This book is edited based on a series of lectures on Chinese cultural history delivered at the Peking University in 2004. It stands out with its distinctive methodology and unique stand, and is popular with readers, with 17 reprints for the Chinese edition since 2006.Before the 1980s, traditional culture was often the target of criticisms and put in a negative light in China. After the 1980s, due to the belief that traditional culture can contribute to modernization, people decided to 'take its essence and discard its dregs'. As of today, most books on this theme have been written in accordance with this principle.However, in this book, the author argues that many problems have emerged from the modernization of the Western society, and thus the need for reflection and re-examining. Traditional Chinese culture is a source for comparison and reflection. As such, when we discuss traditional culture nowadays, not only should we excavate its long-hidden meanings, but we should also develop contrastive resources to facilitate our collaborative development in future.The discussions in this book adopt a vertical structure that begins with how Chinese define a human, followed by topics on the human body, Qi, food, male and female, home and state, the relationship between heaven and human beings, ritual systems, historical consciousness, thinking patterns, the art of expressing sentiments, commitments to the politics of virtues and achievements, and cultural practices. In every chapter, there is also a horizontal method of comparison on Chinese, Western and Indian cultures, to foreground the particularities and advantages of the Chinese culture.Apart from elaborating on the major characteristics of traditional Chinese culture, there is also a discussion on how the modern disdain for and misunderstandings of the traditional culture originated from the West. The author also elaborates on Montesquieu's views of China and the various misconceptions and misunderstandings of the traditional Chinese legal systems. Finally, it ends with the author's thoughts on the revitalization of the Chinese civilization.

This book presents a history of the correspondence principle from a new perspective. The author provides a unique exploration of the relation between the practice of theory and conceptual development in physics. In the process, he argues for a new understanding of the history of the old quantum theory and the emergence of quantum mechanics. The analysis looks at how the correspondence principle was disseminated and how the principle was applied as a research tool during the 1920s. It provides new insights into the interaction between theoretical tools and scientific problems and shows that the use of this theoretical tool changed the tool itself in a process of transformation through implementation. This process, the author claims, was responsible for the conceptual development of the correspondence principle. This monograph connects to the vast literature in the history of science, which analyzed theoretical practices as based on tacit knowledge, skills, and calculation techniques. It contributes to the historical understanding of quantum physics and the emergence of quantum mechanics. Studying how physicists used a set of tools to solve problems, the author spells out the skillful guessing" that went into the making of quantum theoretical arguments and argues that the integration and implementation of technical resources was a central driving force for the conceptual and theoretical transformation in the old quantum theory.

Whose job is it to teach the public about sex? Parents? The churches? The schools? And what should they be taught? These questions have sparked some of the most heated political debates in recent American history, most recently the battle between proponents of comprehensive sex education and those in favor of an "abstinence-only" curriculum. Kristy Slominski shows that these questions have a long, complex, and surprising history. Teaching Moral Sex is the first comprehensive study of the role of religion in the history of public sex education in the United States. The field of sex education, Slominski shows, was created through a collaboration between religious sex educators-primarily liberal Protestants, along with some Catholics and Reform Jews-and "men of science"-namely physicians, biology professors, and social scientists. She argues that the work of early religious sex educators laid the foundation for both sides of contemporary controversies that are now often treated as disputes between "religious" and "secular" Americans. Slominski examines the religious contributions to national sex education organizations from the late nineteenth century to the early twenty-first. Far from being a barrier to sex education, she demonstrates, religion has been deeply embedded in the history of sex education, and its legacy has shaped the terms of current debates. Focusing on religion uncovers an under-recognized cast of characters-including Quaker and Unitarian social purity reformers, military chaplains, and the Young Men's Christian Association- who, Slominski deftly shows, worked to make sex education more acceptable to the public through a strategic combination of progressive and restrictive approaches to sexuality. Teaching Moral Sex highlights the essential contributions of religious actors to the movement for sex education in the United States and reveals where their influence can still be felt today.

