Philosophy Camps for Youth joins its companion, Growing Up with Philosophy Camp, and contributes to the growing body of literature on pre-college philosophy. Providing sound advice, descriptive activities, and precise details for starting, organizing, and running a philosophy camp for pre-K-12 students, Philosophy Camps for Youth is an indispensable guide for anyone interested in hosting their own philosophy camp. The description of diverse camp models-from half day to full day, from one week to multiple weeks, from day-camp to residential-allows readers to build and foster a camp that fits their instructional needs and institutional support. The inclusion of specific camp activities and contributions by campers discussing the activities and themes that had the biggest impact on them, those interested in starting a philosophy camp get valuable guidance from those who have run successful philosophy camps.

Emmanuel Levinas (1905-1995) was one of the foremost thinkers of the twentieth century. His work has influenced a wide range of intellectuals, from French thinkers such as Maurice Blanchot, Jacques Derrida, Luce Irigaray and Jean-Luc Marion, to American philosophers Stanley Cavell and Hillary Putnam.
This set will be a useful resource for scholars working in the fields of literary theory, philosophy, Jewish studies, religion, political science and rhetoric.
Titles also available in this series include, Karl Popper (November 2003, 4 Volumes, A475), and the forthcoming titles Edmund Husserl (2005, c.4 Volumes, c. A475) and Gottlob Frege (2005, c.4 Volumes, c. A475).

Philosophy Camps for Youth joins its companion, Growing Up with Philosophy Camp, and contributes to the growing body of literature on pre-college philosophy. Providing sound advice, descriptive activities, and precise details for starting, organizing, and running a philosophy camp for pre-K-12 students, Philosophy Camps for Youth is an indispensable guide for anyone interested in hosting their own philosophy camp. The description of diverse camp models-from half day to full day, from one week to multiple weeks, from day-camp to residential-allows readers to build and foster a camp that fits their instructional needs and institutional support. The inclusion of specific camp activities and contributions by campers discussing the activities and themes that had the biggest impact on them, those interested in starting a philosophy camp get valuable guidance from those who have run successful philosophy camps.

Growing up with Philosophy Camp joins the substantial body of literature that contravenes centuries of thinkers in the history of philosophy who stated emphatically that children either could not or should not engage in philosophical discourse. This book differs from the rest of the literature in that it reveals the extraordinary impact of philosophy camps for pre-college age students (as young as 6 years old through high school). Often only a week in duration, philosophy camp combines the intensity of both summer camp and philosophical dialogue, creating a powerful experience for young people who, contrary to cynical views of "youth today," desire intellectual engagement. Through the chapters by the staff who facilitate discussions, a university dean who supported the program, and reflections from campers and parents, a recurring theme emerges: philosophy camps build authentic friendship, intellectual community, and an increased awareness of self-identity. Yet the chapters display remarkable diversity by connecting the experience of philosophy camp to questions in the history of philosophy, philosophy's relationship to artistic creation, and the therapeutic value of philosophical discourse.

Growing up with Philosophy Camp joins the substantial body of literature that contravenes centuries of thinkers in the history of philosophy who stated emphatically that children either could not or should not engage in philosophical discourse. This book differs from the rest of the literature in that it reveals the extraordinary impact of philosophy camps for pre-college age students (as young as 6 years old through high school). Often only a week in duration, philosophy camp combines the intensity of both summer camp and philosophical dialogue, creating a powerful experience for young people who, contrary to cynical views of "youth today," desire intellectual engagement. Through the chapters by the staff who facilitate discussions, a university dean who supported the program, and reflections from campers and parents, a recurring theme emerges: philosophy camps build authentic friendship, intellectual community, and an increased awareness of self-identity. Yet the chapters display remarkable diversity by connecting the experience of philosophy camp to questions in the history of philosophy, philosophy's relationship to artistic creation, and the therapeutic value of philosophical discourse.

Reexamining Emmanuel Levinas s essays on Jewish education, Claire Elise Katz provides new insights into the importance of education and its potential to transform a democratic society, for Levinas s larger philosophical project. Katz examines Levinas's "Crisis of Humanism," which motivated his effort to describe a new ethical subject. Taking into account his multiple influences on social science and the humanities, and his various identities as a Jewish thinker, philosopher, and educator, Katz delves deeply into Levinas s works to understand the grounding of this ethical subject."

How Jewish is modern Jewish philosophy? The question at first appears nonsensical, until we consider that the chief issues with which Jewish philosophers have engaged, from the Enlightenment through to the late 20th century, are the standard preoccupations of general philosophical inquiry. Questions about God, reality, language, and knowledge - metaphysics and epistemology - have been of as much concern to Jewish thinkers as they have been to others. Moses Mendelssohn, for example, was a friend of Kant. Hermann Cohen's philosophy is often described as 'neo-Kantian.' Franz Rosenzweig wrote his dissertation on Hegel. And the thought of Emmanuel Levinas is indebted to Husserl. In this much-needed textbook, which surveys the most prominent thinkers of the last three centuries, Claire Katz situates modern Jewish philosophy in the wider cultural and intellectual context of its day, indicating how broader currents of British, French and German thought influenced its practitioners. But she also addresses the unique ways in which being Jewish coloured their output, suggesting that a keen sense of particularity enabled the Jewish philosophers to help define the whole modern era. Intended to be used as a core undergraduate text, the book will also appeal to anyone with an interest how some of the greatest minds of the age grappled with some of its most urgent and fascinating philosophical problems.