What are the basic building blocks of the world? This book presents a naturalistic theory saying that the universe and everything in it can be reduced to three fundamental entities: a field, a set of values that can be actualized at different places in the field, and an actualizer of the values. The theory is defended by using it to answer the main questions in metaphysics, such as: What is causality, existence, laws of nature, consciousness, thinking, free will, time, mathematical entities, ethical values, etc.? The theory is compared with the main alternatives and argued to solve problems better than the existing theories. Several new theories are suggested, such as how to understand mental causation, free will and the truth of ethics and mathematics.

This book endeavors to fill the conceptual gap in theorizing about embodied cognition. The theories of mind and cognition which one could generally call "situated" or "embodied cognition" have gained much attention in the recent decades. However, it has been mostly phenomenology (Heidegger, Merleau-Ponty, etc.), which has served as a philosophical background for their research program. The main goal of this book is to bring the philosophy of classical American pragmatism firmly into play. Although pragmatism has been arguably the first intellectual current which systematically built its theories of knowledge, mind and valuation upon the model of a bodily interaction between an organism and its environment, as the editors and authors argue, it has not been given sufficient attention in the debate and, consequently, its conceptual resources for enriching the embodied mind project are far from being exhausted. In this book, the authors propose concrete subject-areas in which the philosophy of pragmatism can be of help when dealing with particular problems the philosophy of the embodied mind nowadays faces - a prominent example being the inevitable tension between bodily situatedness and the potential universality of symbolic meaning.

A new wave of thinkers from across different disciplines within the analytical tradition in philosophy has recently focused on critical, societal challenges, such as the silencing and questioning of the credibility of oppressed groups, the political polarization that threatens the good functioning of democratic societies across the globe, or the moral and political significance of gender, race, or sexual orientation. Appealing to both well-established and younger international scholars, this volume delves into some of the most relevant problems and discussions within the area, bringing together for the first time different essays within what we deem to be a "political turn in analytic philosophy." This political turn consists of putting different conceptual and theoretical tools from epistemology, philosophy of language, philosophy of mind, and metaphysics at the service of social and political change. The aim is to ensure a better understanding of some of the key features of our social environments in an attempt to achieve a more just and equal society.

Point of Departure offers a practical metacognitive and transformational learning strategy for human surviving and thriving. Using five foundational and interactive Indigenous worldview beliefs that contrast sharply with our dominant worldview ones, everyone can reclaim the original instructions for living on Earth. Without the resulting change in consciousness that can emerge from this learning approach, no modern technologies can save us. The five foundational Indigenous precepts relate to a radically different understanding about: (1) Trance?based learning (2) Courage and Fearlessness (3) Community Oriented Self?Authorship (4) Sacred Communications (5) Nature as Ultimate Teacher.

Tracing the deep connections between philosophy and education, Ryan McInerney argues that we must use philosophy to reflect on the significance of educational practice to all human endeavour. He uses a broad approach which takes in the relationships governing philosophy, education, and language, to reveal education's fundamental achievements and metaphysical significance. The realization of educational ideals and policies are read alongside growing skepticism regarding the theoretical and practical significance of philosophical thinking, and the emphasis on resource efficiency and measurable outcomes which characterise schooling today. It is from this context that McInerney defends the value inherent to the philosophy of education. Drawing upon contemporary continental and analytic thinkers including Nietzsche, Gadamer, and Wittgenstein, McInerney charts the role of education in shaping the child's metaphysical transformation through language acquisition. Connecting early years and primary school education, McInerney pinpoints rationality as the crucial factor which produces critical, thinking beings. He presents the pursuit of philosophically minded education as a rational pursuit which enables us to philosophise and educate others in turn, dispensing with the epistemological and conceptual foundationalisms of the past.

Hollow and Home explores the ways the primary places in our lives shape the individuals we become. It proposes that place is a complex and dynamic phenomenon. Place refers to geographical and constructed places- location, topography, landscape, and buildings. It also refers to the psychological, social, and cultural influences at work at a given location. These elements act in concert to constitute a place. Carlisle incorporates perspectives from writers like Edward S. Casey, Christian Norberg-Schulz, Yi-Fu Tuan, and Witold Rybczynski, but he applies theory with a light touch. Placing this literature in dialog with personal experience, he concentrates on two places that profoundly influenced him and enabled him to overcome a lifelong sense of always leaving his pasts behind. The first is Clover Hollow in Appalachian Virginia, where the author lived for ten years among fifth-, sixth-, and seventh-generation residents. The people and places there enabled him to value his own past and primary places in a new way. The story then turns to Carlisle's life growing up in Delaware, Ohio. He describes in rich detail the ways the town shaped him in both enabling and disabling ways. In the end, after years of moving from place to place, Carlisle's experience in Appalachia helped him rediscover his hometown-both the Old Delaware, where he grew up, and the New Delaware, a larger, thriving small city-as his true home. The themes of the book transcend specific localities and speak to the relationship of self and place everywhere.

Toward the beginning of 2013, I received reports of passages in the Black Notebooks that offered observations on Jewry, or as the case may be, world Jewry. It immediately became clear to me that the publication of the Black Notebooks would call forth a wide-spread international debate. Already in the Spring of 2013, I had asked Professor Friedrich-Wilhelm von Herrmann, last private assistant - and in the words of my grandfather, the "chief co-worker of the complete edition", - if he might review the Notebooks as a whole, based on his profound insight into the thought of Martin Heidegger, and in particular, review those Jewish-related passages that were the focus of the public eye. Publications about the Black Notebooks quickly came to propagate catchy expressions such as "being-historical anti-Semitism" and "metaphysical anti-Semitism". The first question that obviously arises is: Does the thought of Martin Heidegger exhibit any kind of anti-Semitism at all? In this book Professor von Herrmann now advances his hermeneutic explication. With Professor Francesco Alfieri of the Pontificia Universita Lateranense he has found a colleague who has drawn up a comprehensive philological analysis of volumes GA 94 through GA 97 of the Complete Edition. The fact that Heidegger designated the hitherto published "black notebooks" as Ponderings (UEberlegungen) and as Observations (Anmerkungen) has been given little consideration. He intentionally placed them at the conclusion of the Complete Edition because without acquaintance with the lectures, and above all, with the being-historical treatises that would come to be published in the framework of the Complete Edition, they would not be comprehensible. (Arnulf Heidegger)