This title, first published in 1973, brings together a variety of papers by Israel Scheffler, one of America's leading educational philosophers. The essays each stress the importance of critical thought and independent judgement to the organization of educational activities. In the first section, Scheffler adopts a metaphilosophical approach, emphasizing the role of philosophy in educational thought. A number of key concepts are dealt with next, including the study of education and its relation to theoretical disciplines, philosophical interpretations of teaching, and the education of teachers. The final section is critical, and deals with the writings of several key thinkers in the field. A broad and authoritative study, this reissue will provide any Philosophy student with an essential background to the criticism and theories surrounding the philosophy of education.

First published in 1963, this title considers the philosophical problems encountered when attempting to provide a clear and general explanation of scientific principles, and the basic confrontation between such principles and experience. Beginning with a detailed introduction that considers various approaches to the philosophy and theory of science, Israel Scheffler then divides his study into three key sections - Explanation, Significance and Confirmation - that explore how these complex issues involved have been dealt with in contemporary research. This title, by one of America's leading philosophers, will provide a valuable analysis of the theory and problems surrounding the Philosophy of Science.

Ambiguity, vagueness and metaphor are pervasive features of language, deserving of systematic study in their own right. Yet they have frequently been considered mere deviations from ideal language or obstacles to be avoided in the construction of scientific systems. First published in 1979, Beyond the Letter offers a consecutive study of these features from a philosphical point of view, providing analyses of each and treating their relations to one another. Addressed to the fundamental task of logical and semantic explanation, the book employs an inscriptional methodology in the attempt to avoid prevalent forms of question-begging, and, further, in the conviction that sparseness of assumption often reveals points of theoretical interest irrespective of methodolgical preference. The author distinguishes and analyses several varieties of ambiguity, developing new semantic notions in the process; recasts the philosophical treatment of vagueness in the light of recent criticisms of analyticity; discusses the bearing of vagueness on logic; and provides a systematic critique of major recent interpretations of metaphor, developing a revised version of contextualism.

This title, first published in 1973, brings together a variety of papers by Israel Scheffler, one of America's leading educational philosophers. The essays each stress the importance of critical thought and independent judgement to the organization of educational activities. In the first section, Scheffler adopts a metaphilosophical approach, emphasizing the role of philosophy in educational thought. A number of key concepts are dealt with next, including the study of education and its relation to theoretical disciplines, philosophical interpretations of teaching, and the education of teachers. The final section is critical, and deals with the writings of several key thinkers in the field. A broad and authoritative study, this reissue will provide any Philosophy student with an essential background to the criticism and theories surrounding the philosophy of education.

First published in 1963, this title considers the philosophical problems encountered when attempting to provide a clear and general explanation of scientific principles, and the basic confrontation between such principles and experience. Beginning with a detailed introduction that considers various approaches to the philosophy and theory of science, Israel Scheffler then divides his study into three key sections - Explanation, Significance and Confirmation - that explore how these complex issues involved have been dealt with in contemporary research. This title, by one of America's leading philosophers, will provide a valuable analysis of the theory and problems surrounding the Philosophy of Science.

First published in 1974, this book is a critical introduction to the work of four quintessential pragmatist philosophers: Charles Sanders Peirce, William James, George Herbert Mead and John Dewey.

Alongside providing a general historical and biographical account of the pragmatist movement, the work offers an in depth critical response to the philosophical doctrines of the four main thinkers of the pragmatist movement, with reference to the theories of meaning, knowledge and conduct which have come to define pragmatism.

First published in 1991, In Praise of Cognitive Emotions comprises fourteen of Scheffler's most recent essays - all of which challenge contemporary notions of education and rationality. While defending the ideal of rationality, he insists that rationality not be identified with a mental faculty or a mechanism of inference but taken rather as the capactity to grasp principles and purposes and to evaluate them in the light of relevant reasons. Examining a broad range of issues - from computers in school to math education, from metaphor to morality - these essays are unified by Scheffler's conviction of the primacy of critical thought in education. Scheffler is especially concerned to promote a broad interpretation of rationality to counteract the narrowing of vision accompanying the technological revolution now sweeping education. Addressing three specific areas of curriculum, the work offers a critique of computer applications to education, develops a notion of strategic rationality in understanding mathematical reasoning, and, contrary to prevalent notions of moral education, connects reason with care, thus emphasizing the intimate connection between emotion and reason and challenging the dominant perception of the two as oppositional.

