Double Vision: Moral Philosophy and Shakespearean DramaPrinceton University Press, 8.03.2011 г. - 256 страници Hamlet tells Horatio that there are more things in heaven and earth than are dreamt of in his philosophy. In Double Vision, philosopher and literary critic Tzachi Zamir argues that there are more things in Hamlet than are dreamt of--or at least conceded--by most philosophers. Making an original and persuasive case for the philosophical value of literature, Zamir suggests that certain important philosophical insights can be gained only through literature. But such insights cannot be reached if literature is deployed merely as an aesthetic sugaring of a conceptual pill. Philosophical knowledge is not opposed to, but is consonant with, the literariness of literature. By focusing on the experience of reading literature as literature and not philosophy, Zamir sets a theoretical framework for a philosophically oriented literary criticism that will appeal both to philosophers and literary critics. |
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... attempts by marginalized characters to trespass into formally impenetrable power structures (a disguised woman attempting to infiltrate the masculine world of law; another woman trying to use money so as to buy her way out of Judaism) ...
... attempts to set a theoretical framework for philosophically oriented literary criticism, one that re- sponds to the concerns of both literary critics and philosophers. It also unfolds a thesis regarding the question of method in ...
... attempt. And yet, this book has a close affinity with the older, philosophically disposed Shakespeareans. A return to the ancients is hardly my aim. Yet, stripped of some inadequate trappings, the best moral critics of the late ...
... attempt to defend reformulations of romantic epistemologies along these lines by stressing the imaginative. On the cognitive relevancy of the imagination, see also Nussbaum (1990, pp. 75–82) and Currie (1998). 12 Along these lines is ...
... attempts to integrate them by asserting that some beliefs could not be assessed at all if one did not employ emotional, empathic, or imaginative processes that enable one to form them in the first place. Nussbaum's integration of ...
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