This book presents a fresh exploration of happiness through the ideas of the ancient Greek philosophers. It introduces readers to the main currents of Greek ethical thought (Socratic living, Platonism, Aristotelianism, Epicureanism, Scepticism, Stoicism, Cynicism) and takes a close look at characters such as Socrates, Diogenes and Alexander the Great. Yet Happiness and Greek Ethical Thought is much more than just a casual stroll through ancient thinking. It attempts to show how certain common themes in Greek thought (the role of reason as a guide for all actions, regard for virtue as a type of internal stability of character, recognition that ethics is not just a public but also a personal affair, etc.) are essential for living a happy life in any age. The author stresses that the Greek ethical ideal was principally integrative and suggests that the right conception of happiness involves integration at three different, but nested levels: personal, socio-political, and cosmic. He argues that, in many respects, the Greek integrative ideal, contrary to the hedonistic individualism that many pluralistic societies today at least implicitly advocate, is a much richer alternative that warrants honest reconsideration today.

It's accepted by most scholars that Thomas Jefferson had a lengthy affair with his slave Sally Hemings and fathered at least one of her children. This conclusion is based on a 1998 DNA study published in Nature and on the work of historian Annette Gordon-Reed, assumed by many to be the last word on the subject. This book argues compellingly that the DNA evidence is inconclusive and that there are remarkable flaws in the leading historical scholarship purporting to show such a liaison. The author critically examines well-known books by Gordon-Reed, Fawn Brodie, and Andrew Burstein. Holowchak notes selective use of evidence, ungrounded speculation, tendentious psychologizing, and unpersuasive argumentation, among other defects in their work. He delves into what we know about Jefferson's character by showing that the historical facts do not suggest any romantic interest on Jefferson's part in his female slaves. He also points out that, though DNA analysis indicates the presence of a Y-chromosome from some Jefferson male in the Hemings family line, it is unwarranted to conclude that this must have come from Thomas Jefferson. Finally, he discusses Jefferson's racial attitudes and says that they argue against any liaison with Sally Hemings.

This book provides an introduction to the Stoics, ideal for undergraduate students taking courses in Ethics and Ancient Philosophy.Stoicism was a key philosophical movement in the Hellenistic period. Today, the Stoics are central to the study of Ethics and Ancient Philosophy. In "The Stoics: A Guide for the Perplexed", M. Andrew Holowchak sketches, from Zeno to Aurelius, a framework that captures the tenor of Stoic ethical thinking in its key terms.Drawing on the readily available works of Seneca, Epictetus and Aurelius, "The Stoics: A Guide for the Perplexed" makes ancient texts accessible to students unfamiliar with Stoic thought. Providing ancient and modern-day examples to illustrate Stoic principles, the author guides the reader through the main themes and ideas of Stoic thought: Stoic cosmology, epistemology, views of nature, self-knowledge, perfectionism and, in particular, ethics. Holowchak also endeavours to present Stoicism as an ethically viable way of life today through rejecting their notion of ethical perfectionism in favour of a type of ethical progressivism consistent with other key Stoic principles. Thus, "The Stoics: A Guide for the Perplexed" is the ideal companion to the study of Stoic thinking in philosophy.Continuum's "Guides for the Perplexed" are clear, concise and accessible introductions to thinkers, writers and subjects that students and readers can find especially challenging - or indeed downright bewildering. Concentrating specifically on what it is that makes the subject difficult to grasp, these books explain and explore key themes and ideas, guiding the reader towards a thorough understanding of demanding material.

This is the first book to systematize the philosophical content of Thomas Jefferson's writings. Sifting through Jefferson's many addresses, messages, and letters, philosopher M. Andrew Holowchak uncovers an intensely curious Enlightenment thinker with a well-constructed, people-sympathetic, and consistent philosophy. As the author shows, Jefferson's philosophical views encompassed human nature, the cosmos, politics, morality, and education.
Beginning with his understanding of the cosmos, part one considers Jefferson's philosophical naturalism and the influence on him of Francis Bacon, Isaac Newton, and John Locke. The next section critically examines his political viewpoints, specifically his republicanism, liberalism, and progressivism. The third part, "Jefferson on Morality," analyzes Jefferson's thoughts on human nature, his moral-sense theory, and his notion of "natural "aristoi"" (best or most virtuous citizens). Finally, "Jefferson on Education" reviews his ideas on properly educating the people of the new nation for responsible, participatory citizenry.
Jefferson conceived of the United States as a "great experiment"--embodying a vision of a government responsibly representative of its people and functioning for the sake of them. This book will help readers understand the philosophical perspective that sustained this audacious, innovative, and people-first experiment.

