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.

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.

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.

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.