Originally published in French as "La Philosophie, une Ecole de la Liberte. Enseignement de la philosophie et apprentissage du philosopher : Etat des lieux et regards pour l'avenir." - This study is dedicated to all those who engaged themselves, with vigour and conviction, in the defence of the teaching of philosophy a fertile guarantor of liberty and autonomy. This publication is also dedicated to the young spirits of today, bound to become the active citizens of tomorrow.
Freedom of speech, religion, choice, will—humans have fought, and continue to fight, for all of these. But what is human freedom really? Taking a broad approach across metaphysics, politics, and ethics, Lars Svendsen explores this question in his engaging book, while also looking at the threats freedom faces today. Though our behaviors, thoughts, and actions are restricted by social and legal rules, deadlines, and burdens, Svendsen argues that the fundamental requirement for living a human life is the ability to be free. A Philosophy of Freedom questions how we can successfully create meaningful lives when we are estranged from the very concept of freedom. Svendsen tackles such issues as the nature of free agency and the possibility of freedom in a universe governed by natural laws. He concludes that the true definition of personal freedom is first and foremost the liberty to devote yourself to what really matters to you—to realize the true value of the life you are living. Drawing on the fascinating debates around the possibility of freedom and its limits within society, this comprehensive investigation provides an accessible and insightful overview that will appeal to academics and general readers alike.
Dr. Ehrenfreied Pfeiffer writes: "Research carried on since 1925 has shown that the formation and arrangement of crystals during the process of crystallization can, under certain conditions, be greatly influenced by the admixture of various substances.... Hence, from these alterations (in form) apriori conclusions can be drawn about the qualities and characteristics of the admixture itself." This is an essential element in his work of analyzing the health and qualities of human blood as an aid in the process of diagnoses.
In this masterful work, both an illumination of Kant’s thought and an important contribution to contemporary legal and political theory, Arthur Ripstein gives a comprehensive yet accessible account of Kant’s political philosophy. Ripstein shows that Kant’s thought is organized around two central claims: first, that legal institutions are not simply responses to human limitations or circumstances; indeed the requirements of justice can be articulated without recourse to views about human inclinations and vulnerabilities. Second, Kant argues for a distinctive moral principle, which restricts the legitimate use of force to the creation of a system of equal freedom. Ripstein’s description of the unity and philosophical plausibility of this dimension of Kant’s thought will be a revelation to political and legal scholars. In addition to providing a clear and coherent statement of the most misunderstood of Kant’s ideas, Ripstein also shows that Kant’s views remain conceptually powerful and morally appealing today. Ripstein defends the idea of equal freedom by examining several substantive areas of law—private rights, constitutional law, police powers, and punishment—and by demonstrating the compelling advantages of the Kantian framework over competing approaches.
Created in 1964 as part of the Mississippi Freedom Summer, the Mississippi Freedom Schools were launched by educators and activists to provide an alternative education for African American students that would facilitate student activism and participatory democracy. The schools, as Jon N. Hale demonstrates, had a crucial role in the civil rights movement and a major impact on the development of progressive education throughout the nation. Designed and run by African American and white educators and activists, the Freedom Schools counteracted segregationist policies that inhibited opportunities for black youth. Providing high-quality, progressive education that addressed issues of social justice, the schools prepared African American students to fight for freedom on all fronts. Forming a political network, the Freedom Schools taught students how, when, and where to engage politically, shaping activists who trained others to challenge inequality. Based on dozens of first-time interviews with former Freedom School students and teachers and on rich archival materials, this remarkable social history of the Mississippi Freedom Schools is told from the perspective of those frequently left out of civil rights narratives that focus on national leadership or college protestors. Hale reveals the role that school-age students played in the civil rights movement and the crucial contribution made by grassroots activists on the local level. He also examines the challenges confronted by Freedom School activists and teachers, such as intimidation by racist Mississippians and race relations between blacks and whites within the schools. In tracing the stories of Freedom School students into adulthood, this book reveals the ways in which these individuals turned training into decades of activism. Former students and teachers speak eloquently about the principles that informed their practice and the influence that the Freedom School curriculum has had on education. They also offer key strategies for further integrating the American school system and politically engaging today's youth.
