The life of John Stanislaus Joyce, father of James, Fenian, Parnellite, drunk who claimed to have cured himself of syphilis. Obsessed with the burden of being the only son of an only son, John Joyce himself fathered no fewer than seventeen children with his long-suffering wife (despite many affairs and many engagements he actually married only once) but was concerned only with his eldest surviving son, James. This was through no intrinsic merit on James's part but because of John Joyce's excessive belief in the rights of primogeniture such that all his other children were excluded from his will and those who predeceased him were not even named on the family gravestone. John, as James liked to claim, gave to his son all of his wit: most of the characters in Ulysses are barely disguised friends of his and the incidents from his life pepper James's fiction. John Joyce was the most important person in James's life. But as well as the light thrown on the century's greatest novelist, this is a depiction of the high-spirits, ebulliant passions, deep depressions, good humour and warm linguistic skills of the ultimate Dublin character.

Denis Guiney (1893-1967) was one of the most remarkable Irishmen of his generation, who exerted through his business career a significant influence on the development of the economy and lifestyle of modern Ireland. As a draper, he rose from working in small country shops to become the owner of one of the country's biggest enterprises, the largest private company then in Ireland, the successor to part of a commercial empire created by a series of earlier Irish entrepreneurs, which he transformed to serve the ever-increasing and ever-changing needs of the population of a new kind of Ireland. He is one of those whose lives have materially contributed to the creation of the country's modern prosperity. Many talked airily of a 'New Ireland'. Denis Guiney helped create it.

Thinking, Childhood, and Time: Contemporary Perspectives on the Politics of Education is an interdisciplinary exploration of the notion of childhood and its place in a philosophical education. Contributors consider children's experiences of time, space, embodiment, and thinking. By acknowledging Hannah Arendt's notion that every child brings a new beginning into the world, they address the question of how educators can be more responsive to the Otherness that childhood offers, while assuming that most educational models follow either a chronological model of child development or view children as human beings that are lacking. This book explores childhood as a philosophical concept in children, adults, and even beyond human beings-Childhood as a (forgotten) dimension of the world. Contributors also argue that a pedagogy that does not aim for an "exodus of childhood," but rather responds to the arrival of a new human being responsibly (dialogically), fosters a deeper appreciation of the newness that children bring in order to sensitize us for our own Childhood as adults as well and allow us to welcome other forms of childhood in the world. As a whole, this book argues that the experience of natality, such as the beginning of life, is not chronologically determined, but rather can occur more than once in a human life and beyond. Scholars of philosophy, education, psychology, and childhood studies will find this book particularly useful.

Phenomenology and the Arts develops the interplay between phenomenology as a historical movement and a descriptive method within Continental philosophy and the arts. Divided into five themes, the book explores first how the phenomenological method itself is a kind of artistic endeavor that mirrors what it approaches when it turns to describe paintings, dramas, literature, and music. From there, the book turns to an analysis and commentary on specific works of art within the visual arts, literature, music, and sculpture. Contributors analyze important historical figures in phenomenology-Kant, Hegel, Husserl, Heidegger, and Merleau-Ponty. But there is also a good deal of work on art itself-Warhol, Klee, jazz, and contemporary and renaissance artists and artworks. Edited by Peter R. Costello and Licia Carlson, this book will be of interest to students in philosophy, the arts, and the humanities in general, and scholars of phenomenology will notice incredibly rich, groundbreaking research that helps to resituate canonical figures in phenomenology with respect to what their works can be used to describe.

Phenomenology and the Arts develops the interplay between phenomenology as a historical movement and a descriptive method within Continental philosophy and the arts. Divided into five themes, the book explores first how the phenomenological method itself is a kind of artistic endeavor that mirrors what it approaches when it turns to describe paintings, dramas, literature, and music. From there, the book turns to an analysis and commentary on specific works of art within the visual arts, literature, music, and sculpture. Contributors analyze important historical figures in phenomenology-Kant, Hegel, Husserl, Heidegger, and Merleau-Ponty. But there is also a good deal of work on art itself-Warhol, Klee, jazz, and contemporary and renaissance artists and artworks. Edited by Peter R. Costello and Licia Carlson, this book will be of interest to students in philosophy, the arts, and the humanities in general, and scholars of phenomenology will notice incredibly rich, groundbreaking research that helps to resituate canonical figures in phenomenology with respect to what their works can be used to describe.

A timely addition to the Citadel 100 Series, here is a ranking of the most prominent Irish figures in history -- in order of influence -- a list that is certain to arouse controversy.

First place goes to St. Patrick, who was not born in Ireland, but was instrumental in defining its culture, and second and third to Eamon de Valera and Michael Collins, both shapers of modern Ireland.

