1. Anthony Weston is author of widely used primers in critical thinking and ethical practice and of a variety of unconventional philosophical books and essays.
11 Facts About Anthony Weston
1. 2.
Anthony Weston taught at the State University of New York at Stony Brook for ten years, and subsequently at Elon University, where he has won the university's premiere awards for both teaching and scholarship, as well as abroad in Costa Rica, Western Australia, and British Columbia.
3.
Anthony Weston has worked in philosophy for his entire professional life but teaches and writes on interdisciplinary themes, pedagogy, and beyond as well.
4.
Anthony Weston has co-taught with biologists and ecologists and in both Philosophy and Environmental Studies at Elon, working as well with astronomers, Zen masters and in environmental education programs as well as on design and social change projects such as Common Ground Ecovillage.
5.
Anthony Weston retired from full-time teaching in 2018 while continuing to write and to do design and construction work at Common Ground.
6.
In environmental ethics in particular, Anthony Weston argues that we stand at the very beginning of our exploration.
7.
Anthony Weston has called his overall project "Pragmatopian", adapting Charlotte Perkins Gilman's term for the project of her visionary novels: radical but experimental utopias.
8.
Philosophy as he tries to practice it, Anthony Weston has said, is a kind of "pragmatopian dare".
9.
Anthony Weston has written over fifty essays and reviews in the above fields as well as others such as philosophy of education and the philosophy of space exploration.
10.
Anthony Weston's rationale is that any practical textbook necessarily does so, and that this is just less noticeable or objectionable to traditionalists in the usual textbooks because the substance tends to be the taken-for-granted norms.
11.
Anthony Weston's method is to try to reconstruct certain fields the long way around: by rewriting their textbooks, modeling a quite different approach in practice and therefore inviting new kinds of students into the field and perhaps reshaping their teachers' views without arguing in the usual way against the assumed norms.