Originally published in 1927, the publication of this volume may be regarded as a fitting contribution to the international celebrations in memory of one of the greatest of the sons of men. This biography is the oldest, and it is the only one written by one who knew Spinoza personally, and loved him well.

Originally published in 1957, The Uniqueness of the Individual is a collection of 9 essays published from the ten years preceding publication. The essays deal with some of the central problems of biology. These are among the questions put and answered from the standpoint of modern experimental biology. What is ageing and how is it measured? What theories have been held to account for it, and with what success? Did ageing evolve, and if so how? Is Lamarckism and adequate explanation of evolutionary process? Does evolution sometimes go wrong? Do human beings evolve in a way peculiar to themselves? Other essays touch upon the problems of scientific method and of growth and transformation. This book will be of interest to natural historians, evolutionists and anthropologists.

First published in 1928, The Correspondence of Spinoza is deeply interesting in many ways. It presents a pageant of the leading types of seventeenth-century mentality. It affords contemporary glimpses of important scientific researches and discoveries. It brings us into touch with some of the social and political events and tendencies of the period. This book includes correspondent letters containing things of first-rate importance for the correct interpretation of the philosophy of Spinoza.

In the ancient world, philosophy was understood to be a practical guide for living, or even itself a way of life. This volume of essays brings historical views about philosophy as a way of life, coupled with their modern equivalents, more prevalently into the domain of the contemporary scholarly world. Illustrates how the articulation of philosophy as a way of life and its pedagogical implementation advances the love of wisdom Questions how we might convey the love of wisdom as not only a body of dogmatic principles and axiomatic truths but also a lived exercise that can be practiced Offers a collection of essays on an emerging field of philosophical research Essential reading for academics, researchers and scholars of philosophy, moral philosophy, and pedagogy; also business and professional people who have an interest in expanding their horizons

Concept analysis is an established genre of inquiry in nursing, introduced in the 1970s. Currently, over 100 concept studies are published annually, yet the methods used within this field have rarely been questioned. In Concept Analysis in Nursing: A New Approach, Paley provides a critical analysis of the philosophical assumptions that underpin nursing's concept analysis methods. He argues, provocatively, that there are no such things as concepts, as traditionally conceived. Drawing on Wittgenstein and Construction Grammar, the book first makes a case for dispensing with the traditional concept of a 'concept', and then provides two examples of a new approach, examining the use of 'hope' and 'moral distress'. Casting doubt on the assumption that 'hope' always stands for an 'inner' state of the person, the book shows that the word's function varies with the grammatical construction it appears in. Similarly, it argues that 'moral distress' is not the name of a mental state, but a normative classification used to bolster a narrative concerning nursing's identity. Concept Analysis in Nursing is a fresh and challenging book written by a philosopher interested in nursing. It will appeal to researchers and postgraduate students in the areas of nursing, health, philosophy and linguistics. It will also interest those familiar with the author's previous book, Phenomenology as Qualitative Research.

This book offers an important critique of the ways in which mainstream education contributes to perpetuate an inherently unjust and exploitative Development model. Instead, the book proposes a new anarchistic, postdevelopmental framework that goes beyond Development and schooling to ask what really makes a meaningful life. Challenging the notion of Development as a win-win relationship between civil society, the state and the private sector, the book argues that Development perpetuates a hierarchical world order and that the education system serves to reinforce and re-legitimise this unequal order. Drawing on real-life examples of 'unschooling' and 'self-designed learning' in India, the book demonstrates that more autonomous approaches such as these can help to fundamentally challenge dominant ideas of education, equality, development and what it means to lead meaningful lives. The interdisciplinary approach pursued in this book makes it perfect for anyone with interests across the areas of education, development studies, radical political theory and philosophy.

Use your imagination! The demand is as important as it is confusing. What is the imagination? What is its value? Where does it come from? And where is it going in a time when even the obscene seems overdone and passé? This book takes up these questions and argues for the centrality of imagination in human cognition. It traces the development of the imagination in Kant’s critical philosophy (particularly the Critique of Aesthetic Judgment) and claims that the insights of Kantian aesthetic theory, especially concerning the nature of creativity, common sense, and genius, influenced the development of nineteenth-century American philosophy. The book identifies the central role of the imagination in the philosophy of Peirce, a role often overlooked in analytic treatments of his thought. The final chapters pursue the observation made by Kant and Peirce that imaginative genius is a type of natural gift (ingenium) and must in some way be continuous with the creative force of nature. It makes this final turn by way of contemporary studies of metaphor, embodied cognition, and cognitive neuroscience.