The book Fate, Time, and Language: An Essay on Free Will, published in 2010 by Columbia University Press, presented David Foster Wallace's challenge to Richard Taylor's argument for fatalism. In this anthology, notable philosophers engage directly with that work and assess Wallace's reply to Taylor as well as other aspects of Wallace's thought. With an introduction by Steven M. Cahn and Maureen Eckert, this collection includes essays by William Hasker (Huntington University), Gila Sher (University of California, San Diego), Marcello Oreste Fiocco (University of California, Irvine), Daniel R. Kelly (Purdue University), Nathan Ballantyne (Fordham University), Justin Tosi (University of Arizona), and Maureen Eckert. These thinkers explore Wallace's philosophical and literary work, illustrating remarkable ways in which his philosophical views influenced and were influenced by themes developed in his other writings, both fictional and nonfictional. Together with Fate, Time, and Language, this critical set unlocks key components of Wallace's work and its traces in modern literature and thought.
These two ambitious volumes from one of the world's most celebrated political philosophers present a new kind of political and legal theory that James Tully calls a public philosophy, and a complementary new way of thinking about active citizenship, called civic freedom. Professor Tully takes the reader step-by-step through the principal debates in political theory and the major types of political struggle today. These volumes represent a genuine landmark in political theory. In this second volume, Professor Tully studies networks and civic struggles over global or imperial relations of inequality, dependency, exploitation and environmental degradation beyond the state. The final chapter brings all of the author's resonant themes together in a new way of thinking about global and local citizenship, and of political theory in relation to it. This forms a powerful conclusion to a major intervention from a vital and distinctive voice in contemporary thought.
Philosophy in Education: Questioning and Dialog in K-12 Classrooms is a textbook in the fields of pre-college philosophy and philosophy of education, intended for philosophers and philosophy students, K-12 classroom teachers, administrators and educators, policymakers, and pre-college practitioners of all kinds. The book offers a wealth of practical resources for use in elementary, middle school, and high school classrooms, as well as consideration of many of the broader educational, social, and political topics in the field, including the educational value of pre-college philosophy, the philosophies of education that inform this philosophical practice, and the relevance of pre-college philosophy for pressing issues in contemporary education (such as education reform, child development, and prejudice and privilege in classrooms). The book includes sections on: the expansion of philosophy beyond higher education to pre-college populations; the importance of wondering, questioning and reflection in K-12 education; the ways that philosophy is uniquely suited to help students cultivate critical reasoning and independent thinking capacities; how to develop classroom communities of philosophical inquiry and their potentially transformative impact on students; the cultivation of philosophical sensitivity and positive identity formation in childhood; strategies for recognizing and diminishing the impact of social inequalities in classrooms; and the relationship between introducing philosophy in schools and education reform.
James Doull's remarkable legacy as a teacher, scholar, and thinker has left behind a profound and challenging examination of the philosophical and historical roots of contemporary thought and politics. His life's work was devoted to a reflection on freedom in its philosophical and historical context and, more specifically, to looking beneath the commonly accepted forms of North American and Continental thought and discovering a deeper theoretical and practical development. David Peddle and Neil Robertson have collected Doull's essays on the history of western thought and freedom, from the Ancient period to the Post-Modern era, and have provided an introduction that places them in the context of Doull's overall project. Commentaries on his intricate works by twelve former colleagues and students explore various aspects of Doull's history and place it within the context of contemporary scholarship, allowing the reader to judge the depth and rigour of Doull's writing. Together, the texts and commentaries provide a long-overdue introduction to and analysis of Doull's thought, offering further insight into a longstanding and significant dialogue in Canadian philosophy and classical studies, and bringing out a penetrating analysis of the philosophical underpinnings of the contemporary world.
John Keller presents a set of new essays on ontology, time, freedom, God, and philosophical method. Our understanding of these subjects has been greatly advanced, since the 1970s, by the work of Peter van Inwagen. The contributions, from some of the most prominent living philosophers, engage with van Inwagen's work and offer new insights in metaphysics, philosophy of religion, and the philosophy of philosophy. Van Inwagen himself gives selective responses. In metaphysics, the volume will particularly interest philosophers working on free will, relational vs constituent ontologies, and time travel; in philosophy of religion, notable topics include the ontological argument, the compatibility of theism and evolution, the problem of evil, and the doctrine of atonements. And there are three papers on the hot topic of philosophical success, with responses from van Inwagen.