Europe has to come to terms with its increasing cultural diversity. In current debate migration is typically presented merely as a social burden. This book envisions a future in which 'native' Europeans and those with a migrant background - together the New Europeans - come to the conclusion that they should build a new society jointly. An inclusive European society can be generated by launching a common project as an alternative to neoliberalism, developing an economy that is at the service of society. For this, democratic ownership should be the lever. In that process, migrants will be important and resilient catalysts. The book sets out a roadmap for what the future could look like, presenting a vision of Europe at the end of the 21st century as a 'real Utopia'. This book bucks the trend of depressing accounts on migration from outside Europe. It offers a promissory narrative for the continent's long-term future. Drawing on political, sociological, economic and philosophical insights, the author sticks his neck out, provokes perhaps, but always with the invitation for a constructive dialogue.

This book deals with the development of thinking under different cultural conditions, focusing on the evolution of mathematical thinking in the history of science and education. Starting from Piaget's genetic epistemology, it provides a conceptual framework for describing and explaining the development of cognition by reflective abstractions from systems of actions.

A few years after Austria's disastrous defeat in the First World War, Vienna, a city hardly known for intellectual fervor or serious discourse, suddenly emerged as a mecca for psychology. At a time seemingly most unpropitious for scholarly speculation, interbellum Vienna, economically and spiritually bankrupt at its onset, enjoyed a brief, remarkable two decades of excellence and innovation in an unfamiliar realm, that of abstract ideas. The most notable beneficiary of this intellectual Zeitgeist was the field of psychology; Viennese psychology became famous and its gurus and gadflies became world figures.

This is the first book to present that history within the context of the political and social events of the time. Sigmund Freud, Alfred Adler, Otto Rank, Karl Buhler, Erik Erikson, and Helene Deutsch were among the hundreds of famous psychologists who lived in Vienna and established training centers there. Not only were the historical events momentous, but Vienna's psychologists were often politically active and subversive. Since a majority of them were socialist and Jewish, Vienna's leading psychologists emigrated when Austria was annexed by Germany, abruptly ending the Golden Age.

American Imaginaries examines the diverse societies and nations of the Western hemisphere as they have emerged across the course of the nineteenth and twentieth centuries. Exploring cities, capitalism, nations, nationalism, and politics from both comparative and transnational perspectives, the book develops a unique approach based on the paradigms of civilizational analysis and social imaginaries. As well as taking a fresh perspective on the Americas, American Imaginaries gives proper analysis of multinational and intra-national regions and, crucially, the civilizational force of resurgent indigenous nations. Ideal for scholars and students of history, Atlantic Studies, comparative and historical sociology and social theory, the book engages with debates about modernity, civilizations, historical constellations, and social imaginaries.

Life on earth is currently approaching what has been called the sixth mass extinction, also known as the Holocene or anthropocene extinction. Unlike the previous five, this extinction is due to the destructive practices of a single species, our own. Up to 50% of plant and animal species face extinction by the year 2100, as well as 90% of the world's languages. Biocultural diversity is a recent appellation for thinking together the earth's biological, cultural and linguistic diversity, the related causes of their extinctions and the related steps that need to be taken to ensure their sustainability. This book turns to the work of Jacques Derrida to propose a notion of 'general ecology' as a way to respond to this loss, to think the ethics, ontology and epistemology at stake in biocultural sustainability and the life and death we differentially share on earth with its others. It articulates an appreciation of the ecological and biocultural stakes of deconstruction and provokes new ways of thinking about a more just sharing of the earth.

This is an invaluable survey of the most influential theoretical approaches adopted for the study of medieval economy and society. It offers a readily intelligible introduction to medieval economic history, an up-to-date critique of established models, and a succinct treatise on historiographical method, and will be essential reading for graduate students and historians of medieval and early modern England.

The essays contained in the present volume represent Bentham's attempt to influence the direction of political and constitutional change taking place in Spain and Portugal in the early 1820s. At the same time as commenting on Spanish and Portuguese questions, Bentham outlined important aspects of his own legal and constitutional theories, defended measures of democratic reform, and offered a vigorous defence of free speech and communication. The volume complements Colonies, Commerce, and Constitutional Law, in which Bentham commented on the disastrous effects on Spain of her attempts to retain her overseas possessions.

