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  1. Can Children Do Philosophy?Karin Murris - 2000 - Journal of Philosophy of Education 34 (2):261-279.
    Some philosophers claim that young children cannot do philosophy. This paper examines some of those claims, and puts forward arguments against them. Our beliefs that children cannot do philosophy are based on philosophical assumptions about children, their thinking and about philosophy. Many of those assumptions remain unquestioned by critics of Philosophy with Children. My conclusion is that the idea that very young children can do philosophy has not only significant consequences for how we should educate young children, but also for (...)
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  • A New Science of Life: The Hypothesis of Formative Causation.Rupert Sheldrake - 1981 - J P Tarcher.
    Why do many phenomena defy the explanations of conventional biology and physics? Cambridge research scientist Rupert Sheldrake, who wrote this book in India, calls into question many of our fundamental concepts about life and consciousness, reinterpreting the so called laws of nature in this path breaking book.
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  • Orality and Literacy: The Technologizing of the Word.Walter J. Ong - 1983 - Philosophy and Rhetoric 16 (4):270-271.
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  • Gaia: A New Look at Life on Earth.James Lovelock & J. E. Lovelock - 2000 - Oxford Paperbacks.
    This classic work is reissued with a new preface by the author. Written for non-scientists the idea is put forward that life on Earth functions as a single organism.
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  • The Modern School Movement: Anarchism and Education in the United States.Paul Avrich - 2006 - A K PressDistribution.
    The Modern School Movement traces the efforts made by the Anarchist movement to abolish all forms of authority and usher in a new society through a different form of education. Between 1910 and 1960 anarchists established more than twenty schools in the United States where children might study in an atmosphere of freedom and self-reliance in sharp contrast to the discipline of the traditional classroom. The prominent participants of this movement, including Emma Goldman, Margaret Sanger, Alexander Berkman and Man Ray (...)
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  • Natural Supernaturalism: Tradition and Revolution in Romantic Literature.M. H. Abrams - 1972 - Journal of Aesthetics and Art Criticism 31 (1):132-132.
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  • Eros and Civilization: A Philosophical Inquiry into Freud.Herbert Marcuse - 1955 - London,: Routledge.
    In this classic work, Herbert Marcuse takes as his starting point Freud's statement that civilization is based on the permanent subjugation of the human instincts, his reconstruction of the prehistory of mankind - to an interpretation of the basic trends of western civilization, stressing the philosophical and sociological implications.
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  • Human Nature and Conduct: An Introduction to Social Psychology.John Dewey - 1922 - Henry Holt.
    In Human Nature and Conduct, first published in 1922, Dewey brings the rigor of natural sciences to the quest for a better moral system.
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  • The presence of the word: some prolegomena for cultural and religious history.Walter J. Ong - 1967 - Minneapolis: University of Minnesota Press.
    Terry Lectures. A religious philosopher's exploration of the nature and history of the word argues that the word is initially and always sound, that it cannot be reduced to any other category, and that sound is essentially an event manifesting power and personal presence. His analysis of the development of verbal expression, from oral sources through the transfer to the visual world and to contemporary means of electronic communication, shows that the predicament of the human word is the predicament of (...)
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  • On the aesthetic education of man.Friedrich Schiller - 1954 - Mineola, N.Y.: Dover Publications. Edited by Reginald Snell.
    A classic of 18th-century thought, Schiller’s treatise on the role of art in society ranks among German philosophy’s most profound works. An important contribution to the history of ideas, it employs a political analysis of contemporary society—and of the French Revolution, in particular—to define the relationship between beauty and art. Schiller’s proposal of art as fundamental to the development of society and the individual remains an influential concept, and this volume offers his philosophy’s clearest, most relevant expression. Translated and with (...)
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  • Pedagogy of the oppressed.Paulo Freire - 2004 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
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  • A thousand plateaus: capitalism and schizophrenia.Gilles Deleuze - 1987 - London: Athlone Press. Edited by Félix Guattari.
    Suggests an open system of psychological exploration to cut through accepted norms of morality, language, and politics.
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  • Panpsychism in the West.David Skrbina - 2005 - Cambridge, Massachusetts: MIT Press.
    Skrbina argues that panpsychism is long overdue for detailed treatment, and with this book he proposes to add impetus to the discussion of panpsychism in...
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  • Counterrevolution and Revolt.Herbert Marcuse - 1972
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  • Dewey on Education: Selections.John Dewey - 1961 - Teachers College Press.
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  • Marcuse's Challenge to Education.Tyson Lewis, Clayton Pierce & Daniel K. Cho - 2009 - Rowman & Littlefield Publishers.
    Marcuse’s Challenge to Education, a collection of essays by scholars who have explicated his theories accompanied by unpublished lecture notes by Marcuse himself, examines his ground-breaking critique of education as well as his own pedagogical alternatives. This compilation provides an overview of the various themes of Marcuse's challenges to traditional education and connections with ideas of other radical thinkers ranging from Bloch and Freire to Freud and Lacan.
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  • Fools, Young Children, Animism, and the Scientific World-Picture.David Kennedy - 1989 - Philosophy Today 33 (4):374-381.
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  • That Which Resists, After All.Jean-François Lyotard & Gilbert Larochelle - 1992 - Philosophy Today 36 (4):402-417.
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  • Can children do philosophy?Karin Murris - 2000 - Journal of Philosophy of Education 34 (2):261–279.
    Some philosophers claim that young children cannot do philosophy. This paper examines some of those claims, and puts forward arguments against them. Our beliefs that children cannot do philosophy are based on philosophical assumptions about children, their thinking and about philosophy. Many of those assumptions remain unquestioned by critics of Philosophy with Children. My conclusion is that the idea that very young children can do philosophy has not only significant consequences for how we should educate young children, but also for (...)
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  • Elemental Mind: Human Consciousness and the New Physics.Nick Herbert - 1993 - New York, N.Y.: Dutton.
    Explores the place of consciousness in nature, drawing on new ideas in physics to argue that consciousness is a fundamental process of nature like light and electricity, rather than something that appears only in humans. 20,000 first printing.
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