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)

First published in 1962, contains the William James Lectures delivered at Harvard University in 1955. It sets out Austin's conclusions in the field to which he directed his main efforts for at least the last ten years of his life. Starting from an exhaustive examination of his already well- known distinction of performative utterances from statements, Austin here finally abandons that distinction, replacing it by a more general theory of 'illocutionary forces' of utterances which has important bearings on a wide (...) variety of philosophical problems. (shrink)

In this classic work of feminist political thought, Iris Marion Young challenges the prevailing reduction of social justice to distributive justice.

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includes new essays by philosopher Michael Williams and literary scholar David Bromwich, as well as Rorty's previously unpublished essay "The ...

First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as ‘What do we actually mean by education?’ and provides a proper ethical foundation for education in a democratic society. The book will appeal (...) to both teachers and students of philosophy as well as education. (shrink)

For this second edition, the editors have returned to Austin's original lecture notes, amending the printed text where it seemed necessary.

Selections from the notebooks of the distinguished philosopher discuss subjects such as music, religion, thinking, science, architecture, and civilization.

In this book Putnam turns to pragmatism - and confronts the teachings of James, Peirce, Dewey, and Wittgenstein - not solely out of an interest in theoretical ...

In this book, Honi Haber offers a much-needed analysis of postmodern politics. While continuing to work towards the voicing of the "other," she argues that we must go beyond the insights of postmodernism to arrive at a viable political theory. Postmodernism's political agenda allows the marginalized other to have a voice and to constitute a politics of difference based upon heterogeneity. But Haber argues that postmodern politics denies us the possibility of selves and community--essential elements to any viable political theory. (...) Haber calls into question the postmodern dichotomy of totality or difference. She argues that the self--which need not be coherent or unchanging--is always already a social entity. The "subject" must be understood as a subject-in-community, but any subject is constructed by many different communities. The subject whose death has been dictated by postmodern deconstruction is the very subject whose life is necessary for a politics of difference. Haber develops this theory through a detailed examination of postmodern politics as formulated in the work of Lyotard, Rorty, and Foucault. Beyond Postmodern Politics suggests that we must use the concept of subjects-in-community in order to move beyond postmodern politics and arrive at a genuine politics of difference. (shrink)

Humanism, modernity, and scientific rationality are examined critically in these collected essays.

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.

Introduction Cavell's Voices and Derrida's Grammatology The stature of Stanley Cavell is increasingly considered unique among living American philosophers ...

PREFACE A volume of essays on Wittgenstein, arguably this century's greatest philosopher, certainly would require no apology. However, one which combines ...

This is a new release of the original 1949 edition.

In the fiftieth anniversary of this book’s first release, Winch’s argument remains as crucial as ever. Originally published in 1958, _The Idea of a Social Science and Its Relation to Philosophy_ was a landmark exploration of the social sciences, written at a time when that field was still young and had not yet joined the Humanities and the Natural Sciences as the third great domain of the Academy. A passionate defender of the importance of philosophy to a full understanding of (...) 'society' against those who would deem it an irrelevant 'ivory towers' pursuit, Winch draws from the works of such thinkers as Ludwig Wittgenstein, J.S. Mill and Max Weber to make his case. In so doing he addresses the possibility and practice of a comprehensive 'science of society'. (shrink)

Why did the two most influential philosophers in the twentieth century, Ludwig Wittgenstein and Martin Heidegger, write in such a curious fashion that they confused a whole generation of disciples and created a cottage industry for a second generation in the interpretation of their works? Do those curious writing strategies have a philosophical signif icance? How does philosophical style reflect attitudes to society and politics or bear significance for the social sciences? Is politics one type of human activity among many (...) other independent ones as the classical modem political theorists from Hobbes and Machiavelli onwards have thought, or is it part and parcel of all of the activities into which an animal that speaks enters? How could the latter be elucidated? If politics arises from legitimate disputes about meanings, what does this imply for current cultural debates? for the so-called social sciences? above all, for that cultural conversation which some consider to be the destiny of philosophy in the wake of the demise of foundationalism? These are a few of the most important questions which led me to the critical confrontation and reflections in the essays collected below. (shrink)

