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.

From Immanuel Kant to Postmodernism, this volume provides an unparalleled student resource: a wide-ranging collection of the essential works of more than 50 seminal thinkers in modern European philosophy.

Surveillance cameras. Airport security lines. Barred store windows. We see manifestations of societal fears everyday, and daily news reports on the latest household danger or raised terror threat level continually stoke our sense of impending doom. In _A Philosophy of Fear_, Lars Svendsen now explores the underlying ideas and issues behind this powerful emotion, as he investigates how and why fear has insinuated itself into every aspect of modern life. Svendsen delves into science, politics, sociology, and literature to explore the (...) nature of fear. He examines the biology behind the emotion, from the neuroscience underlying our “fight or flight” instinct to how fear induces us to take irrational actions in our attempts to minimize risk. The book then turns to the political and social realms, investigating the role of fear in the philosophies of Machiavelli and Hobbes, the rise of the modern “risk society,” and how fear has eroded social trust. Entertainment such as the television show “Fear Factor,” competition in extreme sports, and the political use of fear in the ongoing “War on Terror” all come under Svendsen’s probing gaze, as he investigates whether we can ever disentangle ourselves from the continual state of alarm that defines our age. Svendsen ultimately argues for the possibility of a brighter, less fearful future that is marked by a triumph of humanist optimism. An incisive and thought-provoking meditation, _A Philosophy of Fear _pulls back the curtain that shrouds dangers imagined and real, forcing us to confront our fears and why we hold to them. (shrink)

One of Hume's most well-known works and a masterpiece of philosophy, A Treatise of Human Nature is indubitably worth taking the time to read.

This 2003 book offers an interpretation of Heidegger's major work, Being and Time. Unlike those who view Heidegger as an idealist, Taylor Carman argues that Heidegger is best understood as a realist. Amongst the distinctive features of the book are an interpretation explicitly oriented within a Kantian framework and an analysis of Dasein in relation to recent theories of intentionality, notably those of Dennett and Searle. Rigorous, jargon-free and deftly argued this book will be necessary reading for all serious students (...) of Heidegger. (shrink)

"A driving force in all Sartre's writing is his serious desire to change the life of his reader." -- Iris Murdoch.

"Freiburger Vorlesungen Sommersemester 1933 und Wintersemester 1933/34 / herausgegeben von Hartmut Tietjen"--T.p. verso.

This study examines German educational philosopher Otto Friedrich Bollnow’s (1903–1991) existential-hermeneutic theory of discontinuous forms of education, unstetige formen der Erziehung. At the core of this theory is a view of human being subjected to education that appears disruptive and critical, influencing the development of disclosing the true powers of a person and unfolding of truths about oneself that could not be uncovered otherwise. Typically, this theory has been interpreted on the continuum of hermeneutic philosophy, as hermeneutic pedagogy with an (...) extension of Martin Heidegger’s fundamental ontology, antisubjectivism and especially his theory of truth as unconcealment. According to this line of interpretation, Bollnow’s project brings an existential addition to classical pedagogical theories, as a level of appealing pedagogy. According to this existentialist view, education in a strict sense cannot really take place: it could not affect the true core of a person, nor this person could be subjected under any pedagogical influence in any meaningful way. The only task left for education is to appeal to the conscience of an already autonomous person. However, in this study it is claimed that this line of interpretation falls short to the fact that Bollnow’s philosophy of education builds heavily on his overall philosophical-anthropological project, which springs from Kant’s first critique and especially, as shown in this work, from Edmund Husserl’s transcendental phenomenology. The study shows, that Bollnow’s discontinuous forms of education are not resulted from hermeneutic educational reality, with an extension of existential potentiality to authenticity of a person. In fact, one could not derive such a view from mere hermeneutics. Instead, what Bollnow’s structural view of educational reality indicates, is that it should be understood as a phenomenological description of a priori categorical structures. It is claimed in the work, that the discontinuous forms are the products of phenomenological reduction. They are derived from the direct experience within consciousness, from the essence of what is experienced, from the very nature of what is it like to be in a process of becoming human. From this perspective, from the subject-point, education cannot be described as a paradox of freedom and restriction between educator and educatee, nor transmission of culture between generations, but instead could be described as the subjective experience of being educated or educating oneself, disclosing oneself to oneself, which is constituted only by the necessary conditions of these subjective experiences of discontinuity. (shrink)