The Epicureans, Skeptics, and Stoics practiced philosophy not as a detached intellectual discipline, but as a worldly art of grappling with issues of daily and urgent human significance: the fear of death, love and sexuality, anger and aggression. Like medicine, philosophy to them was a rigorous science aimed both at understanding and at producing the flourishing of human life. In this engaging book, Martha Nussbaum examines texts of philosophers committed to a therapeutic paradigm--including Epicurus, Lucretius, Sextus Empiricus, Chrysippus, and Seneca--and (...) recovers a valuable source for our moral and political thought of today.The Epicureans, Skeptics, and Stoics practiced philosophy not as a detached intellectual discipline, but as a worldly art of grappling with issues of daily and urgent human significance: the fear of death, love and sexuality, anger and aggression. Like medicine, philosophy to them was a rigorous science aimed both at understanding and at producing the flourishing of human life. In this engaging book, Martha Nussbaum examines texts of philosophers committed to a therapeutic paradigm--including Epicurus, Lucretius, Sextus Empiricus, Chrysippus, and Seneca--and recovers a valuable source for our moral and political thought of today. (shrink)

In this exciting and original introduction to epistemology, Michael Williams explains and criticizes traditional philosophical theories of the nature, limits, methods, possibility, and value of knowing. All the main contemporary perspectives are explored and questioned, and the author's own theories put forward, making this new book essential reading for anyone, beginner or specialist, concerned with the philosophy of knowledge.

In The Construction of Social Reality, John Searle argues that there are two kinds of facts--some that are independent of human observers, and some that require..

This is explained in a new introduction that goes beyond the interpretative enterprise of the rest of the book to assess Marx in relation to contemporary ...

In this impressive second edition of Theory of Knowledge, Keith Lehrer introduces students to the major traditional and contemporary accounts of knowing. Beginning with the traditional definition of knowledge as justified true belief, Lehrer explores the truth, belief, and justification conditions on the way to a thorough examination of foundation theories of knowledge,the work of Platinga, externalism and naturalized epistemologies, internalism and modern coherence theories, contextualism, and recent reliabilist and causal theories. Lehrer gives all views careful examination and concludes that (...) external factors must be matched by appropriate internal factors to yield knowledge. This match of internal and external factors follows from Lehrer’s new coherence theory of undefeated justification. In addition to doing justice to the living epistemological traditions, the text smoothly integrates several new lines that will interest scholars. Also, a feature of special interest is Lehrer’s concept of a justification game.This second edition of Theory of Knowledge is a thoroughly revised and updated version that contains several completely new chapters. Written by a well-known scholar and contributor to modern epistemology, this text is distinguished by clarity of structure, accessible writing, and an elegant mix of traditional material, contemporary ideas, and well-motivated innovation. (shrink)

In this book Timmons defends a metaethical view that exploits certain contextualist themes in philosophy of language and epistemology. He advances what he calls assertoric non-descriptivism, a view that employs semantic contextualism in giving an account of moral discourse. This view, which like traditional non-descriptivist views stresses the practical, action-guiding function of moral thought and discourse, also allows that moral sentences, as typically used, make genuine assertions. Timmons then defends a contextualist moral epistemology thus completing his overall program of contextualism (...) in ethics. (shrink)

The 'postmodern condition,' in which instrumentalism finally usurps all other considerations, has produced a kind of intellectual paralysis in the world of education. The authors of this book show how such postmodernist thinkers as Derrida, Foucault, and Lyotard illuminate puzzling aspects of education, arguing that educational theory is currently at an impasse. They postulate that we need these new and disturbing ideas in order to "think again" fruitfully and creatively about education.

The mutual interaction of philosophy and Roman political and cultural life has aroused more and more interest in recent years among students of classical literature, Roman history, and ancient philosophy. In this volume, which gathers together some of the papers originally delivered at a series of seminars in the University of Oxford, scholars from all three disciplines explore the role of Platonism and Aristotelianism in Roman intellectual, cultural, and political life from the second century BC to the third century AD.

In Between the Absolute and the Arbitrary, Catherine Z. Elgin maps a constructivist alternative to the standard Anglo-American conception of philosophy's ...

