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Transcendentalism in New England
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Transcendentalism in New England
Piece discussed Margaret Fuller's "parlor" weekly lectures on transcendentalism, and their effects on Emerson.
Transcendentalism in New England
Excerpt from Transcendentalism in New England: A Lecture Delivered Before the Society for Philosophical Enquiry, Washington, D. C., May 7, 1895 I AM asked to speak to you of Transcendentalism in New England. The phrase is a misnomer; out of New England, Transcendentalism had no practical existence. In Germany it belonged to the scholars, and never affected popular life. It began to do this in New England a hundred years before The Critique of Pure Reason was printed, and independently of the causes which brought that philosophical classic into existence. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This boo...
Humanistic Philosophizing
Philosophy is the project of seeking for answers to “the big questions” regarding the condition of man, the nature of Reality, and man’s place within its scheme of things. The philosopher tries, as best one can, to address this range of complex and difficult issues. Against this background, this book considers some major areas of philosophical concern: namely, humans and their interpersonal relations, reality and our knowledge thereof, and philosophizing itself. It presents various case studies that typify the philosopher’s approach to the issues.
Philosophical Inquiries
In Philosophical Inquiries, Nicholas Rescher offers his perspectives on many of the foundational concerns of philosophy and reminds us that the purpose of philosophy is to “question the questions.” Rescher sees the need to inquire as an evolutionary tool for adapting to a hostile environment and shows how philosophy has thus developed in an evolutionary fashion, building upon acquired knowledge and upon itself. In a historical thread that informs and enriches his overview, Rescher recalls the contributions of Aristotle, Plato, Plotinus, Kant, Hegel, Leibniz, Laplace, Bertrand Russell, and others. Among his many topics, Rescher discusses knowledge and the unattainablity of absolutes, skep...
Bulletin of the Philosophical Society of Washington
Vols. 1-14, 16- include the society's Proceedings, 1871-1905, 1961-
Philosophical Inquiry with Children
Philosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula. Drawing together a wide range of eminent scholars and practitioners in the field of educational philosophy, this anthology, the first of its ...
