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Showing 1 - 25 of 43 matches in All Departments
In this book Anthony O'Hear examines the reasons that are given for religious faith. His approach is firmly within the classical tradition of natural theology, but an underlying theme is the differences between the personal Creator of the Bible or the Koran and a God conceived of as the indeterminate ground of everything determinate. Drawing on several religious traditions and on the resources of contemporary philosophy, specific chapters analyse the nature of religious faith and of religious experience. They examine connections between religion and morality, and religion and human knowledge - the cosmological, teleological and ontological arguments, process thought, and the problem that evil presents for religion. The final chapter returns to the inherently dogmatic nature of religious faith and concludes that rational people should look beyond religion for the fulfilment of their spiritual needs.
First published in 1988, the aim of this book can be stated in Nietzsche's words: 'To look at science from the perspective of the artist, but at art from that of life'. The title contests the notions that science alone can provide us with the most objective truth about the world, and that artistic endeavour can produce nothing more valuable than entertainment. O'Hear argues that art and the study of art are not indispensable aspects of human life, and that this is equally as important as the investigation of the natural world.
First published in 1988, the aim of this book can be stated in Nietzsche's words: 'To look at science from the perspective of the artist, but at art from that of life'. The title contests the notions that science alone can provide us with the most objective truth about the world, and that artistic endeavour can produce nothing more valuable than entertainment. O'Hear argues that art and the study of art are not indispensable aspects of human life, and that this is equally as important as the investigation of the natural world.
Intended primarily for education students this book provides an introduction to the philosophy of education that tackles educational problems and at the same time relates them to the mainstream of philosophical analysis. Among the educational topics the book discusses are the aims of education, the two cultures debate, moral education, equality as an ideal and academic elitism. It examines the limitations of a purely technological education, and suggests the shape of a balanced curriculum. It critically analyses important educational theses in the work of Rousseau, Dewey, R S Peters, P H Hirst, F R Leavis, Ronald Dworkin and G H Bantock, among many others, and considers the philosophical copics of relativism, the nature of knowledge, the basis of moral choice, the value of democracy and the status of religious claims.
This book is available either individually, or as part of the specially-priced Arguments of the Philosphers Collection.
This book expounds and analyses notions of transcendence, creation and incarnation reflectively and personally, combining both philosophical and religious insights. Preferring tender-minded approaches to reductively materialistic ones, it shows some ways in which reductive approaches to human affairs can distort the appreication of our lives and activities. In the book's first half it examines a number of aspects of human life and experience in the thought of Darwin, Ruskin, and Scruton with a view to exploring the extent to which there could be intimations of transcendence. The second half is then devoted to outlining an account of divine creation and incarnation, deriving initially, though not uncritically, from the thought of Simone Weil. The text concludes by examining the extent to which grace is needed to engage in religious practice and belief. Taking in art, literature, music and classical Greek writings, this is a multifaceted thesis on transcendence. It will, therefore, will be of keen interest to any scholar of Philosophy of Religion, Theology, Aesthetics and Metaphysics.
This book expounds and analyses notions of transcendence, creation and incarnation reflectively and personally, combining both philosophical and religious insights. Preferring tender-minded approaches to reductively materialistic ones, it shows some ways in which reductive approaches to human affairs can distort the appreication of our lives and activities. In the book's first half it examines a number of aspects of human life and experience in the thought of Darwin, Ruskin, and Scruton with a view to exploring the extent to which there could be intimations of transcendence. The second half is then devoted to outlining an account of divine creation and incarnation, deriving initially, though not uncritically, from the thought of Simone Weil. The text concludes by examining the extent to which grace is needed to engage in religious practice and belief. Taking in art, literature, music and classical Greek writings, this is a multifaceted thesis on transcendence. It will, therefore, will be of keen interest to any scholar of Philosophy of Religion, Theology, Aesthetics and Metaphysics.
