Plants are silent, still, or move slowly; we do not have the sense that they accompany us, or even perceive us. But is there something that plants are telling us? Is there something about how they live and connect, how they relate to the world and other plants that can teach us about ecological thinking, about ethics and politics? Grounded in Thoreau's ecology and in contemporary plant studies, Dispersion: Thoreau and Vegetal Thought offers answers to those questions by pondering such concepts as co-dependence, the continuity of life forms, relationality, cohabitation, porousness, fragility, the openness of beings to incessant modification by other beings and phenomena, patience, waiting, slowness and receptivity.

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.

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.