This volume is the first full-length book that offers a critical investigation into the composition of Jefferson's Bible. In it, the author looks critically not only at what Jefferson includes, but also at what he chose to exclude in an effort to uncover the principles that Jefferson employed in selecting and deselecting verses. In addition to providing a full text of Jefferson's Bible, this study places these documents within a historical, philosophical and theological context that illuminates their significance and relevance to our time.

Though it is not uncommon for historians to have something to say concerning philosophical strands in Jefferson s thought, that something is usually insubstantial often misleadingly so or inchoate. Overall, precious little has been said. The significance of the man and the richness of his thought demands that this defect be remedied. Thomas Jefferson and Philosophy is a collection of nine new essays on philosophical elements in Jefferson s writings. The first of its kind, this collection should lead to further philosophical analysis of Jefferson s thinking especially by philosophers, who tend to appreciate Jefferson only as the author of the Declaration of Independence and to greater appreciation for the man who gave to statesmanship a large number of the prime of his years out of a moral sense of duty to others. In that regard, Jefferson was always first a philosopher. This book will be a valuable read for students and scholars of history, political theory, and philosophy, as well as anyone interested in the thought of Thomas Jefferson."

Repetition, the Compulsion to Repeat, and the Death Drive is a critical examination of Freud's uses of repetition as they lead to the compulsion to repeat and his infamous death drive. Like perhaps no other concept, repetition drove Freud to an understanding of human behavior through development of models of the human mind and a method of treating neurotic behavior. This book comprises three parts. Part I, "Some Early Uses of 'Repetition' in Psychoanalysis," examines repetition both in clinical therapy and in Freud's use of phylogenetic explanation. Part II, composed of three chapters, outlines Freud's journey to his vaunted death drive, examines Beyond the Pleasure Principle, and analyzes Freud's use of compulsion to repeat and the death drive post 1920. Last, Part III is a critical analysis of Freud on repetition and the death drive, discusses why Freud was so wedded to his controversial death drive, and what can be salvaged from Freud's observations and speculations. Here readers will find that Holowchak, qua philosopher, and Lavin, qua clinician, have different answers when it comes to the death drive.

Jefferson's writings on morality and the moral sense have typically been ignored by scholars. Why? His thoughts, never fleshed out fully in any formal work, are said to be unsystematic, inchoate, or confused. Evidence of that is his change of mind from a mostly Stoic moralist (where intentionality is critical) to an Epicurean/Utilitarian (where consequences are critical) later in life. Jefferson was not confused and his moral thinking was systemic and consistent, not fluctuant. Though he never made the moral sense the topic of a formal, published treatise, his writings and the moral works he read and recommended allow for more than a general sketch of what the moral sense is and how it functions. In addition, they allow us to say much on his views of good living. Thus, Jefferson was fundamentally a moralist, not a politician. He had large regard for morality and for personal moral improvement, and utmost respect for moral exemplars. And so, morality for Jefferson was something to be integrated into everyday life, not something to be read to pass the time, and Jefferson drew moral inspiration from moralists, sermonizers, novelists, poets, historians, and even role models such as Professor William Small and his friend in law, George Wythe.