In this classic work, now appearing in English for the first time, Claudia Moatti analyses the intellectual transformation that occurred at the end of the Roman Republic in response both to the political crisis and to the city's expansion across the Mediterranean. This was a period of great cultural dynamism and creativity when Roman intellectuals, most notably Cicero and Varro, began to explore all areas of life and knowledge and to apply critical thinking to the reassessment of tradition and the development of a systematic new understanding of the Roman past and present. This movement, linked to the development of writing, challenged old forms of authority and adhesion, belief and behaviour, without destroying tradition; and for this reason this rational trend can be described not as a cultural but as an epistemological revolution whose greatest achievement, Professor Moatti argues, was the development of the system of Roman law.

The main goal of Critical Writing is to provide students with a set of robust, integrated critical concepts and processes that will allow to them think through a topic, and then write about it, and to do so in a way that is built on, and permeated by, substantive critical thinking. The "topic" in question can be virtually anything that can be written about: issues, situations, problems, questions, arguments, and decisions are just some examples. The critical thinking tools and concepts are built on the Paul-Elder Approach to critical thinking.[1] A major part of the goal of the book is to provide not only the "what" of writing a paper, but the "how" of it. The "what" is constituted by the essential components of a well-thought-out paper: thesis statement and main points, an articulated structure, development, research, the need for clarity, grammatical correctness, and several others. Addressing the "how" of these occupies a significantly greater part of Critical Writing. The aim throughout is to show: how you can actually construct a thesis statement and the other main points that constitute the structure of the paper; how you can write the actual paragraphs that make up the body of the paper; how you can engage in productive research and do so in a planned, self-directed way; how you can make a point clear-not just grammatically or stylistically clear, but clear in thought and clear in communicating that thought to an audience; how you can think your way through the numerous unanticipated issues (including aspects of grammatical correctness, transitions, as well as many others) that arise in the course of writing papers. The book aims to provide close and careful processes for carrying out each of these, always through the use of one's best reasoned judgment-through critical thinking. A closely related goal in the book is to bring in the standards of critical thinking. A well-thought-out paper needs to be clear, accurate, relevant, and fair; it needs to stress the important parts of a topic (rather than the minor side-issues); it should be as precise, deep, broad, and sufficient as it needs to be for the context in which the paper is written. But recognizing that these standards are essential is plainly not enough. With the critical thinking standards, the "how" is again paramount. Critical Writing provides concrete usable ways for students to make their paper more accurate, more relevant, and so forth, and to communicate its accuracy, relevance, and the rest to the writers' audience. Perhaps just as important, the book gives specific prompts that help to direct writers toward the thinking required to help them meet those standards. The specific focus in the book is on writing a paper, but the concepts and processes of critical writing apply in a direct and useful way to virtually any kind of non-fictional writing. [1]Critical Writing: A Guide to Writing a Paper Using the Concepts and Processes of Critical Thinking lays out the main dimensions of the Foundation for Critical Thinking's articulation of critical thinking (www.criticalthinking.org) as they apply to writing. The approach was developed by Richard Paul, Linda Elder and myself. Probably the best overview of it is contained in Paul and Elder's Critical Thinking: Concepts and Tools. Though Paul and Elder's book is highly condensed, it spells out the essential components of a robust conception of critical thinking.

Sudanese Intellectuals in the Global Milieu: Capturing Cultural Capital propels Sudanese intellectuals into the global intellectual milieu and argues for their place in world intellectual history. The contributors posit that Sudan is currently in its most uncertain and perhaps most generative period, as the unrest, conflicts, and upheavals of the twentieth and twenty-first centuries threw Sudanese intellectuals and activists into identity, economic, environmental, religious, and existential crises. Despite these crises, the unrest has created a period of knowledge production and cultural production in Sudan. The contributors to the collection are Sudanese intellectuals who explore the history and evolution of knowledge production, thought, and cultural capital in Sudan.