In this book Anthony O'Hear examines the reasons that are given for religious faith. His approach is firmly within the classical tradition of natural theology, but an underlying theme is the differences between the personal Creator of the Bible or the Koran and a God conceived of as the indeterminate ground of everything determinate. Drawing on several religious traditions and on the resources of contemporary philosophy, specific chapters analyse the nature of religious faith and of religious experience. They examine connections between religion and morality, and religion and human knowledge - the cosmological, teleological and ontological arguments, process thought, and the problem that evil presents for religion. The final chapter returns to the inherently dogmatic nature of religious faith and concludes that rational people should look beyond religion for the fulfilment of their spiritual needs.
First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
Intended primarily for education students this book provides an introduction to the philosophy of education that tackles educational problems and at the same time relates them to the mainstream of philosophical analysis. Among the educational topics the book discusses are the aims of education, the two cultures debate, moral education, equality as an ideal and academic elitism. It examines the limitations of a purely technological education, and suggests the shape of a balanced curriculum. It critically analyses important educational theses in the work of Rousseau, Dewey, R S Peters, P H Hirst, F R Leavis, Ronald Dworkin and G H Bantock, among many others, and considers the philosophical copics of relativism, the nature of knowledge, the basis of moral choice, the value of democracy and the status of religious claims.
Sir Karl Popper was a major thinker of the twentieth century, one who – as Anthony O'Hear writes in his new Foreword – 'has had a beneficent influence on those who have come under the spell of his thought and of the inimitable prose in which he articulates it'. It is now twenty-five years since Popper died, and thus seems – after a quarter of a century – an apposite moment to revaluate his impact, significance, and influence. The several chapters in this classic volume focus on many key elements of Popper's thought and philosophy. They are by no means uncritical, but afford Popper the respect due to a philosopher who wrote always with a degree of clarity, precision, and directness rare in the academic world of his time, and – as O'Hear puts it – 'even rarer subsequently'. This important book constitutes an essential introduction to some of the most esteemed philosophical writing of our times.
This book carries fourteen essays that develop a conception of human culture, which is humane and traditionalist. Focusing particularly on notions of beauty and the aesthetic, it sees within our culture intimations of the transcendent, and in two essays the nature of religion is directly addressed. A number of essays also explore the relation between politics and tradition.
The fourteen essays in this book develop a conception of human culture, which is humane and traditionalist. Focusing particularly on notions of beauty and the aesthetic, it sees within our culture intimations of the transcendent, and in two essays the nature of religion is directly addressed. A number of essays also explore the relation between politics and tradition.
Grief is a universal human response to death and loss. Mourning is an equally universally observable practice that enables the bereaved to express their grief and come to terms with the reality of loss. Yet, despite their prevalence, there is no unified understanding of the nature and meaning of grief and mourning. The Meaning of Mourning: Perspectives on Death, Loss, and Grief brings together fifteen essays from diverse disciplines addressing the topics of death, grief, and mourning. The collection moves from general questions concerning the putative badness of death and the meaning of loss through the phenomenology and psychology of grief, to personal and cultural aspects of mourning. Contributors examine topics such as theodicy and grief, reproductive loss, mourning as a form of recognition of value, the roots of grief in early childhood, grief in COVID-times, hope, phenomenology of loss, public commemoration and mourning rituals, mourning for a devastated culture, the Necropolis of Glasgow, and the "art of outliving." Edited by Mikolaj Slawkowski-Rode, the volume provides a survey of the rich topography of methodologies, problems, approaches, and disciplines that are involved in the study of issues surrounding loss and our responses to it and guides the reader through a spectrum of perspectives, highlighting the connections and discontinuities between them.
Christianity depends on the belief that the Jesus of history is identical with the Christ of faith, and that God in the person of Jesus intervened finally and decisively in human history. But is the historical Jesus the same as the Christian Saviour? And how did an obscure provincial religion based on the paradox of a crucified saviour conquer the Roman Empire and outlive it? INTRODUCING JESUS - A GRAPHIC GUIDE confronts the enigmas. It sets Jesus in the perspective of his time - within Judaism and its expectations of a Messiah, in the atmosphere of Greek philosophy and the Roman deification of emperors. It traces the development of Christianity from St. Paul and the Romanization of the Church, to modern liberation theology. This book is a lucid and exciting investigation that will appeal to all readers, whether Christian or not.