Thomas Jefferson had a profoundly advanced educational vision that went hand in hand with his political philosophy - each of which served the goal of human flourishing. His republicanism marked a break with the conservatism of traditional non-representative governments, characterized by birth and wealth and in neglect of the wants and needs of the people. Instead, Jefferson proposed social reforms which would allow people to express themselves freely, dictate their own course in life, and oversee their elected representatives. His educational vision aimed to instantiate a progressive social climate only dreamed of by utopists such as Thomas More, James Harrington and Louis-Sebastian Mercier. This book offers a critical articulation of the philosophy behind Jefferson's thoughts on education. Divided into three parts, chapters include an analysis of his views on elementary and higher education, an investigation of education for both the moral-sense and rational faculty, and an examination of education as lifelong learning. Jefferson's educational rationale was economic, political and philosophical, and his systemic approach to education conveys a systemic, economic approach to living, with strong affinities to Stoicism. Thomas Jefferson's Philosophy of Education will be key reading for philosophers, historians and postgraduate students of education, the history of education and philosophy.

Freud: From Individual Psychology to Group Psychology, by M. Andrew Holowchak, explores Freudian psychoanalysis as a full-fledged science, as it relates psychoanalytically to issues of individual psychology (Individualpsychologie) and group psychology (Massenpsychologie). It answers questions such as "How effective did Freud perceive individual psychology to be?," "What is group psychology?," "To what extent did Freud think psychoanalytic investigation of group pathology could be curative of social ills?," "How seriously did Freud take metapsychological explanation?," and "How important were auxiliary hypotheses, borrowed (often uncritically) from other disciplines, in the formation of group psychology?" In sketching out the development of individual psychology and group psychology, Holowchak argues that for Freud, psychoanalysis was always essentially a procedure for investigating unconscious phenomena that allowed for explication and understanding of both individual and group issues. Part I of Freud focuses on individual psychology, traces out the development of Freud's thought on clinical therapy and analyzing the various clinical methods and theories Freud employed over the years. Holowchak critically examines the merit of Freudian psychoanalysis as a remedy for individual pathology. Part II focuses on group psychology, starting with an overview of the conditions influencing Freud's shift to group-psychology issues and moving on to a psychoanalytic examination of other disciplines-non-sciences and sciences alike. Finally, Holowchak analyzes the worth of Freudian psychoanalysis as a remedy for group pathology. Readers are given a comprehensive depiction as well as a critical analysis of the development of psychoanalysis in an easy-to-assimilate manner from Freud's early days in analytic therapy, beginning with his stays with Charcot and Bernheim in France, to his mature thinking, where he develops notions such as the death drive and the structural model (id, ego, and super-ego) to compensate for theoretical defects in his earlier thinking.

Thomas Jefferson had a profoundly advanced educational vision that went hand in hand with his political philosophy - each of which served the goal of human flourishing. His republicanism marked a break with the conservatism of traditional non-representative governments, characterized by birth and wealth and in neglect of the wants and needs of the people. Instead, Jefferson proposed social reforms which would allow people to express themselves freely, dictate their own course in life, and oversee their elected representatives. His educational vision aimed to instantiate a progressive social climate only dreamed of by utopists such as Thomas More, James Harrington and Louis-Sebastian Mercier. This book offers a critical articulation of the philosophy behind Jefferson's thoughts on education. Divided into three parts, chapters include an analysis of his views on elementary and higher education, an investigation of education for both the moral-sense and rational faculty, and an examination of education as lifelong learning.Jefferson's educational rationale was economic, political and philosophical, and his systemic approach to education conveys a systemic, economic approach to living, with strong affinities to Stoicism. Thomas Jefferson's Philosophy of Education will be key reading for philosophers, historians and postgraduate students of education, the history of education and philosophy."

This book is a companion to the author's previous volume, Thirty-Six Short Essays on the Probing Mind of Thomas Jefferson. It provides the reader with new short essays on Jefferson thoughts on political philosophy and religion and morality. There are, in addition, 10 essays on Jeffersonian historiography, as Jefferson, it is commonly complained, is an exceedingly difficult, if not impossible, task, for any historian. The book is crafted both to entertain-the essays are brisk and lively-and to enlighten. The essays are provocative and critical, and take the reader deep within the recesses of Jefferson's large mind, while also highlighting that Jefferson is still quite relevant today.

