This book explores contributions by some of the most influential women in the history of philosophy, science, and literature. Ranging from Sappho and Sophie Germain to Stebbing and Evelyn Fox Keller, this work ultimately demonstrates the impact these non-canonical, sometimes unknown or hidden, sources had, or may have had, on the recognized male leaders in their fields, from Aristotle to Pascal, Kant, Whitehead, and Russell. Chapters reflect philosophical pluralism, both analytic and continental themes, and cover figures reaching across the entire history of ideas in the West, from pre-historic times to the twentieth century. Anyone interested in coming to know or in preparing to teach women in the history of philosophy, science, and literature will appreciate this collection and its myriad insights into the still unrecognized voices of non-canonical sources across these disciplines.

Climate Change across the Curriculum examines ways of thinking and conveying information about climate change across university curricula and within academic disciplines. The contributors provide methods, strategies, rationales, and theoretical justifications for teaching climate issues at the university level. The content of this book aims to introduce climate change to classes outside of the sciences, as it will take a wide range of disciplines, broader institutional thinking, and experimentation to fully engage university resources and knowledge toward the mitigation of fossil fuel consumption and adaptation to the negative consequences of climate change. Climate Change across the Curriculum encourages professors to engage salient aspects of their academic disciplines to the study of climate issues in the classroom, as well as sample theories, practices, and resources from a wide range of academic disciplines outside of their own areas of specialization. The contributors ask: what role will higher education play in addressing environmental challenges and producing students who become professionals who accomplish work that solves these problems?

This book is a contribution both to Aristotle studies and to the philosophy of nature, and not only offers a thorough text based account of time as modally potentiality in Aristotle's account, but also clarifies the process of "actualizing time" as taking time and looks at the implications of conceiving a world without actual time. It speaks to the resurgence of interest in Aristotle's natural philosophy and will become an important resource for anyone interested in Aristotle's theory of time, of its relationship to Aristotle's larger project in the Physics, and to time's place in the broader scope of Aristotelian natural science. Graduate students and scholars researching in this area especially will find the authors arguments provocative, a welcome addition to other recent publications on Aristotle's Treatise on Time.