Dante and the Other brings together noted and emerging Dante scholars with theologians, philosophers, psychoanalysts, and psychotherapists, bridging the Florentine's premodern world to today's postmodern context. Exploring how alterity has become a potent symbol in religion, philosophy, politics, and culture, this book will be of interest to many related fields. The book offers a thorough foundation in approaching Dante as proto-phenomenologist. It includes an informative review of literature, historical insight into Dante's poetics-toward-ineffability as alternative to modern scientism, a foray into science fiction, existential elaborations, phenomenological analyses of Inferno's Canto I, and applications to psychotherapy and qualitative research. It also contains a poem from an imagined Virgil retiring in Limbo, and a meditation on Dante's complicated relationship to homosexuality. Dante and the Other presents the mystical passion of apophatic spirituality, the millennia-spanning Augustinianism of radical orthodoxy, Levinas, Heidegger, and many others-all driven by Dante's Labors of Love. It is essential reading for Dante scholars, as well as readers interested in his works.

Phenomenological Inquiry in Education is an edited collection of 16 chapters that offers a fascinating and diverse range of approaches and views about phenomenological inquiry as applied in educational research. Written by a group of international scholars concerned about understanding lived experience, the editors assemble theoretical ideas, methodological approaches and empirical research to create a distinctive transdisciplinary outlook. Embodying many unique and useful insights the book provokes thought about the possibilities for phenomenology in contemporary educational research. The international contributors highlight what an exploration of lived experience can offer qualitative research and extend on methodologies commonly used in educational research. By grounding phenomenological inquiry in the complexities of doing research across discipline areas in education, the writers of the book forge links between theory and empirical research, and give their unique perspectives about how phenomenological ideas are being and might be employed in educational research. The book is thus carefully crafted to address both phenomenology as a philosophical tradition and its possibilities for educational research. This scholarly work will appeal to educational researchers, as well as those in broader social research. It taps into the growing international interest in phenomenological research in education which brings attention to lived experience and the highly important affective dimension of learning.

From one of America's most brilliant writers, a New York Times bestselling journey through psychology, philosophy, and lots of meditation to show how Buddhism holds the key to moral clarity and enduring happiness. At the heart of Buddhism is a simple claim: The reason we suffer-and the reason we make other people suffer-is that we don't see the world clearly. At the heart of Buddhist meditative practice is a radical promise: We can learn to see the world, including ourselves, more clearly and so gain a deep and morally valid happiness. In this "sublime" (The New Yorker), pathbreaking book, Robert Wright shows how taking this promise seriously can change your life-how it can loosen the grip of anxiety, regret, and hatred, and how it can deepen your appreciation of beauty and of other people. He also shows why this transformation works, drawing on the latest in neuroscience and psychology, and armed with an acute understanding of human evolution. This book is the culmination of a personal journey that began with Wright's landmark book on evolutionary psychology, The Moral Animal, and deepened as he immersed himself in meditative practice and conversed with some of the world's most skilled meditators. The result is a story that is "provocative, informative and...deeply rewarding" (The New York Times Book Review), and as entertaining as it is illuminating. Written with the wit, clarity, and grace for which Wright is famous, Why Buddhism Is True lays the foundation for a spiritual life in a secular age and shows how, in a time of technological distraction and social division, we can save ourselves from ourselves, both as individuals and as a species.

By tracing the traditional progression of rhetoric from the Greek Sophists to contemporary theorists, this textbook gives students a conceptual framework for evaluating and practicing persuasive writing and speaking in a wide range of settings and in both written and visual media. The book's expansive historical purview illustrates how persuasive public discourse performs essential social functions and shapes our daily worlds, drawing on the ideas of some of history's greatest thinkers and theorists. The seventh edition includes greater attention to non-Western rhetorics, feminist rhetorics, the rhetoric of science, and European and American critical theory. Known for its clear writing style and contemporary examples throughout, The History and Theory of Rhetoric emphasizes the relevance of rhetoric to today's students. This revised edition serves as a core textbook for rhetoric courses in both English and communication programs covering both the historical tradition of rhetoric and contemporary rhetoric studies. This edition includes an instructor's manual and practice quizzes for students at www.routledge.com/cw/herrick

