This title was first published in 2001. Friedrich Nietzsche has always been recognized as an original thinker, one who stands apart from and outside the philosophical schools and tendencies of his time. This is the way he continually presented himself. Many readers have accepted this self-interpretation at face value. Yet there is another side to Nietzsche's thinking which shows not only an awareness of contemporary writers, but an engagement with their ideas which is often both intense and sustained. The intention of this study is to explore this side in detail, by surveying various themes in his philosophical thinking with such links in mind. It is important to avoid one misunderstanding though: this book is not designed to show that Nietzsche derived his ideas from various other thinkers. In that sense, it is not necessarily about "sources" or even about "influences". Rather, it shows that his independence and originality developed in dialogue with other thinkers.

This title was first published in 2001. This collection of new essays on phenomenological themes reviews aspects of the philosophical movement which began with the publication in 1900-01 of Edmund Husserl's path-breaking Logical Investigations. A broad survey of phenomenology is particularly timely given that this philosophical movement is reaching a hundred years of its existence. The thirteen contributions represent a wide range of approaches and interests within the phenomenological framework. Some present approaches to Husserl, while others explore aspects of the fundamental texts of phenomenology and provide critical discussions of later thinkers such as Heidegger, Sartre, and Derrida whose relation to Husserl receives particular attention. The final section relates phenomenology to other disciplines and to broader issues in social thought and cultural studies. This book will enable students and professional philosophers alike to explore the various strands of this widely influential school of thought.

Marx and Education is the first assessment of the educational thought of Karl Marx (1818-1883) and its later influence, in the light of developments at the close of the twentieth century. It provides a new perspective, in which many aspects of Marx's ideas are seen clearly for the first time, freed from misleading associations and outdated prejudices. Marx's thinking on education touches on many still current issues: about personal development, the nature of learning, and the ultimate aims of education, as well as the relations between the school and society. Robin Small explores Marx's approach to each of these issues and in relating them to later developments brings the story up to the present day.

Puzzles about time - about past, present and future, and the nature of becoming - have concerned philosophers from the ancient Greeks to the present day. Yet few have been as radical in their thinking as Friedrich Nietzsche. "Time and Becoming in Nietzsche's Thought" explores Nietzsche's approach to temporality, showing that his metaphorical and literary presentations lend themselves, in surprising detail, to the debates that have engaged other thinkers.
Like Heraclitus, Nietzsche is a philosopher of becoming who sees reality as a continual flow of change. Time is an interpretation of becoming, designed to enable its tensions and fluctuations to be grasped conceptually by our minds. From this starting point, Robin Small explores the emergence of sharply contrasting models of temporality which express differing forms of life. The book concludes with a return to Nietzsche's Dionysian vision of playful participation in becoming as a never-ending creation and destruction.
"Time and Becoming in Nietzsche's Thought" reveals Nietzsche as a major contributor to our thinking about temporality and its significance for human life.

Covering all aspects of production safety, this is an invaluable reference guide for the independent programme maker, freelancer, manager, producer, tutor and student filmmaker. Robin Small identifies all the major risks and gives advice on how to control and/or eliminate them. Each hazard section includes useful references to the relevant legislation, documents and licences, as well as addresses of organisations for essential advice and recommended further reading. Important information about hazard identification, risk assessment and safety policy is provided in the chapters covering legislation, health and safety management, personal protective equipment and insurance. Particular hazards are then split into individual sections for ease of reference. These hazards include: Asbestos Cranes Explosives and pyrotechnics Food and catering Manual handing and lifting Visual display screens Working at heights The appendices provide comprehensive contact information for UK and European Heath and Safety sources. They also include sample forms to draw up your own safety system. Robin Small is Senior Lecturer in Television, Media Department at the University of Huddersfield.

AAMarx and Education AA is the first assessment of the educational thought of Karl Marx (1818-1883) and its later influence, in the light of developments at the close of the twentieth century. It provides a new perspective, in which many aspects of Marx's ideas are seen clearly for the first time, freed from misleading associations and outdated prejudices. Marx's thinking on education touches on many still current issues about personal development, the nature of learning, and the ultimate aims of education, as well as the relations between the school and society. Robin Small explores Marx's approach to each of these issues and in relating them to later developments brings the story up to the present day.

This title was first published in 2001. This collection of new essays on phenomenological themes reviews aspects of the philosophical movement which began with the publication in 1900-01 of Edmund Husserl's path-breaking Logical Investigations. A broad survey of phenomenology is particularly timely given that this philosophical movement is reaching a hundred years of its existence. The thirteen contributions represent a wide range of approaches and interests within the phenomenological framework. Some present approaches to Husserl, while others explore aspects of the fundamental texts of phenomenology and provide critical discussions of later thinkers such as Heidegger, Sartre, and Derrida whose relation to Husserl receives particular attention. The final section relates phenomenology to other disciplines and to broader issues in social thought and cultural studies. This book will enable students and professional philosophers alike to explore the various strands of this widely influential school of thought.