The main goal of Critical Writing is to provide students with a set of robust, integrated critical concepts and processes that will allow to them think through a topic, and then write about it, and to do so in a way that is built on, and permeated by, substantive critical thinking. The "topic" in question can be virtually anything that can be written about: issues, situations, problems, questions, arguments, and decisions are just some examples. The critical thinking tools and concepts are built on the Paul-Elder Approach to critical thinking.[1] A major part of the goal of the book is to provide not only the "what" of writing a paper, but the "how" of it. The "what" is constituted by the essential components of a well-thought-out paper: thesis statement and main points, an articulated structure, development, research, the need for clarity, grammatical correctness, and several others. Addressing the "how" of these occupies a significantly greater part of Critical Writing. The aim throughout is to show: how you can actually construct a thesis statement and the other main points that constitute the structure of the paper; how you can write the actual paragraphs that make up the body of the paper; how you can engage in productive research and do so in a planned, self-directed way; how you can make a point clear-not just grammatically or stylistically clear, but clear in thought and clear in communicating that thought to an audience; how you can think your way through the numerous unanticipated issues (including aspects of grammatical correctness, transitions, as well as many others) that arise in the course of writing papers. The book aims to provide close and careful processes for carrying out each of these, always through the use of one's best reasoned judgment-through critical thinking. A closely related goal in the book is to bring in the standards of critical thinking. A well-thought-out paper needs to be clear, accurate, relevant, and fair; it needs to stress the important parts of a topic (rather than the minor side-issues); it should be as precise, deep, broad, and sufficient as it needs to be for the context in which the paper is written. But recognizing that these standards are essential is plainly not enough. With the critical thinking standards, the "how" is again paramount. Critical Writing provides concrete usable ways for students to make their paper more accurate, more relevant, and so forth, and to communicate its accuracy, relevance, and the rest to the writers' audience. Perhaps just as important, the book gives specific prompts that help to direct writers toward the thinking required to help them meet those standards. The specific focus in the book is on writing a paper, but the concepts and processes of critical writing apply in a direct and useful way to virtually any kind of non-fictional writing. [1]Critical Writing: A Guide to Writing a Paper Using the Concepts and Processes of Critical Thinking lays out the main dimensions of the Foundation for Critical Thinking's articulation of critical thinking (www.criticalthinking.org) as they apply to writing. The approach was developed by Richard Paul, Linda Elder and myself. Probably the best overview of it is contained in Paul and Elder's Critical Thinking: Concepts and Tools. Though Paul and Elder's book is highly condensed, it spells out the essential components of a robust conception of critical thinking.

Buridan was a brilliant logician in an age of brilliant logicians, sensitive to formal and philosophical considerations. There is a need for critical editions and accurate translations of his works, for his philosophical voice speaks directly across the ages to problems of concern to analytic philosophers today. But his idiom is unfamiliar, so editions and trans lations alone will not bridge the gap of centuries. I have tried to make Buridan accessible to philosophers and logicians today by the introduc tory essay, in which I survey Buridan's philosophy of logic. Several problems which Buridan touches on only marginally in the works trans lated herein are developed and discussed, citing other works of Buridan; some topics which he treats at length in the translated works, such as the semantic theory of oblique terms, I have touched on lightly or not at all. Such distortions are inevitable, and I hope that the idiosyncracies of my choice of philosophically relevant topics will not blind the reader to other topics of value Buridan considers. My goal in translating has been to produce an accurate renaering of the Latin. Often Buridan will couch a logical rule in terms of the grammatical form of a sentence, and I have endeavored to keep the translation consistent. Some strained phrases result, such as "A man I know" having a different logic from "I know a man. " This awkwardness cannot always be avoided, and I beg the reader's indulgence. All of the translations here are my own."