The rest, selected from Celtic times up to today, are the source of the many fascinating stories that make up this lively volume.

For those curious about the Irish and scholars researching the mixed nature of Irish life and culture, The Irish 100 will prove invaluable.

The Lived Experience of Forgiveness: Phenomenological and Psychological Perspectives remedies the absence of systematic research on the experience of forgiveness by bringing together the work of five psychologists, one philosopher, and one theologian. The contributors have researched various aspects of forgiveness through interviews and field work, allowing for a clarification of this topic and providing a basis for evaluating the often-contradictory assertions of the existing literature. Edited by Steen Halling, this volume demonstrates the value of careful study of human experience by examining forgiveness in its various manifestations within a phenomenological framework that strives to set aside and question presuppositions—whether they be religious, philosophical, or psychological—and look at phenomena with fresh eyes. This approach enables a more creative and productive dialogue among the disciplines of psychology, theology, and philosophy, with experience as a common reference point, and thereby leads to a deeper understanding of the phenomenon of forgiveness.

Philosophical Children in Literary Situations: Toward a Phenomenology of Education argues that both phenomenology and children's literature can assist one another in understanding the lived experience of children. Through careful readings of central figures in the phenomenological tradition, including Husserl, Heidegger, and Merleau-Ponty, Costello introduces both the novice and the scholar to the phenomenological method of describing community, emotion, religion, gender, and loss-experiences that are central to all humans, but especially to the developing child. When turning to literary analysis, Costello uses the phenomenological theory discussed to open up the literary texts of familiar and award-winning children's chapter books toward new layers of interpretation, reading such novels as To Kill a Mockingbird, A Wrinkle in Time, and Charlotte's Web to participate in ongoing conversations about childhood perception within children's literature studies and philosophy for children. Scholars of philosophy, education, literary studies, and psychology will find this book particularly useful.

Philosophical Children in Literary Situations: Toward a Phenomenology of Education argues that both phenomenology and children's literature can assist one another in understanding the lived experience of children. Through careful readings of central figures in the phenomenological tradition, including Husserl, Heidegger, and Merleau-Ponty, Costello introduces both the novice and the scholar to the phenomenological method of describing community, emotion, religion, gender, and loss-experiences that are central to all humans, but especially to the developing child. When turning to literary analysis, Costello uses the phenomenological theory discussed to open up the literary texts of familiar and award-winning children's chapter books toward new layers of interpretation, reading such novels as To Kill a Mockingbird, A Wrinkle in Time, and Charlotte's Web to participate in ongoing conversations about childhood perception within children's literature studies and philosophy for children. Scholars of philosophy, education, literary studies, and psychology will find this book particularly useful.

This book allows philosophers, literary theorists, and education specialists to come together to offer a series of readings on works of children's literature. Each of their readings is focused on pairing a particular, popular picture book or a chapter book with philosophical texts or themes. The book has three sections-the first, on picturebooks; the second, on chapter books; and the third, on two sets of paired readings of two very popular picturebooks. By means of its three sections, the book sets forth as its goal to show how philosophy can be helpful in reappraising books aimed at children from early childhood on. Particularly in the third section, the book emphasizes how philosophy can help to multiply the type of interpretative stances that are possible when readers listen again to what they thought they knew so well. The kinds of questions this book raises are the following: How are children's books already anticipating or articulating philosophical problems and discussions? How does children's literature work by means of philosophical puzzles or language games? What do children's books reveal about the existential situation the child reader faces? In posing and answering these kinds of questions, the readings within the book thus intersect with recent, developing scholarship in children's literature studies as well as in the psychology and philosophy of childhood.

This book allows philosophers, literary theorists, and education specialists to come together to offer a series of readings on works of children's literature. Each of their readings is focused on pairing a particular, popular picture book or a chapter book with philosophical texts or themes. The book has three sections--the first, on picturebooks; the second, on chapter books; and the third, on two sets of paired readings of two very popular picturebooks. By means of its three sections, the book sets forth as its goal to show how philosophy can be helpful in reappraising books aimed at children from early childhood on. Particularly in the third section, the book emphasizes how philosophy can help to multiply the type of interpretative stances that are possible when readers listen again to what they thought they knew so well.The kinds of questions this book raises are the following: How are children's books already anticipating or articulating philosophical problems and discussions? How does children's literature work by means of philosophical puzzles or language games? What do children's books reveal about the existential situation the child reader faces? In posing and answering these kinds of questions, the readings within the book thus intersect with recent, developing scholarship in children's literature studies as well as in the psychology and philosophy of childhood.