This is the first time that a seminal collection of fourteen essays by Martin Heidegger (originally published in German under the title Wegmarken) has appeared in English in its complete form. It includes new or first-time translations of seven essays, and thoroughly revised, updated versions of the other seven. Amongst the new translations are such key essays as 'On the Essence of Ground', 'Hegel and the Greeks' and 'On the Question of Being'. Spanning a period from 1919-1961, these essays have (...) become established points of reference for all those with a serious interest in Heidegger. Now collected for the first time in translations by an experienced Heidegger translator and scholar, they will prove an essential resource for all students of Heidegger. (shrink)

In this book a distinguished philosopher offers a comprehensive interpretation of Plato’s most controversial dialogue. Treating the _Republic _as a unity and focusing on the dramatic form as the presentation of the argument, Stanley Rosen challenges earlier analyses of the _Republic _ and argues that the key to understanding the dialogue is to grasp the author’s intention in composing it, in particular whether Plato believed that the city constructed in the _Republic _is possible and desirable. Rosen demonstrates that the fundamental (...) principles underlying the just city are theoretically attractive but that the attempt to enact them in practice leads to conceptual incoherence and political disaster. The _Republic, _says Rosen, is a vivid illustration of the irreconcilability of philosophy and political practice. (shrink)

In this book a distinguished philosopher offers a comprehensive interpretation of Plato’s most controversial dialogue. Treating the _Republic _as a unity and focusing on the dramatic form as the presentation of the argument, Stanley Rosen challenges earlier analyses of the _Republic _ and argues that the key to understanding the dialogue is to grasp the author’s intention in composing it, in particular whether Plato believed that the city constructed in the _Republic _is possible and desirable. Rosen demonstrates that the fundamental (...) principles underlying the just city are theoretically attractive but that the attempt to enact them in practice leads to conceptual incoherence and political disaster. The _Republic, _says Rosen, is a vivid illustration of the irreconcilability of philosophy and political practice. (shrink)

This book addresses concerns about educational and moral standards in a world increasingly characterised by nihilism. On the one hand there is widespread anxiety that standards are falling; on the other, new machinery of accountability and inspection to show that they are not. The authors in this book state that we cannot avoid nihilism if we are simply _laissez-faire_ about values, neither can we reduce them to standards of performance, nor must we return to traditional values. They state that we (...) need to create a new set of values based on a critical assessment of contemporary practice in the light of a number of philosophical texts that address the question of nihilism, including the work of Nietzsche. (shrink)

" "Positions brings together three interviews with Derrida, outlining his central concerns and ideas.

This article is an exploration of whether education can be considered a beast-like being, developed by utilising Heidegger’s philosophy to consider education from an ontotheolgical perspective. Education is a hypernym for its constituent elements; this article is exploring this hypernym as a being, whilst arguing that the growing importance of education is causing it to gain a ‘monstrous anatomy’. This argument is parallel with the Heideggerean question of ontological difference: the divide of being and Being. Ideas about education’s formation as (...) a technology and its God-like status are used to further illustrate the monstrosity of education. The theory of hyperobjects is also utilised to illuminate understanding of this being. Finally, this article explores the ways we are losing control of Education, as we have become too reliant on it to shape our view of the world. (shrink)

At the end of Republic VI. Socrates compares the Good with the sun as a cause both of existence and intelligibility. Afterwards, when he continues and expands this comparison, the symbolism becomes so complex that the interpretation of almost every part of it is in dispute. We start with the contrast of light and darkness; to this is next added the contrast of image and original, and also of up and down along a vertical line; in the allegory of the (...) Cave these three sets of contrasted terms are worked in together so as to explain the effect on the soul of the intellectual education by which we are converted from what is dark and imitative and ascend finally to knowledge of the Good. (shrink)

At the end of Republic VI. Socrates compares the Good with the sun as a cause both of existence and intelligibility. Afterwards, when he continues and expands this comparison, the symbolism becomes so complex that the interpretation of almost every part of it is in dispute. We start with the contrast of light and darkness; to this is next added the contrast of image and original, and also of up and down along a vertical line; in the allegory of the (...) Cave these three sets of contrasted terms are worked in together so as to explain the effect on the soul of the intellectual education by which we are converted from what is dark and imitative and ascend finally to knowledge of the Good. (shrink)

This timely book addresses concerns about educational and moral standards in a world characterised by a growing nihilism.

Beginning with a reconsideration of what the school is and has been, this paper explores the idea of the school to come. Emphasizing the governmental role of education in modernity, I offer a line of thinking that calls into question the assumption of both the school and education as possible conduits for either democracy or social justice. Drawing on Derrida’s spectral ontology I argue that any automatic correlation of education with democracy is misguided: especially within redemptive discourses that seek to (...) liberate education from its present enclosure. This rereading of the field of education in the light of an account of the fundamental ontology of its key institution problematizes all rhetorics of education as social salvation. Education, it proposes, cannot be conceived as the ideal soul of a corrupted or as yet defective body, the school. Education—having taken on the character of an ontotheological principle—has become a governmental instrument as much as its specific institutions. This ontological condition can be understood within various accounts of the nature of contemporaneity. This paper considers the monstrous proposal that education be abandoned as the grounds for social, ethical and cultural redemption. The good news is that this abandonment opens the possibility for thinking beyond education, a beyond that is also beyond the strictures of instrumental rationality. (shrink)