We are spurred into action by our troubles and fears; but all too often our action fails to address the true causes of our worries. When trying to make sense of our lives, we tend to blame our own failings and weaknesses for our discomforts and defeats. And in doing so, we make things worse rather than better. Reasonable beings that we are, how does this happen and why does it go on happening? These are the questions addressed in this (...) new book by Zygmunt Bauman - one of the most original and perceptive social thinkers writing today. For Bauman, the task of sociology is not to censor or correct the stories we tell of our lives, but to show that there are more ways in which our life stories can be told. By bringing into view the many complex dependencies invisible from the vantage point of private experience, sociology can help us to link our individual decisions and actions to the deeper causes of our troubles and fears - to the ways we live, to the conditions under which we act, to the socially drawn limits of our imagination and ambition. Sociology can help us to understand the processes that have shaped the society in which we live today, a society in which individualization has become our fate. And sociology can also help us to see that if our individual but shared anxieties are to be effectively tackled, they need to be addressed collectively, true to their social, not individual, nature. The Individualized Society will be of great interest to students of sociology, politics and the social sciences and humanities generally. It will also appeal to a broader range of readers who are interested in the changing nature of our social and political life today. (shrink)

This edition brings Dewey's educational theory into sharp focus, framing his two classic works by frank assessments, past and present, of the practical applications of Dewey's ideas. In addition to a substantial introduction in which Philip W. Jackson explains why more of Dewey's ideas haven't been put into practice, this edition restores a "lost" chapter, dropped from the book by Dewey in 1915.

Like the latter, it unites into one and the same function the possibility of giving things a sign, of representing one thing by another, and the possibility of causing a sign to shift in relation to what it designates. The four functions that define the ...

While some lament the slide of Western culture into relativism and nihilism and others celebrate the trend as a liberating sort of progress, Charles Taylor calls on us to face the moral and political crises of our time, and to make the most ...

There are already many excellent books on existentialism. Some of them deal with particular problem or particular existentialist writers. Most of those that deal with existentialism as a whole divide their subject-matter according to authors, presenting chapters on Kierkegaard, Heidegger, Sartre, and the rest. Thus I think that there is room for the present book, which attempts a comprehensive examination and evaluation of existentialism, but does so by thematic treatment. That is to say, each chapter deals with a major theme (...) of existentialist philosophy, and these themes are arranged in the order of the existential dialect. Of course, each chapter is illustrated with material from the writings of existentialists, from Kierkegaard to Camus. (shrink)

Friedrich Nietzsche is one of the most influential thinkers of the past 150 years and On the Genealogy of Morality (1887) is his most important work on ethics and politics. A polemical contribution to moral and political theory, it offers a critique of moral values and traces the historical evolution of concepts such as guilt, conscience, responsibility, law and justice. This is a revised and updated edition of one of the most successful volumes to appear in Cambridge Texts in the (...) History of Political Thought. Keith Ansell-Pearson has modified his introduction to Nietzsche's classic text, and Carol Diethe has incorporated a number of changes to the translation itself, reflecting the considerable advances in our understanding of Nietzsche in the twelve years since this edition first appeared. In this new guise the Cambridge Texts edition of Nietzsche's Genealogy should continue to enjoy widespread adoption, at both undergraduate and graduate level. (shrink)

Three issues features as the central themes throughout this book: the nature of social science in general; the nature of educational enquiry in particular; and ...

The 'postmodern condition,' in which instrumentalism finally usurps all other considerations, has produced a kind of intellectual paralysis in the world of education. The authors of this book show how such postmodernist thinkers as Derrida, Foucault, and Lyotard illuminate puzzling aspects of education, arguing that educational theory is currently at an impasse. They postulate that we need these new and disturbing ideas in order to "think again" fruitfully and creatively about education.

Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education.

In Philosophical Fragments the pseudonymous author Johannes Climacus explored the question: What is required in order to go beyond Socratic recollection of eternal ideas already possessed by the learner? Written as an afterword to this work, Concluding Unscientific Postscript is on one level a philosophical jest, yet on another it is Climacus's characterization of the subjective thinker's relation to the truth of Christianity. At once ironic, humorous, and polemical, this work takes on the "unscientific" form of a mimical-pathetical-dialectical compilation of (...) ideas. Whereas the movement in the earlier pseudonymous writings is away from the aesthetic, the movement in Postscript is away from speculative thought. Kierkegaard intended Postscript to be his concluding work as an author. The subsequent "second authorship" after The Corsair Affair made Postscript the turning point in the entire authorship. Part One of the text volume examines the truth of Christianity as an objective issue, Part Two the subjective issue of what is involved for the individual in becoming a Christian, and the volume ends with an addendum in which Kierkegaard acknowledges and explains his relation to the pseudonymous authors and their writings. The second volume contains the scholarly apparatus, including a key to references and selected entries from Kierkegaard's journals and papers. (shrink)

Charles Taylor has been one of the most original and influential figures in contemporary philosophy: his 'philosophical anthropology' spans an unusually wide range of theoretical interests and draws creatively on both Anglo-American and Continental traditions in philosophy. A selection of his published papers is presented here in two volumes, structured to indicate the direction and essential unity of the work. He starts from a polemical concern with behaviourism and other reductionist theories (particularly in psychology and the philosophy of language) which (...) aim to model the study of man on the natural sciences. This leads to a general critique of naturalism, its historical development and its importance for modern culture and consciousness; and that in turn points, forward to a positive account of human agency and the self, the constitutive role of language and value, and the scope of practical reason. The volumes jointly present some two decades of work on these fundamental themes, and convey strongly the tenacity, verve and versatility of the author in grappling with them. They will interest a very wide range of philosophers and students of the human sciences. (shrink)

The distinguished author of books on psychology, ethics, and politics, John Dewey specialized in the philosophy of education. In this landmark work on public education, Dewey discusses methods of providing quality public education in a democratic society. First published close to 90 years ago, Democracy and Education sounded the call for a revolution in education, stressing growth, experience, and activity as factors that promote a democratic character in students and lead to the advancement of self and society. Unabridged reproduction of (...) the classic 1916 edition. (shrink)

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)

Best known as a philosopher, one of the founders of existentialism, Kierkegaard also wrote books whose themes were primarily religious, psychological or literary. He was opposed to much in organised Christianity, stressing the necessity for individual choice against prescribed dogma and ritual. In this book, he concentrates his penetrating psychological observations on the theme of despair.

Continues and extends explorations begun in Being and Time.

This book takes as a premise that Derrida is a profound educational thinker, who from the very beginning concerned himself with questions of pedagogy.

This book addresses & focuses on the individual/personal self & can be used to supplement different approaches of teaching & learning.