When we criticize social institutions and practices, what kinds of reasons can we offer for such criticism? Political philosophers often assume that we must rely on universal moral principles that are not necessarily connected to the particular social practices of our communities. Traditionally, continental critical theory has rejected this claim through its endorsement of the method of immanent critique. Immanent critique is a critique of social practices that draws on norms already present within these practices to demand social change, rather than merely conservatively reproducing them. Titus Stahl defends the claim that such a critique is not only possible, but also has politically powerful potential. Taking up recent developments in analytic enquiry into collective intentionality theory and in the philosophy of language, he argues that all social practices rest on structures of mutual recognition between persons that allow social theorists to reconstruct hidden norms present within these practices. Starting from a comprehensive critique of contemporary critical theory, Immanent Critique also spells out the consequences of this line of thought for the practice of social critique, for the social sciences and for political philosophy. The translation of this work was funded by Geisteswissenschaften International - Translation Funding for Humanities and Social Sciences from Germany, a joint initiative of the Fritz Thyssen Foundation, the German Federal Foreign Office, the collecting society VG WORT and the Boersenverein des Deutschen Buchhandels (German Publisher & Booksellers Association)

This volume explores the various 'labyrinths' of Leibniz's philosophy, that is, hard-to-solve problems in which the human mind becomes entangled. Although the Hanoverian explicitly distinguished two such labyrinths (freedom and continuum), one may notice that in his theory there are more intricate issues the thinker can resolve with the help of the 'Ariadne's thread' - a certain principle to be followed by the reflecting mind. In the perspective of the mazes of theodicy, consciousness and absolute and relative differences, the authors try to unravel issues such as: the etymology of 'theodicee', the concepts of freedom and metaphysical evil, the reception of monadology by Olivier Sacks, the understanding of 'panpsychism', the similarity between jurisprudence and theology, and many others.

Memory. A word so often said, often thought of, and continuously studied. Yet, we know relatively so little other than how vast and magnificent it is. In Who Will Remember You? A Philosophical History and Theory of Memory and Will, Israel B. Bitton, offers an interdisciplinary perspective that unifies philosophy of memory with history, neuroscience, culture and ethics, yielding novel insights into the elusive phenomena of memory, namely its universality. Bitton posits that the current and typical "misunderstanding of memory" stems from over-specialization in scientific research, a compartmentalization that does not support reaching holistic conclusions which are necessary for fully appreciating the totality of memory phenomena. No longer should memory be thought of as residing only in the brain, for the body is known to have memory too, but neither should it be thought of as exclusively human since it inheres in all matter as a physical and biological fact. Indeed, Bitton extends the philosophical and practical meanings of memory furthest in great detail, employing the latest research in neuroscience to support his case. In this work, Bitton traces the kernels of these ideas from the ancient Egyptians and Israelites all the way through to the modern period in philosophy, science and popular culture, demonstrating that his philosophical formulation has always been and remains accepted de facto by society as can easily be detected in various social trends. Upon offering his holistic account that considers the magnitude of memory phenomena across several disciplines, Bitton presents a novel theory that postulates the primary human drive as categorized by a will to significance, which, because of the universality of memory becomes a will to memorability. By placing the individual at the center of their own memory-reality, they can be empowered to safeguard, enhance, and extend the universal force of memory within and around them. From that vantage point, this book provides its audience with ideas meant to provoke and incite the readers' own reflections on memory's meaning and import as well as what it takes to be an ethical "memory agent" in an era of hyper-fake news.

Operating within the framework of postcolonial studies and decolonial theory, this important work starts from the assumption that the violence exercised by European colonialism was not only physical and economic, but also 'epistemic'. Santiago Castro-Gomez argues that toward the end of the 18th century, this epistemic violence of the Spanish Empire assumed a specific form: zero-point hubris. The 'many forms of knowing' were integrated into a chronological hierarchy in which scientific-enlightened knowledge appears at the highest point on the cognitive scale, while all other epistemes are seen as constituting its past. Enlightened criollo thinkers did not hesitate to situate the blacks, Indians, and mestizos of New Granada in the lowest position on this cognitive scale. Castro-Gomez argues that in the colonial periphery of the Spanish Americas, Enlightenment constituted not only the position of epistemic distance separating science from all other knowledges, but also the position of ethnic distance separating the criollos from the 'castes'. Epistemic violence-and not only physical violence-is thereby found at the very origin of Colombian nationality.

