{"title":"莎士比亚悲剧、伦理与社会正义","authors":"M. Metzger","doi":"10.3366/edinburgh/9781474455589.003.0011","DOIUrl":null,"url":null,"abstract":"How can the study of literary form shape students’ understanding of ethics, justice, and community? This chapter describes a course that yokes Shakespearean tragedies to ethical philosophy from Aristotle to Patricia J. Williams. Through these pairings, students compare the benefits of cognitive and affective learning, consider questions of epistemic injustice, reasoning, and belief in historical moments of epistemological crisis, and question the roles of individuals and collectivities in precipitating tragic outcomes. Detailing her approach to teaching Othello alongside Williams’ “The Obliging Shell,” the author illustrates the importance of historicizing the construction of whiteness in order to illuminate the effects of systematized injustice.","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"3 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Shakespearean Tragedy, Ethics, and Social Justice\",\"authors\":\"M. Metzger\",\"doi\":\"10.3366/edinburgh/9781474455589.003.0011\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"How can the study of literary form shape students’ understanding of ethics, justice, and community? This chapter describes a course that yokes Shakespearean tragedies to ethical philosophy from Aristotle to Patricia J. Williams. Through these pairings, students compare the benefits of cognitive and affective learning, consider questions of epistemic injustice, reasoning, and belief in historical moments of epistemological crisis, and question the roles of individuals and collectivities in precipitating tragic outcomes. Detailing her approach to teaching Othello alongside Williams’ “The Obliging Shell,” the author illustrates the importance of historicizing the construction of whiteness in order to illuminate the effects of systematized injustice.\",\"PeriodicalId\":186553,\"journal\":{\"name\":\"Teaching Social Justice Through Shakespeare\",\"volume\":\"3 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-11-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching Social Justice Through Shakespeare\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3366/edinburgh/9781474455589.003.0011\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching Social Justice Through Shakespeare","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3366/edinburgh/9781474455589.003.0011","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
How can the study of literary form shape students’ understanding of ethics, justice, and community? This chapter describes a course that yokes Shakespearean tragedies to ethical philosophy from Aristotle to Patricia J. Williams. Through these pairings, students compare the benefits of cognitive and affective learning, consider questions of epistemic injustice, reasoning, and belief in historical moments of epistemological crisis, and question the roles of individuals and collectivities in precipitating tragic outcomes. Detailing her approach to teaching Othello alongside Williams’ “The Obliging Shell,” the author illustrates the importance of historicizing the construction of whiteness in order to illuminate the effects of systematized injustice.
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