Professor Barbara Gail Montero is the director of (and a performer in) the upcoming multimedia, interdisciplinary event Curved Spacetimes: Where Friedrich Nietzsche Meets Virginia Woolf. Prof. Nickolas Pappas will also perform (reading spoken word as Friedrich Nietzsche), and Prof. Jonathan Gilmore is a member of the team that brought the project to fruition.
According to the American Society for Aesthetics (who partially funded this project with a $7,000 grant), Curved Spacetimes is “multisensory event focused on the Physics, Aesthetics, and Metaphysics of Time. . . .[T]he evening will commence with a Nietzsche-Woolf-curved-spacetime-inspired reception that will allow you to test your knowledge of our central figures. Following the reception, you will experience Nietzsche, Woolf and curved spacetime coming to life on the stage (through dance, live music and the spoken word), and then listen to a panel discussion that will take you more deeply into the ideas guiding the performance.”
When: Sunday, March 17, 2019: 6-9 pm
Where: The Tank, 312 W. 36th St. 1st floor, New York City.
Schedule of Events
- 6 PM: Pre-performance catered reception—pass the Woolf/Nietzsche pre-test for a free drink!
- 7 PM: Performance
- 8 PM: Panel discussion on the physics, aesthetics, and metaphysics of time
Choreography: Logos Dance Collective (Barbara Gail Montero, Theresa Duhon, Patra Jongjitirat, and Gregory Kollarus)
Performers: Elise Crull, Theresa Duhon, Maxine Flasher-Duzgunes, Patra Jongjitirat, Gregory Kollarus, Barbara Gail Montero, and Nickolas Pappas
Music: Selections from Bach’s Cello Suites, performed live by cellist Ivan Luza
Text: excerpts from Thus Spoke Zarathustra, The Gay Science, Mrs. Dalloway, and The Diary of Virginia Woolf
Panelists for the after-performance discussion:
- Jeff Friedman, Associate Professor of Dance Rutgers University
- Kathleen Higgins, Professor of Philosophy, University of Texas at Austin
- Timothy Maudlin, Professor of Philosophy, New York University
- Heather Whitney, JD, Harvard Law School & PhD Candidate, New York University
Moderator: Rebecca Ariel Porte, Writer and member of the Core Faculty at the Brooklyn Institute for Social Research.
Free tickets for students in philosophy, literature, dance and physics are supported by the ASA grant and are available from bmontero@gc.cuny.edu
For all others, tickets are on sale now on-line at The Tank
Project Team:
- Barbara Gail Montero (Project Director), Professor of Philosophy, CUNY and Founder and member of the Logos Dance Collective
- Jonathan Gilmore, Professor of Philosophy, CUNY
- Maxine Flasher-Duzgunes, BFA student in Dance at NYU’s Tisch School of the Arts and member of the Logos Dance Collective
- Cliff Mak, Assistant Professor of English, Queens College, CUNY
New York University’s Liberal Studies, in Collaboration with Nietzsche Circle, Presents:
Nietzsche and the Disadvantage of History: The rise of Western Oikophobia
More Info & RSVP:
If you like to attend, Please RSVP by sending email to Luke Trusso at luke.trusso@gmail.com
Annual Nietzsche Circle Fundraiser with talk, music, drinks, and refreshments.
$25 General Admission
$10 Student Admission
Levels of Sponsorship:
Eagle: Above $600 (5 free tickets and 4 books)
Hawk: $600 (4 free tickets and 3 books)
Falcon: $400 (3 free tickets and 2 books)
Owl: $200 (2 free tickets and 1 book)
Donations can be made direct, at our website at www.nietzschecirclecom/support_us.html, or simply bring a check with you. Payable to: Nietzsche Circle. Funds may be held in an escrow account subject to determination of 501(c) compliance. We thank you.
Please RSVP with Luke Trusso at luke.trusso@gmail.com by May 10, 2019 and include any guests.
