Written in the 1960s, TRUTH AND METHOD is Gadamer's magnum opus.

This study is a philosophical critique of the foundations of Sigmund Freud's psychoanalysis. As such, it also takes cognizance of his claim that psychoanalysis has the credentials of a natural science. It shows that the reasoning on which Freud rested the major hypotheses of his edifice was fundamentally flawed, even if the probity of the clinical observations he adduced were not in question. Moreover, far from deserving to be taken at face value, clinical data from the psychoanalytic treatment setting are (...) themselves epistemically quite suspect. (shrink)

‘If in this book harsh words are spoken about some of the greatest among the intellectual leaders of mankind, my motive is not, I hope, to belittle them. It springs rather from my conviction that, if our civilization is to survive, we must break with the habit of deference to great men.’ - Karl Popper, from the Preface Written in political exile during the Second World War and first published in two volumes in 1945, Karl Popper’s _The Open Society and (...) Its Enemies _is one of the most influential books of all time. Hailed by Bertrand Russell as a ‘vigorous and profound defence of democracy’, its now legendary attack on the philosophies of Plato, Hegel and Marx exposed the dangers inherent in centrally planned political systems and through underground editions become an inspiration to lovers of freedom living under communism in Eastern Europe. Popper’s highly accessible style, his erudite and lucid explanations of the thoughts of great philosophers and the recent resurgence of totalitarian regimes around the world are just three of the reasons for the enduring popularity of _The Open Society and Its Enemies_ and why it demands to be read today and in years to come. (shrink)

Proofs and Refutations is essential reading for all those interested in the methodology, the philosophy and the history of mathematics. Much of the book takes the form of a discussion between a teacher and his students. They propose various solutions to some mathematical problems and investigate the strengths and weaknesses of these solutions. Their discussion raises some philosophical problems and some problems about the nature of mathematical discovery or creativity. Imre Lakatos is concerned throughout to combat the classical picture of (...) mathematical development as a steady accumulation of established truths. He shows that mathematics grows instead through a richer, more dramatic process of the successive improvement of creative hypotheses by attempts to 'prove' them and by criticism of these attempts: the logic of proofs and refutations. (shrink)

Wilfred Carr; What is an Educational Practice?, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 163–175, https://doi.org/10.1111/j.14.

The history of aesthetics, like the histories of other sciences, may be treated in a two-fold manner: as the history of the men who created the field of study, or as the history of the questions that have been raised and resolved in the course of its pursuit. The earlier History of Aesthetics (3 volumes, 1960-68, English-language edition 1970-74) by the author of the present book was a history of men, of writers and artists who in centuries past have spoken (...) up concerning beauty and art, form and crea tivity. The present book returns to the same subject, but treats it in a different way: as the history of aesthetic questions, concepts, theories. The matter of the two books, the previous and the present, is in part the same; but only in part: for the earlier book ended with the 17th century, while the present one brings the subject up to our own times. And from the 18th century to the 20th much happened in aesthetics; it was only in that period that aesthetics achieved recognition as a separate science, received a name of its own, and produced theories that early scholars and artists had never dreamed of. (shrink)

This volume of essays deals with the problem of relativism, in particular cultural relativism. If our society knows better than other societies, how do we know that it knows better? There is a profound irony in the fact that this self-doubt has become most acute in the one civilisation that has persuaded the rest of the world to emulate it. The claim to cognitive superiority is often restricted, of course, to the limited sphere of natural science and technology; and that (...) immediately raises the second main theme of this volume - the differences between the human and natural sciences. These essays reach towards a new style and mode of enquiry - a mixture of philosophy, history and anthropology - that promises to prove more revealing and fruitful. (shrink)

Sir Anthony Kenny presents a second edition of his landmark work The Aristotelian Ethics, which transformed Aristotle studies in 1978 by showing, on stylistic, historical, and philosophical grounds, that the Eudemian Ethics was a mature work with as strong a claim to be Aristotle's ethical masterpiece as the more widely studied Nicomachean Ethics. In this new edition Kenny offers a critical survey of developments in the field since The Aristotelian Ethics was first published. Kenny also addresses the criticisms of his (...) first edition, both accepting those he sees as justified and addressing and refuting those which he feels are unfounded. The book remains essential reading for anyone interested in Aristotle's ethical works, arguably the most influential ever written. (shrink)

Autobiography.--Utilitarianism.--On liberty.--Nature.--Utility of religion.--Further reading (p. [433]-434).

Ruth Jonathan; What is an Educational Practice? A Reply to Wilfred Carr, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 177–180, htt.

David E Cooper; Practice, Philosophy and History: Carr vs. Jonathan, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 181–186, https:/.

John Wilson; The Teaching Profession: a case of self-mutilation, Journal of Philosophy of Education, Volume 20, Issue 2, 30 May 2006, Pages 245–250, https://doi.

Suzanne de Castell; On Writing of Theory and Practice, Journal of Philosophy of Education, Volume 23, Issue 1, 30 May 2006, Pages 39–49, https://doi.org/10.1111.

Pádraig Hogan; What Makes Practice Educational?, Journal of Philosophy of Education, Volume 24, Issue 1, 30 May 2006, Pages 15–26, https://doi.org/10.1111/j.146.

Suzanne de Castell; On Writing of Theory and Practice, Journal of Philosophy of Education, Volume 23, Issue 1, 30 May 2006, Pages 39–49, https://doi.org/10.1111.

A study of the relationship between the Eudemian and Nichomachean Ethics of Aristotle.