The concept of potential plays a prominent role in the thinking of parents, educators and planners the world over. Although this concept accurately reflects central features of human nature, its current use perpetuates traditional myths of fixity, harmony and value, calculated to cause untold mischief in social and educational practice. First published in 1985, Israel Scheffler's book aims to demythologise the concept of potential. He shows its roots in genuine aspects of human nature, but at the same time frees it from outworn philosophical myths by means of analytical reconstruction - thereby improving both its theoretical and its practical applicability. The book concludes with an interpretation of policy-making in education, and reflections on the ideal education of a policy-maker. It emphasises human symbolism, choice, temporal continuity, and self-determination as indispensible elements of any adequate philosophy of education. Of Human Potential will be of interest to a broad range of philosophers, educators and social scientists.

First published in 1991, In Praise of Cognitive Emotions comprises fourteen of Scheffler's most recent essays - all of which challenge contemporary notions of education and rationality. While defending the ideal of rationality, he insists that rationality not be identified with a mental faculty or a mechanism of inference but taken rather as the capactity to grasp principles and purposes and to evaluate them in the light of relevant reasons. Examining a broad range of issues - from computers in school to math education, from metaphor to morality - these essays are unified by Scheffler's conviction of the primacy of critical thought in education. Scheffler is especially concerned to promote a broad interpretation of rationality to counteract the narrowing of vision accompanying the technological revolution now sweeping education. Addressing three specific areas of curriculum, the work offers a critique of computer applications to education, develops a notion of strategic rationality in understanding mathematical reasoning, and, contrary to prevalent notions of moral education, connects reason with care, thus emphasizing the intimate connection between emotion and reason and challenging the dominant perception of the two as oppositional.

Ambiguity, vagueness and metaphor are pervasive features of language, deserving of systematic study in their own right. Yet they have frequently been considered mere deviations from ideal language or obstacles to be avoided in the construction of scientific systems. First published in 1979, Beyond the Letter offers a consecutive study of these features from a philosphical point of view, providing analyses of each and treating their relations to one another. Addressed to the fundamental task of logical and semantic explanation, the book employs an inscriptional methodology in the attempt to avoid prevalent forms of question-begging, and, further, in the conviction that sparseness of assumption often reveals points of theoretical interest irrespective of methodolgical preference. The author distinguishes and analyses several varieties of ambiguity, developing new semantic notions in the process; recasts the philosophical treatment of vagueness in the light of recent criticisms of analyticity; discusses the bearing of vagueness on logic; and provides a systematic critique of major recent interpretations of metaphor, developing a revised version of contextualism.

The concept of potential plays a prominent role in the thinking of parents, educators and planners the world over. Although this concept accurately reflects central features of human nature, its current use perpetuates traditional myths of fixity, harmony and value, calculated to cause untold mischief in social and educational practice. First published in 1985, Israel Scheffler's book aims to demythologise the concept of potential. He shows its roots in genuine aspects of human nature, but at the same time frees it from outworn philosophical myths by means of analytical reconstruction - thereby improving both its theoretical and its practical applicability.

The book concludes with an interpretation of policy-making in education, and reflections on the ideal education of a policy-maker. It emphasises human symbolism, choice, temporal continuity, and self-determination as indispensible elements of any adequate philosophy of education. Of Human Potential will be of interest to a broad range of philosophers, educators and social scientists.

First published in 1974, this book is a critical introduction to the work of four quintessential pragmatist philosophers: Charles Sanders Peirce, William James, George Herbert Mead and John Dewey. Alongside providing a general historical and biographical account of the pragmatist movement, the work offers an in depth critical response to the philosophical doctrines of the four main thinkers of the pragmatist movement, with reference to the theories of meaning, knowledge and conduct which have come to define pragmatism.

This book offers a personal account of scholars in philosophy and education with whom I have had the good fortune to interact during the course of my half century at Harvard University and elsewhere. My aim in writing this account is threefold: ?rst, to recapture for myself the pleasure of their memorable company for its own sake, secondly, to have occasion to re?ect on the educational impact of their teaching, and, ?nally, to counteract the prevalent amnesia of universities by recalling the conduct of scholars of past generations who still have things to teach us. Iowe thanks to many people who have helped me in this endeavor. Professor Harvey Siegel, Dr. Stefania Jha, and Dr. Rosalind Schef?er read initial versions of the manuscript and gave me the bene't of their criticisms, as did the publisher's anonymous readers. JoAnne Sorabella and Stefania Jha listened to my readings of a number of these chapters, and JoAnne Sorabella produced several typescripts of the whole with her usual matchless pro?ciency. I presented some portions of the manuscript to the Philosophy of Education Research Center at Harvard and pro?ted from these occasions. After I joined the Mandel Center at Brandeis University in the Fall of 2003, Avital Feuer assisted me ably in readying the ?nal version of the book. And I am grateful to Laurie Schef?er for her meticulous help with proofreading.