Friedrich Nietzsche has always been recognized as an original thinker, one who stands apart from and outside the philosophical schools and tendencies of his time. This is the way he continually presented himself. Many readers have accepted this self-interpretation at face value. Yet there is another side to Nietzsche's thinking which shows not only an awareness of contemporary writers, but an engagement with their ideas which is often both intense and sustained. The intention of this study is to explore this side in detail, by surveying various themes in his philosophical thinking with such links in mind. It is important to avoid one misunderstanding though: this book is not designed to show that Nietzsche derived his ideas from various other thinkers. In that sense, it is not necessarily about sources or even about influences. Rather, it shows that his independence and originality developed in dialogue with other thinkers. Those qualities are no less real for that reason; in fact the author believes that they can be appreciated all the more by being placed in the context of his relations to other philosophers.

This book offers a succinct guide to Friedrich Nietzsche's contributions to educational thought, placing them within the context of his overall philosophy and adding biographical background information that sheds light on his thinking. Topics discussed in detail include theories of knowledge and life, concepts of teaching and learning, and practice and policy issues in modern education. Friedrich Nietzsche (1844-1900) was a major Western thinker with much to say about education, both directly and indirectly. A fierce critic of the schools and universities of his time, he affirms the centrality of 'culture' and the exceptional individual as the true aim of education. For Nietzsche, the human predicament is characterised by the tension between knowledge and life. The task of education is to reconcile these demands, but that requires a radical rethinking of knowledge and a re-evaluation of morality. Nietzsche's new conception of truth replaces facts with interpretations, and certainty with bold experiment. His new virtues arise out of the 'sublimation' of drives that are condemned by traditional morality. An education of the future promotes these aspects of individual development. Even so, Nietzsche seems to think that, in the end, it is up to each of us to engage in a broader task of self-realisation, for which he has a cryptic formula: "Become what you are."

Covering all aspects of production safety, this is an invaluable reference guide for the independent programme maker, freelancer, manager, producer, tutor and student filmmaker. Robin Small identifies all the major risks and gives advice on how to control and/or eliminate them. Each hazard section includes useful references to the relevant legislation, documents and licences, as well as addresses of organisations for essential advice and recommended further reading. An appendix lists samples of vital certificates, with visual references provided on www.focalpress.com.

Important information about hazard identification, risk assessment and safety policy is provided in the chapters covering legislation, health and safety management, personal protective equipment and insurance. Particular hazards are then split into individual sections for ease of reference. These hazards include:
Asbestos
Cranes
Explosives and pyrotechnics
Food and catering
Manual handing and lifting
Visual display screens
Working at heights
The appendices provide comprehensive contact information for UK and European Heath and Safety sources. They also include sample forms to draw up your own safety system.
Robin Small is Senior Lecturer in Television, Media Department at the University of Huddersfield.
Learn how to identify potential hazards and control and/or eliminate them.
Gain fast access to legislation and procedure.
Make use of the essential documentation contained on the CD and website.

This book is an introduction to Karl Marx (1818-1883) as a radical educational thinker. Marx's own schooling and education are examined and we see how his interest in educational issues was informed by his own experience. Educational themes in Marx's thinking are identified: the role of education within capitalist society, the contribution of education to human development and the character of education in a future society. These are placed in a historical setting by the author and related to public debates over educational policy.

Throughout his career, Marx identified education as key to the prospects of the working class. The story of this engagement adds a new dimension to the picture of his work as a philosopher, political economist and socialist revolutionary. The aspects of education that concerned Marx matched prominent features of his theoretical and political activity, and educational themes provided him with a critical application for many of his most important ideas.

The author explores Marx's work on the British factory school system, his use of evidence from the reports of school inspectors, and the contemporary movement that led to the establishment of modern systems of public schooling. The final chapter relates Marx's thinking to questions about the place of education in today's society, showing how relevant it is for the twenty-first century.

These discussions contain new scholarship, draw on original sources and are written in a clear and readable style. Students in education courses at universities and colleges, educational researchers and teachers will find this examination of Karl Marx's ideas concerning education both engaging and enlightening.