A deep concern with consciousness and intentionality is one of the several things that has lately moved into the centre of the philosophy of mind. The issue of consciousness is often treated as something distinct from intentionality, but - as Tim Crane notes in his incisive new Foreword - there is now something of a sea-change. This classic volume may be at least partly responsible for the shift in how philosophy of mind is starting to be understood. Before its first appearance, discussions of consciousness and intentionality in the context of perception were in their infancy. The book was a departure from the way this part of philosophy was conceived. It pointed to new ways to look at the discipline, addressing both the epistemology of mind, and intentionality and consciousness, especially in connection with perception. Showcasing many leading figures in the field, it offers a splendid overview of the issues at stake.
What is moral philosophy? That is the question with which this important volume grapples. Its starting point is the famous critique made in 1958 by Elizabeth Anscombe, who argued that moral philosophy begins from a mistake: that it is fundamentally wrong about the sort of concept that the word 'moral' represents. Anscombe rejected moral philosophy as it was then (and mostly now still is) practised. She offered instead a blueprint for the task moral philosophers must embrace if they are to speak intelligibly to society about good and bad, right and wrong, duty and obligation. The chapters in this book are inspired by Anscombe's classic text. One of the most powerful voices here, among many authoritative voices, is that of Philippa Foot - Anscombe's lifelong friend - who asserts that 'any account of practical reason evacuated of an understanding of what human beings need to flourish is inadequate and must be rejected.'
Liberal education is not a theory. It is the tradition by which Western civilisation has preserved and enriched its inheritance for two and a half thousand years. Yet liberal education is a term that has fallen from use in Britain, its traditional meaning now freely confused with its opposite. This book is intended to correct that misapprehension, through the presentation of original source material from the high points in the liberal education tradition with particular focus on the British experience. It includes 4 sections: Section 1 - Origins (c. 450 BC to c. 450 AD); Section 2 - The British Tradition (c. 750 to 1950); Section 3 - After Tradition (1950 onward); and, Section 4 - Liberal Education Redux (America). 'There is more common sense about education in this single book than in the whole unending stream of Green Papers, White Papers, Acts and Initiatives that have poured out of the Department of Education, under its various titles, in the last twenty years' - Eric Anderson. 'A much needed anthology which makes available the key educational texts. A copy should be sent to Mr Balls, his ministerial team, and each and every official in the DCSF' - Chris Woodhead. 'This reader serves to expose the cultural narrowness of the pragmatic and political forces that so seriously threaten the ideal of a liberal education today. Such a wealth of testimony, from the ancient world to the present day, must surely help to turn the tide' - Gordon Graham. 'O'Hear and Sidwell have accumulated a treasure chest of the riches of Western civilisation. For all those who still know what a liberal education is, this reader is a godsend. Not only the scholars who care about the preservation of that civilisation, and the teachers responsible for its transmission to a new generation, but any citizen of the open society should become a student of "The School of Freedom"' - Daniel Johnson, Editor of "Standpoint".
This collection of essays from the Royal Institute of Philosophy shows the connections and interrelations between the analytic and hermeneutic strains in German philosophy since Kant, partly to challenge the idea that there are two separate, non-communicating traditions. The distinguished contributors include Robert Solomon writing on Nietzsche, Michael Inwood on Heidegger, P. M. S. Hacker on Frege and Wittgenstein, Christopher Janaway on Schopenhauer, Thomas Uebel on Neurath and the Vienna Circle, and Jay Bernstein on Adorno. The collection is rounded off by a paper by Jurgen Habermas specifically on hermeneutic and analytic philosophy.
