Through the use of several illustrations from illuminated manuscripts and other media, Resnick engages readers in a discussion of the later medieval notion of Jewish difference.
Perhaps we are never done with thought, nor should be. If this is indeed the case, then Kant may have been right after all in supposing that folks will never lose interest in metaphysics, in thought thinking thought. But what of academics? Where would we find these days a comprehensive treatment of pure reason, of the epochs of its origins and accomplishments, that is not just another collection of interpretations of source texts in translation? This study introduces philosophy students and professionals to the logotectonic method of conception as developed by Heribert Boeder, a pupil of Martin Heidegger, which is broadly structuralist in its approach but endeavors to make evident how the principles of rationality governing the Occidental tradition of ó (logos) even those dictated by the animus of our post/modern world of thought in opposition to it are, in fact, founded upon the nature of pure reason itself, the intellect, the discipline, and the art of which can be understood as constituting a unique language containing a vocabulary of distinguished terms, a syntax that determines their ratios, and rules of inference with which these terms of principle, insight, and issue are built into trains of thought about thought, every thought. As a result, the wisdom of the Muses (Homer, Hesiod, Solon), of the Holy Spirit (the Synoptic Narratives of Mark, Luke, and Matthew, the Apostolic Letters of Paul, the Gospel of John), and of Humanity (Rousseau, Schiller, Hölderlin) can be seen to have thrice articulated, in their own terms, a moving vision of our experience with the distinction of human being, inspiring critical reflection to consider the ó as a destiny with regards to which even we, as the thinkers, the doers, and the builders of today, are still learning what it means to make a difference. The Distinction of Human Being offers contemporary thinkers, beginners as well as professionals, a comprehensive reading of the origin and the tradition of metaphysics encompassing the life and times of pure reason as it unfolds across its theoretical, practical, and poetic endeavor the last of which suggests what a philological philosophy might entail and demand of a new generation of friends of wisdom. ** About the Author Thomas Kruger Caplan (born 1961 in Manhattan) has lived for the past 30 years in Europe, for the most part in Germany. He studied literature theory in Paris, philosophy in Osnabrück (Germany) with Heribert Boeder ( 4 December 2013), a pupil of Martin Heidegger, attended experimental theater workshops at the Brunswick University of Fine Arts (Germany), and is currently teaching business English, philosophy, cultural history, and rhetoric at the Ostfalia University of Applied Sciences (Salzgitter, Germany).
The past decades have witnessed a surge of sociological interest in the body. From the focal point of aesthetic investment, political regulation and moral anxiety, to a means of redefining traditional conceptions of agency and identity, the body has been cast in a wide variety of sociological roles. However, there is one topic that proves conspicuously absent from this burgeoning literature on the body, namely its role in the everyday (re)production of class-boundaries. Distinctions in the Flesh aims to fill that void by showing that the way individuals perceive, use and manage their bodies is fundamentally intertwined with their social position and trajectory. Drawing on a wide array of survey-data – from food-preferences to sporting-practices and from weight-concern to tastes in clothing – this book shows how bodies not only function as key markers of class-differences, but also help to naturalize and legitimize such differences. Along the way, it scrutinizes popular notions like the ‘obesity epidemic’, questions the role of ‘the media’ in shaping the way people judge their bodies and sheds doubt on sociological narratives that cast the body as a malleable object that is increasingly open to individual control and reflexive management. This book will be of interest to scholars of class, lifestyle and identity, but also to social epidemiologists, health professionals and anyone interested in the way that social inequalities become, quite literally, inscribed in the body.
This volume collects the best and most influential essays on knowledge, rationality and morality that Stephen Stich has published in the last 40 years. The volume includes a new introductory essay that offers an overview of the papers and traces the history of how they emerged.
Be a winner in your personal and professional life with this pull-no-punches guide Let's face it: to become a winner in the face of unpredictable times requires hard work and a determined mindset. Winners choose to be winners. Whiners let others control their fate. Which one do you want to be? In The Top Ten Distinctions between Winners and Whiners, Keith Cameron Smith reveals the secrets to becoming a winner in both your professional and personal life. Discover powerful exercises you can start immediately that will make a positive and lasting change in your life. Master the 10 vital principles and move past the status quo and up the ladder Create positive meaning and build relationships Hundreds of top producers from many network marketing companies as well as upper managers from several Fortune 500 companies are using The Top 10 Distinctions between Winners and Whiners to inspire their teams. Take responsibility for your success and steer clear of naysayers and negativity with The Top Ten Distinctions between Winners and Whiners.
This is the first of two volumes collecting articles by the distinguished philosopher Stephen Stich. This volume collects the best and most influential essays that Stephen Stich has published in the last 40 years on topics in the philosophy of mind and the philosophy of language. They discuss a wide range of topics including grammar, innateness, reference, folk psychology, eliminativism, connectionism, evolutionary psychology, simulation theory, social construction, and psychopathology.
This book explains why moral systems necessarily develop and why they take the various forms that they do. Johnson argues that moral systems are best understood as attempts both to seek out ways of living a fulfilling human life and also to find ways of relating to others who also seek a fulfilling life. Philosophers generally agree that the moral pathway is also the fulfilling pathway. However, the moral pathways advocated and the kind of fulfillments envisioned depend upon beliefs about human nature as well as beliefs about the ultimate nature of things—a worldview. Aristotle, Epicurus, Saint Augustine, and Friedrich Nietzsche, for instance, had radically varying views about what constitutes a fulfilling life. Johnson argues that the moral quest involves properly arbitrating among the often competing wants, needs, and desires pursued by human beings. Not all such wants, needs, and desires can be fulfilled; some must necessarily go unfulfilled. This implies that a vast number of human choices are moral choices. For instance, who eats and who does not? Johnson gives no moral advice. His aim is to show the reader the nature of the moral choices they necessarily make.
In contexts of instructed second language acquisition there is a need for teaching methods that are optimally efficient, i.e. teaching interventions that generate a maximal return on learners' and teachers' investment of time and effort. In the past couple of decades, many researchers have argued that insights from Cognitive Linguistics (CL) - when suitably translated for pedagogical purposes - can make a major contribution to fostering such language teaching efficiency. This collective volume assesses and supplements those CL proposals. The first part of the book positions CL-inspired language pedagogy vis-à-vis recent trends in mainstream applied linguistics and illustrates through several case studies that language-focused instruction (including CL-inspired instruction) is a useful - if not indispensable - complement to learner-autonomous, incidental acquisition. The second part demonstrates how CL research can help pedagogues identify hitherto neglected language elements that merit explicit targeting in second language instruction. The third part consists of contributions that put the pedagogical efficiency of several CL-inspired interventions to the test in classroom experiments. Additions to the currently available armoury of teaching methods are proposed. The kinds of target language items under examination in the book range from single words over multiword units to grammar patterns. Throughout, the volume illustrates how much pedagogy-oriented Cognitive Linguistics has matured in recent years.