquarts (Eds.)

Teaching as a Reflective Practice

The German Didaktic Tradition

Reid

Curriculum as Institution and Practice

Essays in the Deliberative Tradition

Pinar (Ed.)

Queer Theory in Education

Huebner

The Lure of the Transcendent

Collected Essays by Dwayne E.Huebner.

Edited by Vikki Hillis. Collected and Introduced by William F. Pinar

Reconceptualizing Platos Socrates at the Limit of Education

A Socratic Curriculum Grounded in Finite Human Transcendence

Magrini

I am grateful to Professor William Pinar for his continued support of my scholarship. Although never having studied under him, I was always already his student. I thank Dr. Matt Dewar for our enlightening and ongoing conversations regarding all things philosophical. I am indebted to Professor Michael Bonnett for his willingness to provide excellent commentary on my work in the philosophy of education relating to phenomenology. I thank Professor Iain Thomson for his invaluable assistance with this and previous manuscripts. I extend a heartfelt thanks to my Senior Editor, Naomi Silverman: You have always supported my scholarship and your willingness to assist makes the process of preparing manuscripts for publication an enjoyable and rewarding experience. Lastly, I am thankful to have studied philosophy under Professor Sean D. Kirkland at DePaul University, Chicago, IL.