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Donald Davidson
Donald Davidson has made enormous contributions to the philosophy of action, epistemology, semantics and philosophy of mind and today is recognized as one of the most important analytical philosophers of the late twentieth century. Donald Davidson: Truth, Meaning and Knowledge addresses * Davidson's writings on epistemology and theory of language with their implications of ontology and philosophy of mind * the central issue of whether truth is the ultimate goal of enquiry, challenged by contributions from Richard Rorty and Paul Horwich * Davidson's approach to semantics and applied linguistics as addressed by Kirk Ludwig, Gabriel Segal, Peter Pagin, Stephen Neale, Herman Cappelen and Ernie Lepore and Reinaldo Elugardo * Davidson's advances in the philosophy of mind in relation to the views of Williard V. Quine, John McDowell and Peter F. Strawson, in essays by Roger Gibson and Anita Avramides
Educational Theory and Jewish Studies in Conversation
Educational Theory and Jewish Studies in Conversation: From Volozhin to Buczacz, by Harvey Shapiro, PhD, brings together two different fields of study--modern Jewish studies and contemporary educational theory--to provide new theoretical frameworks for their interaction. Although Jewish studies and education programs at secular universities have joined denominational and transdenominational institutions of higher learning in adopting a dual or parallel course structure, there has been little scholarly attention given to the basis for doing so. Shapiro provides alternative theoretical frameworks for the relationship between Jewish studies and educational theory and discusses different ways of developing and articulating these relationships between disciplines. Shapiro shows what is at stake when students and faculty think and communicate together across discourses--in particular, between the fields of education and Jewish studies. Presenting an alternative to conventional notions of interdisciplinarity, this book's import extends to virtually all relationships between the humanities and professional education when these different discourses illuminate and challenge one another.
Hilary Putnam
One of the most influential contemporary philosophers, Hilary Putnam's involvement in philosophy spans philosophy of mind, philosophy of language, ontology and epistemology and logic. This specially commissioned collection discusses his contribution to the realist and pragmatist debate. Hilary Putnam comments on the issues raised in each article, making it invaluable for any scholar of his work.
Thomas Reid on Mind, Knowledge, and Value
The essays in this volume tell part of the story about Reid's significance in his time and ours. They represent three broad themes in his philosophy: mind, knowledge, and value. The essays present Reid's philosophy of developing agents in a rich world of objects and values - agents with intellectual and active powers whose regularity is productive. Though such agents are equipped at first with rudimentary abilities, those abilities are responsive. Our powers consist in a fundamental and ongoing engagement with a world that calls on us to be flexible, sensitive, astute, and, ultimately, practical.
Philosophy After Postmodernism
Formulating a new approach to philosophy, Paul Crowther identifies conceptual links between value, knowledge, personal identity and civilization understood as a process of cumulative advance.
The Early Wittgenstein on Metaphysics, Natural Science, Language and Value
This book advances a reading of Wittgenstein’s Tractatus that moves beyond the main interpretative options of the New Wittgenstein debate. It covers Wittgenstein’s approach to language and logic, as well as other areas unduly neglected in the literature, such as his treatment of metaphysics, the natural sciences and value. Tejedor re-contextualises Wittgenstein’s thinking in these areas, plotting its evolution in his diaries, correspondence and pre-Tractatus texts, and developing a fuller picture of its intellectual background. This broadening of the angle of view is central to the interpretative strategy of her book: only by looking at the Tractatus in this richer light can we address...
Wittgenstein and Heidegger
Ludwig Wittgenstein and Martin Heidegger are arguably the two most influential philosophers of the twentieth century. Their work not only reshaped the philosophical landscape, but also left its mark on other disciplines, including political science, theology, anthropology, ecology, mathematics, cultural studies, literary theory, and architecture. Both sought to challenge the assumptions governing the traditions they inherited, to question the very terms in which philosophy’s problems had been posed, and to open up new avenues of thought for thinkers of all stripes. And despite considerable differences in style and in the traditions they inherited, the similarities between Wittgenstein and ...
Education for Knowing
If our goal is Education for Knowing, as the title says, then we need to be guided by a conception of what knowing is. For example, we can all agree that there are “math facts” that students need to learn, and we can agree that there are general concepts and laws that students should be acquainted with. But is there more involved, perhaps something like nurturing in students a desire to probe deeper into the workings of thing? Or developing a capacity to explain why things work the way they do? Our conceptions of what genuine knowing is serve as guides to what we think the goal of education is, and they tell us how to “build a student.” However, as it turns out, there are multiple conceptions of what knowing truly involves, and these conceptions tend to be different for different sets of education stakeholders such as parents and their children, school administrators, and educational researchers. Understanding this diversity of conceptions of knowing will make it easier for representatives of the different stakeholder groups to work together to accomplish the goal of building knowing students.
God in Postliberal Perspective
Who is God? The variety of images of God tends to overwhelm us in the present age. Is 'God' a fiction of human construction, or a reality that makes claims upon how we practice 'faith in God'? How does this quest for an understanding of 'God' illumine who 'we' are? God in Postliberal Perspective presents an introduction to the doctrine and concept of God in contemporary philosophy and theology, exploring how some theologians and philosophers dare to speak of God as "real" in our sceptical, pluralistic, and interfaith age. Robert Cathey tours the "house of realism" as constructed by postliberal Christians (David Burrell, William Placher, Bruce Marshall), in conversation with living communities of faith and critical work in philosophy and theology, and develops a distinctive argument about the relation of realism and non-realism in constructing the doctrine of God in postliberal theology. Offering a reading of postliberal theology which is open to critical discussion with other types of theology, philosophy, and faith traditions, this book proposes a model of theological reflection that may be extended to the reality-claims of a wide range of doctrines and concepts.
Socializing Metaphysics
Human life is conducted within a network of social relations, social groups, and societies. Grasping the implications of that fact starts with understanding social metaphysics. Social metaphysics provides a foundation for social theory, as well as for social epistemology, philosophy of language, philosophy of mind, action theory, ethics, and political philosophy. This volume will interest anyone concerned with mind, action, or the foundations of social theory. Socializing Metaphysics supplies diverse answers, from a broad array of voices, to the basic questions of social metaphysics. What is it for human beings to stand in social relations or form social groups? Do these relations and groups bring about something above and beyond the individuals involved? Is there any sense to the notion of a human being apart from social relations? How can an individual achieve autonomy within a society? In what sense are human kinds like race and gender socially constructed? The answers are found within.
