Show simple item record

dc.contributor.authorBuckingham, Willen
dc.date.accessioned2012-09-05T08:13:40Z
dc.date.available2012-09-05T08:13:40Z
dc.date.issued2012-05
dc.identifier.citationBuckingham, W. (2012) What the Snorgh Taught me about Emmanuel Levinas. Interdisciplinary Humanities, 29 (1), pp. 85-98en
dc.identifier.issn1056-6139
dc.identifier.urihttp://hdl.handle.net/2086/7099
dc.description.abstractWhen thinking about the relationship between philosophy and children’s literature, it is often assumed that philosophy should have the last word. In this view, if children’s literature has any philosophical interest at all, it is because it can become the object of philosophical analysis, the vehicle for demonstrating some philosophical point or other, or a starting point for an exploration of the philosophy of childhood. In all such approaches, however, the real, serious, grown-up business is ultimately still considered to be that of philosophy. In this paper, I will be reversing the traditional hierarchy between philosophy and children’s literature. As an academically trained philosopher who has only later fallen into the writing of stories for children, I will explore how the discipline of writing for children has affected my own approach to philosophy, and opened up new possibilities for philosophical thinking.en
dc.language.isoenen
dc.publisherInterdisciplinary Humanities Spring Issue 2012: Children's Literatureen
dc.subjectSnorghsen
dc.subjectchildren's literatureen
dc.subjectLevinasen
dc.subjectphilosophyen
dc.subjectethicsen
dc.subjectstorytellingen
dc.titleWhat the Snorgh Taught me about Emmanuel Levinasen
dc.typeArticleen
dc.researchgroupEnglish Research Groupen
dc.peerreviewedYesen
dc.explorer.multimediaYesen


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record