Notions of the sublime are most often associated with the extraordinary, and include the intra-psychic, high-cultural and exceptional occurrences of elation and exaltation as part of the experience. Using psychoanalytic and aesthetic theories, this book aims to revitalise the sublime by re-evaluating its significance for contemporary life and, in a unique and fascinating endeavour, opens up a space that explores the sublime in the ordinary, everyday and quotidian. Through the exploration of familiar (i.e. love, death, art and nature) and unfamiliar (pornography, education and politics) threads of the sublime experience, this book posits the sublime as invoking an ordinary human response which contains minute, inter-psychic, inclusive and even mass-media cultural elements, and carries within it therapeutic and political potential. It explores loving and caring, as well as hateful, traumatic and destructive encounters with the sublime, demonstrating how it can overflow and destabilise our psychological and social symbolic structures and expose their fictional and constructed nature, but also shows it as something we can engage with in order to re-create and heal ourselves, above and beyond what any 'given' form of reality can offer us. Demonstrating the urgent need to understand the sublime as something that is immanent in our everyday life, a source of energy and inspiration that can be invoked to support our mental health and well-being, this book will be of great interest to psychoanalysts, psychotherapists and art therapists, as well as scholars and students of philosophy and popular culture.

This engaging collection of recent essays reveals how a professorial career involves not only pursuit of a scholarly discipline but also such unwelcome features as the tribulations of graduate school, the trials of teaching, and the tensions that develop from membership in a department. The author, who enjoyed a distinguished career as a professor of philosophy and senior university administrator, draws on his extensive experience to offer candid advice about handling the frustrations of academic life. Combining philosophical principles, practical concerns, and personal observations, this book serves as a reliable guide for both new and veteran academics as well as for anyone seeking to understand the inner workings of colleges and universities.

Originally published in 1991, The New Evolutionary Paradigm provides an innovative and cross disciplinary look at evolution. While Darwin's theory of evolution was originally restricted to the life sciences, in recent years the same principles have been applied successfully to historical, social and natural sciences. The papers included in The New Evolutionary Paradigm analyse the facts, observations, and accumulated data from the significance of a general evolution theory cannot be overemphasised; a new understanding of the cosmos and man's relationship to it could lead to the systemization of the irreversible change that takes place in society and nature. This book will appeal to scientists, sociologists and those interested in transdisciplinary evolution theories.

The atheism dispute is one of the most important philosophical controversies of late eighteenth and early nineteenth century Germany. Johann Gottlieb Fichte, one of the leading philosophers of the period, was accused of atheism after publishing his essay 'On the Ground of Our Belief in a Divine World-Governance', which he had written in response to Karl Friedrich Forberg's essay 'Development of the Concept of Religion'. Fichte argued that recognition of the moral law includes affirmation of a 'moral world order', which he identified with God. Critics charged both Forberg and Fichte with atheism, thereby prompting Fichte to launch a public campaign of defense that included his threat to resign his position at the University of Jena if he were subjected to any government reprimand. Fichte was forced to make good this threat when his work was censured. The dispute eventually died down but it influenced many other thinkers for years to come. J. G. Fichte: The Atheism Dispute (1798-1800) is the first English commentary devoted solely to the atheism dispute as well as the first English translation of collected writings from the Atheism Dispute. This book brings together many major essays and documents relating to this dispute. These include the anonymous polemic 'A Father's Letter to his Student Son about Fichte's and Forberg's Atheism', Fichte's essays 'Appeal to the Public' and 'Juridical Defense', and numerous documents from the University of Jena and the ducal courts of Dresden, Weimar, and Gotha. Most of the texts are translated from German into English for the first time, and all are accompanied by full commentaries and detailed notes. Bowman and Estes bring to an English speaking audience the full details of this controversy, which ended Fichte's career in Jena and profoundly influenced his approach to communicating philosophical and religious concepts.

