I was very happy when in 1997 Fiachra Long came to spend part of his sabbatical leave at the Archives Maurice Blondel at Louvain-Ia-Neuve. This allowed him to bring together and complete his translation of three important articles from Maurice Blondel, known as the philosopher of Aix-en-Province. These three articles fonn a unity: they make explicit certain aspects of the method used in the great thesis of 1893, Action. This thesis, it is well known, aroused many polemic debates after its appearance. Thomist theologians accused Blondel of turning back towards Kantian idealism whereas the philosophers of the Revue de metaphysique et de morale accused him on the contrary of falling back on a pre-critical realism. The three articles translated here, each in its own way, attempt to pass beyond these two opposite charges. The Idealist Illusion (1898) underlines the fact that the content of consciousness should be unfurled as it appears, by withdrawing from any idealist or realist prejudice, before judging the consistency of its content as a whole. In this way Blondel supports the "phenomenological" method used in his thesis. The Elementary Principle of a Logic of the Moral Life (1903) is a very well-worked text which shows that "the logic of possession and privation" is broader than "the logic of amnnation and negation. " Using these words, Blondel develops certain striking laws of action such as that of the "parallelogram of contrary forces.

This book explores the phenomenology of learning with particular focus on the 'closeness' or 'proximity' of the knowledge that impacts on learners, young and old. Studying the power of learning to transform human beings, this book offers an in-depth discussion of how different phenomenologists understand this 'proximate' power. It draws on ideas of encounter from Husserl, care from Heidegger, bodily learning from Merleau-Ponty, language from Foucault, omnipotence from Winnicott and recognition from Honneth. The book examines how phenomenological insight can explain the character of radical learning. The book will appeal to academics and post-graduate students in the fields of philosophy of education, educational psychology, teaching, and learning.

Reading the Sacred Scriptures: From Oral Tradition to Written Documents and their Reception examines how the scriptures came to be written and how their authority has been constructed and reinforced over time. Highlighting the measures taken to safeguard the stability of oral accounts, this book demonstrates the care of religious communities to maintain with reverence their assembled parchments and scrolls. Written by leading experts in their fields, this collection chronicles the development of the scriptures from oral tradition to written documents and their reception. It features notable essays on the scriptures of Hinduism, Judaism, Buddhism, Zoroastrianism, Confucianism, Daoism, Christianity, Islam, Sikhism, Shinto, and Baha'i. This book will fascinate anyone interested in the belief systems of the featured religions. It offers an ideal starting point from which undergraduate and postgraduate religious studies students, teachers and lecturers can explore religious traditions from their historical beginnings.

Reading the Sacred Scriptures: From Oral Tradition to Written Documents and their Reception examines how the scriptures came to be written and how their authority has been constructed and reinforced over time. Highlighting the measures taken to safeguard the stability of oral accounts, this book demonstrates the care of religious communities to maintain with reverence their assembled parchments and scrolls. Written by leading experts in their fields, this collection chronicles the development of the scriptures from oral tradition to written documents and their reception. It features notable essays on the scriptures of Hinduism, Judaism, Buddhism, Zoroastrianism, Confucianism, Daoism, Christianity, Islam, Sikhism, Shinto, and Baha'i. This book will fascinate anyone interested in the belief systems of the featured religions. It offers an ideal starting point from which undergraduate and postgraduate religious studies students, teachers and lecturers can explore religious traditions from their historical beginnings.

"Educating the Postmodern Child" traces the philosophical challenges posed by children living in an information age. Fiachra Long explores the construction of childhood in today's society arguing that the postmodern child is exposed to the public world before its time and he explores the significance of this public/ private shift.Issues considered include education, appearance, space, empowerment, globality, tactility, talent, and visibility. After setting the context, each chapter uses a phenomenological approach to describe experiences common across computer-literate children today. Chapters draw on sources in the history of ideas to critique the situation described, provide a rich combination of educational and philosophical theory and apply some speculative concepts to the situation of children.

I was very happy when in 1997 Fiachra Long came to spend part of his sabbatical leave at the Archives Maurice Blondel at Louvain-Ia-Neuve. This allowed him to bring together and complete his translation of three important articles from Maurice Blondel, known as the philosopher of Aix-en-Province. These three articles fonn a unity: they make explicit certain aspects of the method used in the great thesis of 1893, Action. This thesis, it is well known, aroused many polemic debates after its appearance. Thomist theologians accused Blondel of turning back towards Kantian idealism whereas the philosophers of the Revue de metaphysique et de morale accused him on the contrary of falling back on a pre-critical realism. The three articles translated here, each in its own way, attempt to pass beyond these two opposite charges. The Idealist Illusion (1898) underlines the fact that the content of consciousness should be unfurled as it appears, by withdrawing from any idealist or realist prejudice, before judging the consistency of its content as a whole. In this way Blondel supports the "phenomenological" method used in his thesis. The Elementary Principle of a Logic of the Moral Life (1903) is a very well-worked text which shows that "the logic of possession and privation" is broader than "the logic of amnnation and negation. " Using these words, Blondel develops certain striking laws of action such as that of the "parallelogram of contrary forces.

Educating the Postmodern Child traces the philosophical challenges posed by children living in an information age. Fiachra Long explores the construction of childhood in today's society arguing that the postmodern child is exposed to the public world before its time and he explores the significance of this public/private shift. Issues considered include education, appearance, space, empowerment, globality, tactility, talent, and visibility. After setting the context, each chapter uses a phenomenological approach to describe experiences common across computer-literate children today. Chapters draw on sources in the history of ideas to critique the situation described, provide a rich combination of educational and philosophical theory and apply some speculative concepts to the situation of children.