The overall purpose of this paper is to explore three related themes: feminist philosophy and philosophy for children have much in common including pegagogy, an inclusive orientation and fallibilist but critical epistemology, both feminism and philosophy for children benefit from a close reading of Peirce, but only philosophy for children draws explicitly on Peirce, and because of this common bond feminist philosophy and philosophy for children provide place to stand against the postmodern retreat to texts.e.

Word of the inauguration of a newsletter on the program in Analytical Thinking that is based in the School of Education at Texas Wesleyan College is indeed welcome. Knowing the energy and expertise of the two administrators of the program, Dean Joe Mitchell and Professor Ronald Reed, I have no doubt that the newsletter will be a success, and I shall look forward to receiving every issue.

After pointing out the most commonly understood difference between Anglo-American Philosophy and Continental Philosophy, namely, logico-linguistic analysis versus personal reflection, Martens shows how, from the standpoint of Continental Philosophy, this distinction is unwarranted. By showing us how each of these aspects of philosophy is recommended for the philosophic education of the young by various writers from the Continental tradition, Martens reveals how the practice of Philosophy for Children has long been proposed by Continental philosophers, albeit, not the whole methodology by (...) any one particular philosopher at any one time. The paper reveals the sympathy that Continental Philosophy therefore has for Philosophy for Children and concludes by questioning the place of the Eastern tradition in the ongoing dialogue about what philosophic inquiry with children should entail. (shrink)

Richard Rorty's collected papers, written during the 1980s and now published in two volumes, take up some of the issues which divide Anglo-Saxon analytic philosophers and contemporary French and German philosophers and offer something of a compromise - agreeing with the latter in their criticisms of traditional notions of truth and objectivity, but disagreeing with them over the political implications they draw from dropping traditional philosophical doctrines. The second volume pursues the themes of the first volume in the context of (...) discussions of recent European philosophy focusing on the work of Heidegger and Derrida. (shrink)

Based on John Dewey's lectures on esthetics, delivered as the first William James Lecturer at Harvard in 1932, Art as Experience has grown to be considered internationally as the most distinguished work ever written by an American on the formal structure and characteristic effects of all the arts: architecture, sculpture, painting, music, and literature.

Challenging and rewarding in equal measure, _Phenomenology of Perception_ is Merleau-Ponty's most famous work. Impressive in both scope and imagination, it uses the example of perception to return the _body_ to the forefront of philosophy for the first time since Plato. Drawing on case studies such as brain-damaged patients from the First World War, Merleau-Ponty brilliantly shows how the body plays a crucial role not only in perception but in speech, sexuality and our relation to others. Perhaps above all, Merleau-Ponty's (...) insights about the embodied mind are a bold and refreshing challenge to the new era of virtual reality and artificial intelligence, as scientists and psychologists discover the centrality of the body to mind and intelligence. (shrink)

Editorial preface to the fourth edition and modified translation -- The text of the Philosophische Untersuchungen -- Philosophische untersuchungen = Philosophical investigations -- Philosophie der psychologie, ein fragment = Philosophy of psychology, a fragment.

Reasoning, reading and language arts program designed to help children develop cognitive skills in a sequenced yet cumulative manner.

Bd. 1. Die Gegenwart.--Bd. 2. T.1. Der Leib. T.2. Der Leib im Spiegel der Kunst.--Bd. 3. Der Raum. T.1. Der liebliche Raum. T.2. Der Gefühlsraum. T.3. Der Rechtsraum. Praktische Philosophie. T.4. Das Göttliche und der Raum. T.5. Die Wahrnehmung.--Bd. 4. Die Person.--Bd. 5. Die Aufhebung der Gegenwart.

Annotation. Manen (philosophy of education, Alberta) introduces an approach to quantitative research methodology in education and related fields that is based on ordinary situations of people in educational situations, rather than being derived from behavioral or natural sciences, as is more common. Provides a detailed description of the methodology, and examples of hermeneutic-phenomenological inquiry for gaining experimental material from which to construct textual questions. Paper edition (unseen), $16.95. Annotation copyrighted by Book News, Inc., Portland, OR.

Looks at how social customs have changed from medieval times to the present and speculates on the social needs manners fulfill.

Paul Ricoeur has been hailed as one of the most important thinkers of the century. Oneself as Another, the clearest account of his "philosophical ethics," substantiates this position and lays the groundwork for a metaphysics of morals.

In Human Nature and Conduct, first published in 1922, Dewey brings the rigor of natural sciences to the quest for a better moral system.

Arranged and integrated to reveal epistemology, phenomenology, theory of signs, other major topics.

Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education.

In this volume Rorty offers a Deweyan account of objectivity as intersubjectivity, one that drops claims about universal validity and instead focuses on utility for the purposes of a community. The sense in which the natural sciences are exemplary for inquiry is explicated in terms of the moral virtues of scientific communities rather than in terms of a special scientific method. The volume concludes with reflections on the relation of social democratic politics to philosophy.

Author note: Matthew Lipman, Professor of Philosophy at Montclair State College and Director of the Institute for the Advancement of Philosophy for Children, is ...

Dewey's book on Democracy and Education established his credentials in the field of education and once counted as his most important book. It has been re-published in many editions and continuously in print ever since the original publication in 1916.

The only collection of Mead's writings published during his lifetime, these essays have heretofore been virtually inaccessible. Reck has collected twenty-five essays representing the full range and depth of Mead's thought. This penetrating volume will be of interest to those in philosophy, sociology, and social psychology. "The editor's well-organized introduction supplies an excellent outline of this system in its development. In view of the scattered sources from which these writings are gathered, it is a great service that this volume renders (...) not only to students of Mead, but to historians."—H. W. Schneider, _Journal of the History of Philosophy_. (shrink)