The book of Revelation has been a source of continual fascination for nearly two thousand years. Concepts such as The Lamb of God, the Four Horsemen, the Seventh Seal, the Beasts and Antichrist, the Whore of Babylon, Armageddon, the Millennium, the Last Judgement, the New Jerusalem, and the ubiquitous Angel of the Apocalypse have captured the popular imagination. One can hardly open a newspaper or click on a news web site without reading about impending financial or climate change Armageddon, while the concept of the Four Horsemen pervades popular music, gaming, and satire. Yet few people know much about either the basic meaning or original context of these concepts or the multiplicity of different ways in which they have been interpreted by visual artists in particular. The visual history of this most widely illustrated of all the biblical books deserves greater attention. This book fills these gaps in a striking and original way by means of ten concise thematic chapters which explain the origins of these concepts from the book of Revelation in an accessible way. These explanations are augmented and developed via a carefully selected sample of the ways in which the concepts have been treated by artists through the centuries. The 120 visual examples are drawn from a wide range of time periods and media including the ninth-century Trier Apocalypse, thirteenth-century Anglo-Norman Apocalypse Manuscripts such as the Lambeth and Trinity Apocalypses, the fourteenth-century Angers Apocalypse Tapestry, fifteenth-century Apocalypse altarpieces by Van Eyck and Memling, Durer and Cranach's sixteenth-century Apocalypse woodcuts, and more recently a range of works by William Blake, J. M. W. Turner, Max Beckmann, as well as film posters and stills, cartoons, and children's book illustrations. The final chapter demonstrates the continuing resonance of all the themes in contemporary religious, political, and popular thinking, while throughout the book a contrast will be drawn between those readers of Revelation who have seen it in terms of earthly revolutions in the here and now, and those who have adopted a more spiritual, otherworldly approach.
Philosophy of Action is based on the lectures given in the Royal Institute of Philosophy's annual London lecture series 2015-16. This volume brings together an internationally distinguished team of lecturers. As befits the theme itself, a wide range of topics relating to action are covered. These include the nature of action itself and its relation to knowledge-how. There are a number of papers on issues relating to freedom and responsibility, and also to the relation between action and causation. Other papers consider the notion of planning in relation to agency, and the connection between agency and practical abilities. And there are also considerations of virtue and ethical concepts as applied to the notion of action. The papers collected here will testify to the liveliness of discussions of action in contemporary philosophy, and will also demonstrate the way many ancient conceptions of action are being developed in contemporary philosophical thought.
This volume brings together leading thinkers who offer reflections on the place of Western civilization in the academy, at a time when there is indifference or even antipathy toward the study of the West at most institutions of higher learning. Alternative narratives-including multiculturalism, diversity, and sustainability-have come to the fore in the stead of Western civilization. The present volume is designed to explore the roots, extent, and long-term consequences of this educational climate: How and why did undergraduate education turn its back on what was once an important component of its mission? To what extent has such change affected the experience of undergraduates and the ability of colleges to educate citizens of a constitutional republic? What are the likely individual and social outcomes of such a shift in educational priorities? The volume's theme is, and will continue to be, the subject of national scholarly and media attention.
Philosophy and Sport brings together the lectures given in the Royal Institute of Philosophy's annual lecture series for 2012 13. In the Olympic year, it seemed fitting to consider some of the many philosophical and ethical questions raised by sport, and to bring together contributors from both philosophical and sporting worlds. This ground-breaking volume considers many different areas connected to sports and its practice. These include the watching of sport, drugs in sport, the Olympic spirit, sport and risk, sport as a moral practice, rivalry and glory in sport and the importance of sport in human life more generally."
In this volume a group of distinguished aestheticians consider the distinctive ways painting, sculpture, music, poetry and the cinema approach their subject matter and add to our aesthetic understanding. In addition these are discussions of artistic value and artistic truth, of the value of performance and of the problem of fakes, all of which contribute to a volume which will be of interest both to aestheticians and philosophers more generally. |
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