This book presents a fresh exploration of happiness through the ideas of the ancient Greek philosophers. It introduces readers to the main currents of Greek ethical thought (Socratic living, Platonism, Aristotelianism, Epicureanism, Scepticism, Stoicism, Cynicism) and takes a close look at characters such as Socrates, Diogenes and Alexander the Great. Yet Happiness and Greek Ethical Thought is much more than just a casual stroll through ancient thinking. It attempts to show how certain common themes in Greek thought are essential for living a happy life in any age. The author maintains that, in many respects, the Greek integrative ideal, contrary to the hedonistic individualism that many pluralistic societies at least implicitly advocate, is a much richer alternative that warrants honest reconsideration today. This book presents a fresh exploration of happiness through the ideas of the ancient Greek philosophers. It introduces readers to the main currents of Greek ethical thought (Socratic living, Platonism, Aristotelianism, Epicureanism, Scepticism, Stoicism, Cynicism) and takes a close look at characters such as Socrates, Diogenes and Alexander the Great. Yet Happiness and Greek Ethical Thought is much more than just a casual stroll through ancient thinking. It attempts to show how certain common themes in Greek thought are essential for living a happy life in any age. The author maintains that, in many respects, the Greek integrative ideal, contrary to the hedonistic individualism that many pluralistic societies at least implicitly advocate, is a much richer alternative that warrants honest reconsideration today.

This book provides an introduction to the Stoics, ideal for undergraduate students taking courses in Ethics and Ancient Philosophy.Stoicism was a key philosophical movement in the Hellenistic period. Today, the Stoics are central to the study of Ethics and Ancient Philosophy. In "The Stoics: A Guide for the Perplexed", M. Andrew Holowchak sketches, from Zeno to Aurelius, a framework that captures the tenor of Stoic ethical thinking in its key terms.Drawing on the readily available works of Seneca, Epictetus and Aurelius, "The Stoics: A Guide for the Perplexed" makes ancient texts accessible to students unfamiliar with Stoic thought. Providing ancient and modern-day examples to illustrate Stoic principles, the author guides the reader through the main themes and ideas of Stoic thought: Stoic cosmology, epistemology, views of nature, self-knowledge, perfectionism and, in particular, ethics. Holowchak also endeavours to present Stoicism as an ethically viable way of life today through rejecting their notion of ethical perfectionism in favour of a type of ethical progressivism consistent with other key Stoic principles. Thus, "The Stoics: A Guide for the Perplexed" is the ideal companion to the study of Stoic thinking in philosophy.Continuum's "Guides for the Perplexed" are clear, concise and accessible introductions to thinkers, writers and subjects that students and readers can find especially challenging - or indeed downright bewildering. Concentrating specifically on what it is that makes the subject difficult to grasp, these books explain and explore key themes and ideas, guiding the reader towards a thorough understanding of demanding material.

Critical Reasoning and Science is an attempt to eliminate or at least diminish the feeling of estrangement that students may feel toward science. It is divided into three parts a brief introduction to critical reasoning and science, a critical look at philosophical issues related to science, and a critical look at the practice of science. Overall, this work is unique in aim and functionality, as it is the first book to offer students a critical approach both to the philosophy and to the practice of science. Moreover, it aims to do so in a user-friendly manner by introducing material in short, digestible units (called "modules"). Each module has several history-of-science text boxes throughout as well as key terms, text questions, and text-box questions at its end. There are also ample practice exercises to test students on the material.

In Ancient Science and Dreams, M. Andrew Holowchak analyzes the ancient notion of science of dreams throughout Greco-Roman antiquity, from the Classical Greece in the fifth century B.C. to the Roman Republic in the fourth century A.D. Holowchak investigates psycho-physiological accounts, interpretation of prophetic dreams, and the use of dreams in secular and non-secular medicine. Culling from some of the fullest and most important accounts of dreams and ordering the presentation in each section chronologically, the author analyzes the extent to which empirical and non-empirical factors guided ancient accounts in Greco-Roman antiquity.

Critical Reasoning & Philosophy has been praised as an innovative and clearly written handbook that teaches new philosophy students how to read, evaluate, and write in a critical manner. Concise, accessible language and ample use of examples and study modules help students gain the basic knowledge necessary to succeed in undergraduate philosophy courses, and to apply that knowledge to achieve success in other disciplines as well. With a reorganized presentation, fresh modules, new examples and illustrations, the second edition is even more clear and accessible to students.