The article investigates how two different conceptions of the edifying potential of education attempt to take into account the normative dimension of scientific knowledge. In the first conception it is the demand for truth that is edifying, whereas in the second concept it is a distinctively ethical demand. It is argued that the first concept in the end implies the subjection of education to the ‘brutality of facticity’, under which it risks losing its critical point. The second conception, drawing on (...) Levinas and Arendt, tries to safeguard this critical point. It conceives education as a process through which scientific knowledge is made subject to reflection, and is thus confronted with the ethical challenges and demands of society. (shrink)

Introduction: Morality in Modern and Postmodern Perspective Shattered beings are best represented by bits and pieces. Rainer Maria Rilke As signalled in its ...

A renewal of philosophy is precisely the point of this book, drawn from the 1989 Gifford Lectures by one of America's most distinguished philosophers.

In this 1989 book Rorty argues that thinkers such as Nietzsche, Freud, and Wittgenstein have enabled societies to see themselves as historical contingencies, rather than as expressions of underlying, ahistorical human nature or as realizations of suprahistorical goals. This ironic perspective on the human condition is valuable on a private level, although it cannot advance the social or political goals of liberalism. In fact Rorty believes that it is literature not philosophy that can do this, by promoting a genuine sense (...) of human solidarity. A truly liberal culture, acutely aware of its own historical contingency, would fuse the private, individual freedom of the ironic, philosophical perspective with the public project of human solidarity as it is engendered through the insights and sensibilities of great writers. The book has a characteristically wide range of reference from philosophy through social theory to literary criticism. It confirms Rorty's status as a uniquely subtle theorist, whose writing will prove absorbing to academic and nonacademic readers alike. (shrink)

This volume complements two highly successful previously published volumes of Richard Rorty's philosophical papers: Objectivity, Relativism, and Truth, and Essays on Heidegger and Others. The essays in the volume engage with the work of many of today's most innovative thinkers including Robert Brandom, Donald Davidson, Daniel Dennett, Jacques Derrida, Jürgen Habermas, John McDowell, Hilary Putnam, John Searle, and Charles Taylor. The collection also touches on problems in contemporary feminism raised by Annette Baier, Marilyn Frye, and Catherine MacKinnon, and considers issues (...) connected with human rights and cultural differences. Anyone with a serious interest in contemporary philosophy and what it can do for us in the modern world will enjoy this invaluable collection. (shrink)

This edition includes new essays by philosopher Michael Williams and literary scholar David Bromwich, as well as Rorty's previously unpublished essay "The ...

Argues that educators should help students piece together authentic narratives about themselves and about society, and not to focus so much on teaching students to process information.

Introduction As its title indicates, this book is intended to provide an introduction to the main topics currently discussed under the rather unclear ...

With places at nursery school promised for every child above the age of four, this book raises the stakes by looking at the quality of what is provided, and how that compares to what should be provided. Beyond Quality In Early Childhood Education and Care challenges received wisdom and the tendency to reduce philosophical issues of value to purely technical issues of measurement and management. In its place, it offers alternative ways of understanding early childhood, early childhood institutions and pedagogical (...) work. The book places issues of early childhood into a global context and relates them to writers from many fields. Drawing on work with aboriginal peoples in Canada, on the experience of Reggio-Emilia in Italy and on a project in Stockholm inspired by Reggio, the book considers the implications of these alternative ways of understanding, for practice and a reconceptualization of early childhood education and care. (shrink)

Preface This volume contains essays written during the period 1972-1980. They are arranged roughly in order of composition. Except for the Introduction, ...

Recently several educational theorists have argued for the incorporation of a scepticism of a postmodern kind into educational theory and into educational research more specifically. Their understanding of postmodernism in terms of scepticism harbours much potential, but to avoid confusion and misunderstanding it is of importance that the ‘scepticism’ associated with postmodernism is distinguished from traditional philosophical scepticism, be it as part of the very process of theoretical scrutiny or as a challenge towards its results. In this paper it will (...) be argued that the interest of postmodernist ‘scepticism’ lies not in a quest for ever more certainty but rather in the way it moves beyond both foundationalism and philosophical scepticism. This will be elaborated from the point of view of a Wittgensteinian understanding of theoretical scrutiny (as found in On Certainty). This opens up the possibility of shedding light on postmodernist ‘scepticism’ in educational theory in terms of an aesthetic distance towards what is reflected upon. (shrink)