Philosophy and Politics at the Precipice maintains that political philosopher Alexandre Kojeve (1901-68) has been both famously misunderstood and famous for being misunderstood. Kojeve was famously understood by interpreters for seeing an "end of history" (an end that would display universal free democracies and even freer markets) as critical to his thought. He became famously misunderstood when interpreters, at the end of the twentieth century, placed such an end at the center of his thought. This book reads Kojeve again - as a thinker of time, not its end. It presents Kojeve as a philosopher and precisely as a time phenomenologist, rather than as a New Age guru. The book shows how Kojeve's time is inherently political, and indeed tyrannical, for being about his understanding of human relation. However, Kojeve's views on time and tyranny prove his undoing for making rule impossible because of what the book terms the "time-tyrant problem." Kojeve's entire political corpus is best understood as an attempt to rectify this problem. So understood, Philosophy and Politics at the Precipice provides fresh perspective on the true nature of Kojevian irony, Kojeve's aims in the Strauss-Kojeve exchange, and how Kojeve at his best captures a philosophical, phenomenological time, one that marks some of the most dynamic and unique events of the twentieth century. Headlines have largely erased the notion that history has ended. Philosophy and Politics at the Precipice, on the other hand, provides the philosophical justification for arguing that the end of the last millennium was not an end and that, for his view of time, Kojeve remains a thinker for the times ahead.

Dante and the Other brings together noted and emerging Dante scholars with theologians, philosophers, psychoanalysts, and psychotherapists, bridging the Florentine's premodern world to today's postmodern context. Exploring how alterity has become a potent symbol in religion, philosophy, politics, and culture, this book will be of interest to many related fields. The book offers a thorough foundation in approaching Dante as proto-phenomenologist. It includes an informative review of literature, historical insight into Dante's poetics-toward-ineffability as alternative to modern scientism, a foray into science fiction, existential elaborations, phenomenological analyses of Inferno's Canto I, and applications to psychotherapy and qualitative research. It also contains a poem from an imagined Virgil retiring in Limbo, and a meditation on Dante's complicated relationship to homosexuality. Dante and the Other presents the mystical passion of apophatic spirituality, the millennia-spanning Augustinianism of radical orthodoxy, Levinas, Heidegger, and many others-all driven by Dante's Labors of Love. It is essential reading for Dante scholars, as well as readers interested in his works.

New Understandings of Twin Relationships takes an experience-based approach to exploring how twin attachment and estrangement are critical to understanding the push and pull of closely entwined personal relationships. Based on the research expertise of each of the authors (all identical twins in their own right), and vignettes from twins across the globe, this book describes the inner workings of the twin-world, showing how the twin-world creates experiences that are often more intense and intricately textured than those in the singleton-world. Chapters debunk myths surrounding twinship and analyze the developmental stages of the twin relationship as well as the effect of being a twin on one's mental health from different perspectives. The authors articulate how attachment, separation anxiety, loneliness, estrangement, and the subjective experience of the twin and non-twin "other" impact behavior, thinking, and feeling. Through its careful study of the many psychological challenges that twins face throughout their lifetime, this text will help psychologists, scholars, clinicians, and twins themselves attain a deeper understanding of all interpersonal relationships.

Phenomenological Inquiry in Education is an edited collection of 16 chapters that offers a fascinating and diverse range of approaches and views about phenomenological inquiry as applied in educational research. Written by a group of international scholars concerned about understanding lived experience, the editors assemble theoretical ideas, methodological approaches and empirical research to create a distinctive transdisciplinary outlook. Embodying many unique and useful insights the book provokes thought about the possibilities for phenomenology in contemporary educational research. The international contributors highlight what an exploration of lived experience can offer qualitative research and extend on methodologies commonly used in educational research. By grounding phenomenological inquiry in the complexities of doing research across discipline areas in education, the writers of the book forge links between theory and empirical research, and give their unique perspectives about how phenomenological ideas are being and might be employed in educational research. The book is thus carefully crafted to address both phenomenology as a philosophical tradition and its possibilities for educational research. This scholarly work will appeal to educational researchers, as well as those in broader social research. It taps into the growing international interest in phenomenological research in education which brings attention to lived experience and the highly important affective dimension of learning.

This book explores the role that American pragmatism played in the development of social philosophy in 20th-century Europe. The essays in the first part of the book show how the ideas of Peirce, James, and Dewey influenced the traditions of European philosophy, especially existentialism and the Frankfurt School of Critical Theory, that emerged in the 20th century. The second part of the volume deals with current challenges in social philosophy. The essays here demonstrate how discussions of two core issues in social philosophy-the conception of social conflict and the public-can be enriched with pragmatist resources. In featuring both historical and conceptual perspectives, these essays provide a full picture of pragmatism's role in the development of Continental social philosophy. Pragmatism and Social Philosophy will be of interest to scholars and advanced students working on American philosophy, social philosophy, and Continental philosophy.