Wittgenstein, possibly the most influential philosopher of the twentieth century, is often labelled a Neopositivist, a New-Kantian, even a Sceptic. Questions on Wittgenstein , first published in 1988, presents a selection of nine essays investigating a matter of vital philosophical importance: Wittgenstein’s relationship to his Austrian predecessors and peers. The intention throughout is to determine the precise contours of Wittgenstein’s own thought by situating it within its formative context. Although it remains of particular interest to Anglo-Saxon philosophers, special familiarity with (...) Austrian philosophy is required to appreciate the subtle and profound influence which this cultural and philosophical setting had on Wittgenstein’s intellectual development. Professor Haller has spent his career exploring these themes, and is one of the foremost authorities on both Wittgenstein and contemporary Austrian philosophy. Questions on Wittgenstein thus offers a unique insight into the twentieth-century tradition of Austrian philosophy, and its importance for Wittgenstein’s thought. (shrink)

First published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

The classic, influential essay in 'descriptive metaphysics' by the distinguished English philosopher.

Granted a certain depth of accuracy in citing an aspect of Spengler as an enactment of an aspect of Wittgenstein's thought, Wittgenstein's difference from Spengler should have depth. One difference can be characterized by saying that in the Investigations Wittgenstein diurnalizes Spengler's vision of the destiny toward exhausted forms, toward nomadism, toward loss of culture, or of home, or community: he depicts our everyday encounters with philosophy, with our ideals, as brushes with skepticism, wherein the ancient task of philosophy, to (...) awaken us, or bring us to our senses, takes the form of returning us to the everyday, the ordinary, every day, diurnally. (shrink)

In the 1960s a radical concept emerged from the great French thinker Jacques Derrida. Read the book that changed the way we think; read "Writing and Difference," the classic introduction.

Philosophy and Truth offers the first English translation of six unpublished theoretical studies (sometimes referred to as Nietzsche's "Philosopher's Book") written just after the publication of The Birth of Tragedy and simultaneously with Untimely Meditations. In addition to the texts themselves, which probe epistemological problems on philosophy's relation to art and culture, this book contains a lengthy introduction that provides the biographical and philological information necessary for understanding these often fragmentary texts. The introduction also includes a helpful discussion of Nietzsche's (...) early views concerning culture, knowledge, philosophy, and the Greeks. (shrink)

This is a remarkable book about a man (perhaps the most important and original philosopher of our age), a society (the corrupt Austro-Hungarian Empire on the eve of dissolution), and a city (Vienna, with its fin-de siecle gaiety and corrosive melancholy). The central figure in this study of a crumbling society that gave birth to the modern world is Wittgenstein, the brilliant and gifted young thinker. With others, including Freud, Viktor Adler, and Arnold Schoenberg, he forged his ideas in a (...) classical revolt against the stuffy, doomed, and moralistic lives of the old regime. As a portrait of Wittgenstein, the book is superbly realized; it is even better as a portrait of the age, with dazzling and unusual parallels to our own confused society. Allan Janik and Stephen Toulmin have acted on a striking premise: an understanding of prewar Vienna, Wittgenstein s native city, will make it easier to comprehend both his work and our own problems .This is an independent work containing much that is challenging, new, and useful. New York Times Book Review.". (shrink)

A new interpretation of educational philosophy that traces its origins to both social science and philosophy.

James D Marshall; Wittgenstein on Rules: implications for authority and discipline in education, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May.

James D Marshall; Wittgenstein on Rules: implications for authority and discipline in education, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May.

The political writings of Jean-Francois Lyotard, the prophet of the postmodern, are presented here as both the missing dimension of his work and the key to understanding his position within contemporary debate.

It is commonly supposed that the philosophy of education is not a reputable area of concern for a philosopher. I have never heard a coherent, sustained and successful case made for this view. Only vague remarks about ‘autonomy’ and narrowly protectionist views of philosophy are ventured. So I shall not discuss the matter further. I shall simply be content to side with Plato, Aristotle, Comenius, Locke, Rousseau, Kant, Mill and Dewey, who thought that educational issues fell within the province of (...) philosophy. Kant was so concerned with education that he interrupted his work on the Critique of Pure Reason in order to support Basedow's experimental school, the Philanthropin, and the educational reforms which it intended to institute. Kant says ‘… the greatest and most difficult problem to which man can devote himself is the problem of education.’ But if those who hold that the philosophy of education is unimportant, or even disreputable, have come to that view after examining a good deal of what is currently being said in this field, then their adverse reaction is not hard to understand, because a good deal of contemporary work here is clearly inadequate. I hope to show that the contemporary perspective is too narrow, and to advocate a return to a more traditional view of the philosophy of education in the hope that the subject may once again be given the importance which was formerly attributed to it. (shrink)