Recently several educational theorists have argued for the incorporation of a scepticism of a postmodern kind into educational theory and into educational research more specifically. Their understanding of postmodernism in terms of scepticism harbours much potential, but to avoid confusion and misunderstanding it is of importance that the ‘scepticism’ associated with postmodernism is distinguished from traditional philosophical scepticism, be it as part of the very process of theoretical scrutiny or as a challenge towards its results. In this paper it will (...) be argued that the interest of postmodernist ‘scepticism’ lies not in a quest for ever more certainty but rather in the way it moves beyond both foundationalism and philosophical scepticism. This will be elaborated from the point of view of a Wittgensteinian understanding of theoretical scrutiny (as found in On Certainty). This opens up the possibility of shedding light on postmodernist ‘scepticism’ in educational theory in terms of an aesthetic distance towards what is reflected upon. (shrink)

Recently several educational theorists have argued for the incorporation of a scepticism of a postmodern kind into educational theory and into educational research more specifically. Their understanding of postmodernism in terms of scepticism harbours much potential, but to avoid confusion and misunderstanding it is of importance that the ‘scepticism’ associated with postmodernism is distinguished from traditional philosophical scepticism, be it as part of the very process of theoretical scrutiny or as a challenge towards its results. In this paper it will (...) be argued that the interest of postmodernist ‘scepticism’ lies not in a quest for ever more certainty but rather in the way it moves beyond both foundationalism and philosophical scepticism. This will be elaborated from the point of view of a Wittgensteinian understanding of theoretical scrutiny (as found in On Certainty). This opens up the possibility of shedding light on postmodernist ‘scepticism’ in educational theory in terms of an aesthetic distance towards what is reflected upon. (shrink)

The Epicureans, Skeptics, and Stoics practiced philosophy not as a detached intellectual discipline, but as a worldly art of grappling with issues of daily and urgent human significance: the fear of death, love and sexuality, anger and aggression. Like medicine, philosophy to them was a rigorous science aimed both at understanding and at producing the flourishing of human life. In this engagingly written book, Martha Nussbaum maintains that these Hellenistic schools have been unjustly neglected in recent philosophic accounts of what (...) the classical "tradition" has to offer. By examining texts of philosophers committed to a therapeutic paradigm - including Epicurus, Lucretius, Sextus Empiricus, Chrysippus, and Seneca - she recovers a valuable source for current moral and political thought and encourages us to reconsider philosophical argument as a technique through which to improve lives. In describing the contributions of Hellenistic ethics, Nussbaum focuses on each thinker's treatment of the question of emotion. All argued that many harmful emotions are based on false beliefs that are socially taught, and that good philosophical argument can transform emotions, and, with them, both private and public life. Written for general readers and specialists, this book addresses compelling issues ranging from the psychology of human passion through rhetoric to the role of philosophy in public and private life. (shrink)

The article investigates how two different conceptions of the edifying potential of education attempt to take into account the normative dimension of scientific knowledge. In the first conception it is the demand for truth that is edifying, whereas in the second concept it is a distinctively ethical demand. It is argued that the first concept in the end implies the subjection of education to the ‘brutality of facticity’, under which it risks losing its critical point. The second conception, drawing on (...) Levinas and Arendt, tries to safeguard this critical point. It conceives education as a process through which scientific knowledge is made subject to reflection, and is thus confronted with the ethical challenges and demands of society. (shrink)

A lot of the talk about education nowadays invokes the notion of ‘quality’ and it has been suggested that education in schools and universities would benefit from exposure to the kind of quality assurance procedures originally developed by industry to monitor and raise performance. The paper is critical of this suggestion, arguing that the notion of quality which has emerged from industry is a very limited one and that importing the latter into education would change our educational thinking and practice (...) in significant ways for the worse. What we need, instead, is a fuller appreciation of the kind of quality and standards which are proper to education and which depend upon the exercise of personal judgement. (shrink)

A lot of the talk about education nowadays invokes the notion of ‘quality’ and it has been suggested that education in schools and universities would benefit from exposure to the kind of quality assurance procedures originally developed by industry to monitor and raise performance. The paper is critical of this suggestion, arguing that the notion of quality which has emerged from industry is a very limited one and that importing the latter into education would change our educational thinking and practice (...) in significant ways for the worse. What we need, instead, is a fuller appreciation of the kind of quality and standards which are proper to education and which depend upon the exercise of personal judgement. (shrink)

Putnam's goal is to embed philosophy in social life. The first part of this book is dedicated to metaphysical questions.

This book brings out the profound influence of the tradition of philosophical skepticism on political thought.