Having spent forty years teaching education and philosophy at Harvard, and publishing widely on these topics during this period, Israel Scheffler has now written a more personal book, looking at education through the prism of his own early experience, primarily of religious learning. The book consists mainly of portraits of his early teachers, most of whom belonged to a transitional generation of immigrant Hebrew scholars -- unsung heroes of Jewish education on the American scene. Through the medium of such portraits of teaching personalities and styles, as well as firsthand descriptions of various educational settings in the New York City of the 30s and 40s, he comments on aspects of immigrant life, the tensions between religious and secular worlds, the psychology of learning and teaching, the relations between universalism and particularism, the contrasts between intensive education and instrumental schooling, and related themes. These themes, although exemplified in the details of his own experience, are of quite general significance. The book will be of special interest for those concerned with Jewish life, with religious education, with the immigrant experience and with the recent American past.

Having spent forty years teaching education and philosophy at Harvard, and publishing widely on these topics during this period, Israel Scheffler has now written a more personal book, looking at education through the prism of his own early experience, primarily of religious learning. The book consists mainly of portraits of his early teachers, most of whom belonged to a transitional generation of immigrant Hebrew scholars -- unsung heroes of Jewish education on the American scene. Through the medium of such portraits of teaching personalities and styles, as well as firsthand descriptions of various educational settings in the New York City of the 30s and 40s, he comments on aspects of immigrant life, the tensions between religious and secular worlds, the psychology of learning and teaching, the relations between universalism and particularism, the contrasts between intensive education and instrumental schooling, and related themes. These themes, although exemplified in the details of his own experience, are of quite general significance. The book will be of special interest for those concerned with Jewish life, with religious education, with the immigrant experience and with the recent American past.

This book offers a personal account of scholars in philosophy and education with whom I have had the good fortune to interact during the course of my half century at Harvard University and elsewhere. My aim in writing this account is threefold: ?rst, to recapture for myself the pleasure of their memorable company for its own sake, secondly, to have occasion to re?ect on the educational impact of their teaching, and, ?nally, to counteract the prevalent amnesia of universities by recalling the conduct of scholars of past generations who still have things to teach us. Iowe thanks to many people who have helped me in this endeavor. Professor Harvey Siegel, Dr. Stefania Jha, and Dr. Rosalind Schef?er read initial versions of the manuscript and gave me the bene't of their criticisms, as did the publisher's anonymous readers. JoAnne Sorabella and Stefania Jha listened to my readings of a number of these chapters, and JoAnne Sorabella produced several typescripts of the whole with her usual matchless pro?ciency. I presented some portions of the manuscript to the Philosophy of Education Research Center at Harvard and pro?ted from these occasions. After I joined the Mandel Center at Brandeis University in the Fall of 2003, Avital Feuer assisted me ably in readying the ?nal version of the book. And I am grateful to Laurie Schef?er for her meticulous help with proofreading.

Symbolism is a primary characteristic of the mind, deployed and displayed in every aspect of our thought and culture. In this important and broad-ranging book, Israel Scheffler explores the various ways in which the mind functions symbolically. This involves considering not only the world of science and the arts, but also such activities as religious ritual and child's play. The book offers an integrated treatment of ambiguity and metaphor, analyses of play and ritual, and an extended discussion of the relations between scientific symbol systems and reality. What emerges is a picture of the basic symbol-forming character of the mind. In addition to philosophers of art and science, likely readers of this book will include students of linguistics, semiotics, anthropology, religion, and psychology.

Six leading scholars--representing Orthodox, Conservative, Reform, and secular perspectives--formulate their variant models of an ideal Jewish education for the contemporary world. This book addresses the multiple challenges of the open society to Jewish continuity by considering different versions of Jewish education appropriate for our time. It emphasizes the continuity of theory and practice, translating theory into practice as well as articulating theory embodied in practice. The book shows how all religious and ethnic communities might deepen the impact of their educational programs.

Six leading scholars--representing Orthodox, Conservative, Reform, and secular perspectives--formulate their variant models of an ideal Jewish education for the contemporary world. This book addresses the multiple challenges of the open society to Jewish continuity by considering different versions of Jewish education appropriate for our time. It emphasizes the continuity of theory and practice, translating theory into practice as well as articulating theory embodied in practice. The book shows how all religious and ethnic communities might deepen the impact of their educational programs.

Symbolism is a primary characteristic of the mind, deployed and displayed in every aspect of our thought and culture. In this important and broad-ranging book, Israel Scheffler explores the various ways in which the mind functions symbolically. This involves considering not only the world of science and the arts, but also such activities as religious ritual and child's play. The book offers an integrated treatment of ambiguity and metaphor, analyses of play and ritual, and an extended discussion of the relations between scientific symbol systems and reality. What emerges is a picture of the basic symbol-forming character of the mind. In addition to philosophers of art and science, likely readers of this book will include students of linguistics, semiotics, anthropology, religion, and psychology.