Presented by Fordham Philosophy
I defend a contextual reconstruction of Nietzsche’s philosophical project. My contextualist reconstruction contrasts with the rationalist reconstruction predominant in contemporary Anglo-American scholarship. After discussing the differences between the two approaches, I show how the rationalist reconstruction has distorted our understanding of Nietzsche in at least two respects. First, in trying to extract theories from Nietzsche’s corpus that will be attractive to contemporary philosophers, it has caused scholars largely to neglect the nature, structure, and argument of Nietzsche’s published works. Here, I make my case by focusing on common misunderstandings of Nietzsche’s free spirit works. Second, it has caused scholars to tame Nietzsche’s project by dismissing Thus Spoke Zarathustra as mere poetry and distancing Nietzsche from controversial ideas such as the will to power and the eternal recurrence. In contrast, I argue that by reading Nietzsche as a naturalist through the lens of a historical influence like Schopenhauer, rather than anachronistically through Quine, we can begin to make sense of these essential features of his project. I close with some remarks about why a contextual reconstruction may not only be truer to Nietzsche, but also more philosophically satisfying than the rationally reconstructed Nietzsche currently on offer.
Contact Sara Pope for more information.
Upward mobility through the path of higher education has been an article of faith for generations of working-class, low-income, and immigrant college students. While we know this path usually entails financial sacrifices and hard work, very little attention has been paid to the deep personal compromises such students have to make as they enter worlds vastly different from their own. Measuring the true cost of higher education for those from disadvantaged backgrounds requires that we look at the ethical dilemmas of upward mobility—the broken ties with family and friends, the severed connections with former communities, and the loss of identity—faced by students as they strive to earn a successful place in society. Why are students from disadvantaged backgrounds disproportionately burdened with these costs? And how can institutions of higher education contend with them?
Brooklyn Public Philosophers is a forum for philosophers in the greater Brooklyn area to discuss their work with a general audience, hosted by the Brooklyn Public Library. Its goal is to raise awareness of the best work on philosophical questions of interest to Brooklynites, and to provide a civil space where Brooklynites can reason together about the philosophical questions that matter to them.
10/23 – Philosophy in the Library: Jennifer Morton on Education @ the Brooklyn Public Library’s Information Commons Lab // 7:30-9:00 PM
11/6 – Philosophy in the Library: Asia Ferrin on Mindfulness @ the Brooklyn Public Library’s Information Commons Lab // 7:30-9:00 PM
12/4 – Philosophy in the Library: Sebastian Purcell on Aztec Philosophy @ the Brooklyn Public Library’s Information Commons Lab // 7:30-9:00 PM
Contact Sara Pope for more information.
We all find ourselves already subject to some educational program and routinely invited into learning and teaching relationships with one another. We are inviting papers that engage philosophy and education from a wide range of perspectives. We welcome both papers that focus on philosophies of education as well as projects which engage the practice of teaching philosophy. Our conference aims to bring together graduate students that work in different areas of philosophy in order to think together about teaching and learning in a warm and convivial environment.
Possible topics may include, but are in no way limited to:
o How views of education affect how we conceive of what philosophy is
o The relation between philosophical wonder and learning
o Normative questions of what role the teacher ought to play in the student’s education
o How to best approach teaching texts from in and outside the canon
o Innovative teaching ideas or activities you have used in the classroom
o Earnest convictions about why we should teach philosophy
Please send abstracts of no more than 300 words in a doc file with name and affiliation in the header to Fordhamgradconference@gmail.com no later than Monday, December 2, 2019. Authors of selected papers will be notified by Monday, December 30, 2019.
The workshop is funded by the National Science Foundation (SES-1921688) and is aimed at bringing together academics who study the notion of mathematical explanation from philosophical and from educational/psychological perspectives. The idea is to bring together philosophers of mathematics, epistemologists, psychologists, and mathematics educators, to discuss how developments in their own fields could meaningfully contribute to the work on mathematical explanation where their fields intersect. In particular, we want to explore the ways in which mathematical explanation engenders understanding, by focusing on (1) the relationship between different types of philosophical accounts of mathematical explanation, (2) educational approaches to the characterization of effective explanations in the mathematics classroom, and (3) work at the intersection of these two perspectives.
All speakers:
Mark Colyvan
University of Sydney
Matthew Inglis
Loughborough University
Marc Lange
University of North Carolina, Chapel Hill
Tania Lombrozo
Princeton University
Alexander Renkl
University of Freiburg
Keith Weber
Rutgers University – New Brunswick
Orit Zaslavsky
New York University