During years of close friendship, Friedrich Nietzsche (1844-1900) and Paul Ree (1849-1901) shared ideas and developed a new and original approach to philosophy and ethics. The course of their partnership, from its origins in shared hopes to its ending in a painful breakdown of personal relations, is the subject of this book.
The full story has not been told before. Some of its biographical aspects - especially the three-sided relationship involving the young Lou Salome which had severe emotional consequences for Nietzsche - have been known. Yet many personal details are presented here for the first time. The philosophical account is equally absorbing, showing how this collaboration was a crucial stage on Nietzsche's way toward his most original and radical contributions to philosophy.
'Rd'eealism' was the label Nietzsche gave to Ree's naturalistic doctrine, which drew on the evolutionary theory of natural selection to explain the moral concepts of good, evil, conscience and justice. Just as importantly, Ree wrote in a cool, highly disciplined style, very different from most German writers of the time. Both aspects of his work made a strong impact on Nietzsche, who developed this project in his own way in a series of works starting with Human, All-Too-Human. Yet he eventually came to criticise and reject 'Reealism' as inadequate to the task of a revaluation of values, and replaced the 'historical approach' with his own genealogy of morality.
In a strikingly poetic passage in The Gay Science, Nietzsche describes a 'star friendship': the brief meeting of two stars whose paths cross and then diverge forever, perhaps as part of some pattern beyond their knowledge. This bookgives the 'star friendship' of Nietzsche and Ree the treatment it has always needed. In doing so, it brings to light fresh aspects of one of the most important of modern thinkers.

During years of close friendship, Friedrich Nietzsche (1844-1900) and Paul Ree (1849-1901) shared ideas and developed a new and original approach to philosophy and ethics. The course of their partnership, from its origins in shared hopes to its ending in a painful breakdown of personal relations, is the subject of this book. The full story has not been told before. Some of its biographical aspects - especially the three-sided relationship involving the young Lou Salome which had severe emotional consequences for Nietzsche - have been known. Yet many personal details are presented here for the first time. The philosophical account is equally absorbing, showing how this collaboration was a crucial stage on Nietzsche's way toward his most original and radical contributions to philosophy. 'Reealism' was the label Nietzsche gave to Ree's naturalistic doctrine, which drew on the evolutionary theory of natural selection to explain the moral concepts of good, evil, conscience and justice. Just as importantly, Ree wrote in a cool, highly disciplined style, very different from most German writers of the time. Both aspects of his work made a strong impact on Nietzsche, who developed this project in his own way in a series of works starting with Human, All-Too-Human. Yet he eventually came to criticise and reject 'Reealism' as inadequate to the task of a revaluation of values, and replaced the 'historical approach' with his own genealogy of morality. In a strikingly poetic passage in The Gay Science, Nietzsche describes a 'star friendship': the brief meeting of two stars whose paths cross and then diverge forever, perhaps as part of some pattern beyond their knowledge. This book gives the 'star friendship' of Nietzsche and Ree the treatment it has always needed. In doing so, it brings to light fresh aspects of one of the most important of modern thinkers.

Puzzles about time - about past, present and future, and the nature of becoming - have concerned philosophers from the ancient Greeks to the present day. Yet few have been as radical in their thinking as Friedrich Nietzsche. "Time and Becoming in Nietzsche's Thought" explores Nietzsche's approach to temporality, showing that his metaphorical and literary presentations lend themselves, in surprising detail, to the debates that have engaged other thinkers.
Like Heraclitus, Nietzsche is a philosopher of becoming who sees reality as a continual flow of change. Time is an interpretation of becoming, designed to enable its tensions and fluctuations to be grasped conceptually by our minds. From this starting point, Robin Small explores the emergence of sharply contrasting models of temporality which express differing forms of life. The book concludes with a return to Nietzsche's Dionysian vision of playful participation in becoming as a never-ending creation and destruction.
"Time and Becoming in Nietzsche's Thought" reveals Nietzsche as a major contributor to our thinking about temporality and its significance for human life.

This book contains the first English translations of The Origin of the Moral Sensations and Psychological Observations, the two most important works by the German philosopher Paul Ree. These essays present Ree's moral philosophy, which influenced the ideas of his close friend Friedrich Nietzsche considerably. Nietzsche scholars have often incorrectly attributed to him arguments and ideas that are Ree's and have failed to detect responses to Ree's works in Nietzsche's writings. Ree's thinking combined two strands: a pessimistic conception of human nature, presented in the French moralists' aphoristic style that would become a mainstay of Nietzsche's own writings, and a theory of morality derived from Darwin's theory of natural selection. Ree's moral Darwinism was a central factor prompting Nietzsche to write On the Genealogy of Morals and the ground-work for much of today's "evolutionary ethics." In an illuminating critical introduction, Robin Small examines Ree's life and work, locating his application of evolutionary concepts to morality within a broader history of Darwinism while exploring Ree's theoretical and personal relationship with Nietzsche. In placing Nietzsche in his intellectual and social context, Small profoundly challenges the myth of Nietzsche as a solitary thinker.