Thinking about Reasons is a collection of fourteen new essays on topics in ethics and the philosophy of action, inspired in one way or another by the work of Jonathan Dancy-one of his generation's most influential moral philosophers. Many of the most influential living thinkers in the area are contributors to this collection, which also contains an autobiographical afterword by Dancy himself. Topics discussed in this volume include: * the idea that the facts that explain action are non-psychological ones * buck passing theories of goodness and rightness * the idea that some moral reasons justify action without requiring it * the particularist idea that there are no true informative moral principles * the idea that egoism and impartial consequentialism are self-defeating * the idea that moral reasons are dependent on either impersonal value, or benefits to oneself, or benefits to those with whom one has some special connection, but not on deontological constraints * the idea that we must distinguish between reasons and enablers, disablers, intensifiers, and attenuators of reasons * the idea that, although the lived ethical life is shaped by standing commitments, uncodifable judgement is at least sometimes needed to resolve what to do when these commitments conflict * the idea that the value of a whole need not be a mathematical function of the values of the parts of that whole * the idea that practical reasoning is based on inference the idea that there cannot be irreducibly normative properties.

Since Michael Oakeshott spoke of education as initiation into 'the conversation of mankind' more than fifty years ago, the idea has inspired a diverse array of thinkers and continues to be invoked today by those seeking to resist the influence of managerialism and narrow instrumentalism in educational policy and practice. Education and Conversation draws together papers written by scholars from both the analytic and continental philosophical traditions to offer a variety of perspectives on the implications of Oakeshott's educational ideas. The metaphor of the conversation of mankind is explored, together with the roots of Oakeshott's thinking in his early philosophical work, the relevance of his ideas to the concept of Bildung, and the significance of his political conservatism in evaluating the seemingly progressive potential of his educational ideas. In addition, concepts prominent in Oakeshott's thought are taken up and brought to bear on contemporary philosophical discussions about education, learning and development, including the nature of initiation, the phenomenology of listening, and the value of the liberal arts tradition. Education and Conversation shows how the idea of conversation illuminates both the character and the ends of education, yielding insight into the scope and limits of the philosophy of education and the character of philosophical inquiry more generally.

This 1991 book is a critical study of the philosophical culture of the USSR, and the first substantial treatment of a Soviet philosopher's work by a Western author. The book identifies a tradition within Soviet Marxism that has produced significant theories of the nature of the self and human activity, of the origins of value and meaning, and of the relation of thought and language. The tradition is presented through the work of Evald Ilyenkov (1924-1979), the man who did most to rejuvenate Soviet philosophy after its suppression under Stalin. Professor Bakhurst sets Ilyenkov's contribution against the background of the bitter debates that divided Soviet philosophers in the 1920s, of Vygotsky's 'socio-historical psychology', of the controversies over Lenin's legacy, and of the philosophy of Stalinism. He traces Ilyenkov's tense relationship with the Soviet philosophical establishment and his passionate polemics with Soviet opponents. This book offers a unique insight into the world of Soviet philosophy, the place of politics within it, and its prospects in the age of glasnost and perestroika.

Jerome Bruner is one of the grand figures of psychology. From his role as a founder of the cognitive revolution in the 1950s to his recent advocacy of cultural psychology, Bruner's influence has been dramatic and far-reaching. Such is the breadth of his vision that Bruner's work has inspired thinkers in many of the major areas of psychology and has had a powerful impact on adjacent disciplines. His writings on language acquisition, culture and education are of profound and enduring importance. Focusing on the dominant themes of language, culture and self, this volume provides a comprehensive exploration of Bruner's fertile ideas and a considered appraisal of his legacy.

With a distinguished list of contributors including Jerome Bruner himself, the result is an outstanding volume of interest to students and scholars in psychology, philosophy, cognitive science, anthropology, linguistics, and education.

Among the contributors are Judy Dunn, Howard Gardner, Clifford Geertz, Rom Harré, David Olson, Edward Reed, Talbot Taylor, Michael Tomasello, and John Shotter. The volume is framed by an editorial introduction that considers the distinctively philosophical dimensions of Bruner's thought, and a final chapter by Bruner himself in which he re-examines prominent themes in his work in light of issues raised by the contributors.

The volume will be invaluable to students and researchers in the fields of psychology, cognitive science, education, and the philosophy of mind.

This is the first critical history of the philosophical culture of the USSR, and the first substantial treatment of a modern Soviet philosopher's work by a Western author. The book identifies a significant tradition within Soviet Marxism that has produced powerful theories exploring the origins of meaning and value, the relation of thought and language, and the nature of the self. The tradition is presented through the work of Evald Ilyenkov (1924-79), the thinker who did the most to rejuvenate Soviet philosophy after its suppression under Stalin. Professor Bakhurst sets Ilyenkov's contribution against the background of the bitter debates that divided Soviet philosophers in the 1920s, the "sociohistorical psychology" of Vygotsky, the controversies over Lenin's legacy, and the philosophy of Stalinism. He traces Ilyenkov's tense relationship with the Soviet philosophical establishment and his passionate polemics with Soviet opponents. This book offers a unique insight into the world of Soviet philosophy, the place of politics within it, and its prospects in the age of glasnost and perestroika.

Much discussion in recent years has centred on the status of the self, identity and subjectivity in the light of powerful arguments about the social origins of personhood. The Social Self presents many dimensions of the debate, spanning psychology, philosophy, politics and feminist theory, and provides a critical overview of the key themes involved.

The internationally renowned contributors examine the senses in which we are social selves' whose very identities are intimately bound up with the communities and cultures in which we live. Drawing on Wittgenstein, Marx, Foucault, Bakhtin, Gilligan and MacIntyre, among others, the chapters show the diversity of influences that have shaped this exciting and controversial