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2 results

  • Why We Should Be Experientialists about Suffering

  • Michael S. Brady
  • Journal:
    Cambridge Quarterly of Healthcare Ethics , First View
    Published online by Cambridge University Press:
    06 February 2025, pp. 1-11
    • Article
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  • Increased interest in suffering has given rise to different accounts of what suffering is. This paper focuses the debate between experientialists and non-experientialists about suffering. The former hold that suffering is necessarily experiential—for instance, because it is necessarily unpleasant or painful; the latter deny this—for instance, because one can suffer when and because one’s objective properties are damaged, even if one does not experience this. After surveying how the two accounts fare on a range of issues, the paper presents a decisive argument in favor of experientialism. The central claim is that non-experientialist accounts cannot accommodate cases of suffering that are virtuous and that directly contribute to some objective good.

  • Chapter 1 - Shakespeare Schools Foundation

  • from Part I - Reimagining Shakespeare with/in Schools
  • Edited by Liam E. Semler, University of Sydney, Claire Hansen, Australian National University, Canberra, Jacqueline Manuel, University of Sydney
  • Book:
    Reimagining Shakespeare Education
    Published online:
    02 February 2023
    Print publication:
    23 February 2023, pp 27-40

  • Summary

    An examination of the work of Shakespeare Schools Foundation (SSF): a UK-based cultural and education charity that introduces the work of Shakespeare to primary- and secondary-aged pupils in a ‘real-world’ active context.

    The chapter looks at how SSF encourages engagement with Shakespeare’s text in collaborative teacher/practitioner/pupil partnerships, with a focus on inclusivity and rehearsal room techniques. The focus is on SSF’s flagship programme, the Shakespeare Schools Festival, which engages primary, secondary and SEN schools, and also on other residential partnerships with SEN settings.

    Case studies explore how participants’ collaborative abilities and confidence increase, and highlight participation among pupils from diverse settings and disadvantaged backgrounds.

    The chapter will consider how SSF’s active approach to Shakespeare contrasts with traditional instruction in the English classroom, and include the challenges faced by SSF in providing its programmes in the current UK education climate.