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  1. Contingency, Irony, and Solidarity.Richard Rorty - 1989 - New York: Cambridge University Press.
    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 (...)
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  • (2 other versions)Critique of pure reason.Immanuel Kant - 2007 - In Elizabeth Schmidt Radcliffe, Richard McCarty, Fritz Allhoff & Anand Vaidya (eds.), Late modern philosophy: essential readings with commentary. Oxford: Wiley-Blackwell. pp. 449-451.
    One of the cornerstone books of Western philosophy, Critique of Pure Reason is Kant's seminal treatise, where he seeks to define the nature of reason itself and builds his own unique system of philosophical thought with an approach known as transcendental idealism. He argues that human knowledge is limited by the capacity for perception and attempts a logical designation of two varieties of knowledge: a posteriori, the knowledge acquired through experience; and a priori, knowledge not derived through experience. This accurate (...)
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  • (2 other versions)Contingency, Irony, and Solidarity.Richard Rorty - 1989 - The Personalist Forum 5 (2):149-152.
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  • Discourse on thinking.Martin Heidegger - 1966 - New York,: Harper & Row.
    Discourse on Thinking questions that must occur to us the moment we manage to see a familiar situation in unfamiliar light.
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  • (5 other versions)Thus Spake Zarathustra.Friedrich Wilhelm Nietzsche - 1911 - Mineola, NY: Dover Publications. Edited by Thomas Common.
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  • Phenomenological Interpretation of Kant’s Critique of Pure Reason.Martin Heidegger - 1997 - Indiana University Press.
    The text of Martin Heidegger’s 1927–28 university lecture course on Emmanuel Kant’s Critique of Pure Reason presents a close interpretive reading of the first two parts of this masterpiece of modern philosophy. In this course, Heidegger continues the task he enunciated in Being and Time as the problem of dismatling the history of ontology, using temporality as a clue. Within this context the relation between philosophy, ontology, and fundamental ontology is shown to be rooted in the genesis of the modern (...)
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  • Education and the Good Life.John White - 1991 - British Journal of Educational Studies 39 (3):366-367.
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  • Retrieving nature: Education for a post-humanist age.Michael Bonnett - 2003 - Journal of Philosophy of Education 37 (4):549-730.
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  • Education and a Meaningful Life.John White - 2009 - Oxford Review of Education 35 (4):423-435.
    Everyone will agree that education ought to prepare young people to lead a meaningful life, but there are different ways in which this notion can be understood. A religious interpretation has to be distinguished from the secular one on which this paper focuses. Meaningfulness in this non-religious sense is a necessary condition of a life of well-being, having to do with the nesting of one’s reasons for action within increasingly pervasive structures of activity and attachment. Sometimes a life can seem (...)
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  • (1 other version)Early Heidegger's Appropriation of Kant.Béatrice Han-Pile - 2005 - In Hubert L. Dreyfus & Mark A. Wrathall (eds.), A Companion to Heidegger. Malden, MA: Wiley-Blackwell. pp. 80–101.
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  • Postmodernism.David E. Cooper - 2003 - In Randall Curren (ed.), A Companion to the Philosophy of Education. Oxford, UK: Wiley-Blackwell. pp. 206–217.
    This chapter contains sections titled: “The Postmodern Condition” Postmodernism Postmodernism and Education Questioning Postmodernism “The Last Word”.
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