The portentous terms and phrases associated with the first decades of the Frankfurt School - exile, the dominance of capitalism, fascism - seem as salient today as they were in the early twentieth century. The Routledge Companion to the Frankfurt School addresses the many early concerns of critical theory and brings those concerns into direct engagement with our shared world today. In this volume, a distinguished group of international scholars from a variety of disciplines revisits the philosophical and political contributions of Theodor W. Adorno, Walter Benjamin, Max Horkheimer, Herbert Marcuse, Jurgen Habermas, Axel Honneth, and others. Throughout, the Companion's focus is on the major ideas that have made the Frankfurt School such a consequential and enduring movement. It offers a crucial resource for those who are trying to make sense of the global and cultural crisis that has now seized our contemporary world.

Ours is a post-political society that cannot imagine radical change; a 'one dimensional' society in which politics is reduced to economic concerns. Paradoxically, however, everybody today is subjected to the imperative of regular radical change. Populations have grown accustomed to the idea that one constantly needs to adapt to radical transformations, modify one's life strategy in tune with the demands of the market on the one hand and the politics of security on the other. Indeed, the idea that there are unquestionable authorities, the idea of 'despotism', no longer refers to exceptional circumstances in which politics is suspended but rather seems to have become normalized as part of daily life. This book aims to articulate the genealogy of the despotism-economy-voluntary servitude nexus focusing on their different constellations in the prism of social theory and political philosophy. As it traces the genealogy of this nexus its concern is the field of formation, intervention and intelligibility that arises when and as the three concepts encounter one another.

The Traite des systemes is a milestone in the intellectual history of the eighteenth century. This is a study of its content, structure, sources and importance. It includes a discussion of Condillac's analysis of good and bad systems, the adequacy of his knowledge and under standing of the speculative metaphysics of the preceding century, the effectiveness of his method of attack on seventeenth-century metaphysical systems, his conception of empirical and scientific method, and in particular his understanding of the role of hypotheses, his application of the Newtonian scientific method to politics, physics, and the arts, and, finally, his preoccupation with the meaning of words and with the origin and purpose oflanguage. Speculative metaphysical systems, such as those of Descartes, Malebranche, Boursier, Leibniz and Spinoza, are attacked by Con dillac, as are popular superstitions and prejudices, with the weapon of linguistic criticism. It is the systematic use of this weapon which makes the Traite des systemes more than a reflection of his contem poraries' antipathy towards speculative metaphysics. In memory of my MOTHER and FATHER ACKNOWLEDGMENTS I wish to acknowledge my indebtedness to several people. I should like first and foremost to thank Dr. W. H. Barber, who has for many years tirelessly given me encouragement and invaluable assistance. I wish to thank also Professors RH. Rasmussen, A. D. Wilshere and C. Wake for their help and their support in the early days of the preparation of this study. lowe special thanks also to Mrs. M. V."

Operating within the framework of postcolonial studies and decolonial theory, this important work starts from the assumption that the violence exercised by European colonialism was not only physical and economic, but also 'epistemic'. Santiago Castro-Gomez argues that toward the end of the 18th century, this epistemic violence of the Spanish Empire assumed a specific form: zero-point hubris. The 'many forms of knowing' were integrated into a chronological hierarchy in which scientific-enlightened knowledge appears at the highest point on the cognitive scale, while all other epistemes are seen as constituting its past. Enlightened criollo thinkers did not hesitate to situate the blacks, Indians, and mestizos of New Granada in the lowest position on this cognitive scale. Castro-Gomez argues that in the colonial periphery of the Spanish Americas, Enlightenment constituted not only the position of epistemic distance separating science from all other knowledges, but also the position of ethnic distance separating the criollos from the 'castes'. Epistemic violence-and not only physical violence-is thereby found at the very origin of Colombian nationality.

David and Mary Norton present the definitive scholarly edition of Hume's 'A Treatise of Human Nature', one of the greatest philosophical works ever written. This set comprises the two volumes of texts and editorial material, which are also available for purchase separately.