The Pedagogy of Special Needs Education: Phenomenology of Sameness and Difference outlines how to understand the inner and behavioral lives of children with intellectual disability through the psychology and phenomenology of "stories" derived from the experiences of living with these children. The book inquires into the meaning of the experiences of children with intellectual developmental disability using a phenomenological method. It examines how the external behaviors of children with special needs may look different from children without these needs but actually do share many similarities at the phenomenological level of lived experience. Themes of difference and sameness are employed for exploring the significances of phenomena such as "finger play," "eating as selffeeding," "smiling and turn-taking," "self-talk," and "don't touch me." Throughout the narrating and interpreting of the case studies within the book, the author shows the tensional dialectic between individual and collective difference in order to understand what is required to help children with intellectual disability become themselves and form their personal self-identity. The Pedagogy of Special Needs Education can be used in schools, seminars, and courses related to special education programs and in special needs curricula for children with developmental disabilities. It can also support childcare professionals who carry orthopedagogical responsibilities and who are concerned about the wellbeing of children and their families experiencing special needs. Additionally, this book is valuable to students, researchers, teachers, and others interested in a hermeneutic phenomenological approach to human science, professional practice issues, and qualitative research methods.

With this nuanced and interdisciplinary work, political theorist Mihaela Mihai tackles several interrelated questions: How do societies remember histories of systemic violence? Who is excluded from such histories' cast of characters? And what are the political costs of selective remembering in the present? Building on insights from political theory, social epistemology, and feminist and critical race theory, Mihai argues that a double erasure often structures hegemonic narratives of complex violence: of widespread, heterogeneous complicity and of "impure" resistances, not easily subsumed to exceptionalist heroic models. In dialogue with care ethicists and philosophers of art, she then suggests that such narrative reductionism can be disrupted aesthetically through practices of "mnemonic care," that is, through the hermeneutical labor that critical artists deliver—thematically and formally—within communities' space of meaning. Empirically, the book examines both consecrated and marginalized artists who tackled the memory of Vichy France, communist Romania, and apartheid South Africa. Despite their specificities, these contexts present us with an opportunity to analyze similar mnemonic dynamics and to recognize the political impact of dissenting artistic production. Crossing disciplinary boundaries, the book intervenes in debates over collective responsibility, historical injustice, and the aesthetics of violence within political theory, memory studies, social epistemology, and transitional justice.

Motherhood remains a complex and contested issue in feminist research as well as public discussion. This interdisciplinary volume explores cultural representations of motherhood in various contemporary European contexts, including France, Italy, Germany, Portugal, Spain, and the UK, and it considers how such representations affect the ways in which different individuals and groups negotiate motherhood as both institution and lived experience. It has a particular focus on literature, but it also includes essays that examine representations of motherhood in philosophy, art, social policy, and film. The book's driving contention is that, through intersecting with other fields and disciplines, literature and the study of literature have an important role to play in nuancing dialogues around motherhood, by offering challenging insights and imaginative responses to complex problems and experiences. This is demonstrated throughout the volume, which covers a range of topics including: discursive and visual depictions of pregnancy and birth; the impact of new reproductive technologies on changing family configurations; the relationship between mothering and citizenship; the shaping of policy imperatives regarding mothering and disability; and the difficult realities of miscarriage, child death, violence, and infanticide. The collection expands and complicates hegemonic notions of motherhood, as the authors map and analyse shifting conceptions of maternal subjectivity and embodiment, explore some of the constraining and/or enabling contexts in which mothering takes place, and ask searching questions about what it means to be a 'mother' in Europe today. It will be of interest not only to those working in gender, women's and feminist studies, but also to scholars in literary and cultural studies, and those researching in sociology, criminology, politics, psychology, medical ethics, midwifery, and related fields.

This engaging collection of recent essays reveals how a professorial career involves not only pursuit of a scholarly discipline but also such unwelcome features as the tribulations of graduate school, the trials of teaching, and the tensions that develop from membership in a department. The author, who enjoyed a distinguished career as a professor of philosophy and senior university administrator, draws on his extensive experience to offer candid advice about handling the frustrations of academic life. Combining philosophical principles, practical concerns, and personal observations, this book serves as a reliable guide for both new and veteran academics as well as for anyone seeking to understand the inner workings of colleges and universities.