Online research in philosophy

Introduction: Husserl (1859-1938) -- An introduction to Husserl's ideas I -- Husserl's ideas II: analyses and problems -- A study of Husserl's Cartesian meditations, I-IV -- Husserl's Fifth Cartesian meditation -- Husserl and the sense of history -- Kant and Husserl -- Existential phenomenology -- Methods and tasks of a phenomenology of the will.

In this paper I analyze the conceptions of internationalism and the international mind that Mead uses in "The Psychological Bases of Internationalism" (1915); in his 1917 Chicago Herald columns defending U.S. entry into the war; in Mind, Self, and Society (1934); and in "National Mindedness and International Mindedness" (1929). I show how the terms "internationalism" and "the international mind" arose within conversations among some Anglo-American thinkers. While Mead employs these terms in his own philosophical and sociological theorizing, he draws their meaning from these conversations and does not generate their meaning from within his own theorizing. This places Mead among the "conservative internationalists" of his time. With this analysis, I then show how Hans Joas's criticisms of Mead's support for the war are misplaced. I also show how Mead's internationalism, correctly understood, cannot support Mitchell Aboulafia's construction of Mead's cosmopolitan self. Throughout, I demonstrate how Mead's discussions of internationalism need to be read in historical context, and are more political than scholars such as Aboulafia and Joas have supposed.

This article seeks to reconstruct the early writings of George Herbert Mead in order to explore the significance of his work for the development of an intersubjective conception of education. The reconstruction takes its point of departure in Mead's claim that reflective consciousness has a social situation as its precondition. In a mainly chronological account of Mead's writings on psychology and philosophy from the period 1900–1925, it is shown how Mead explains the social origin of conscious reflection and self-consciousness. It is further shown, how Mead redefines the social in terms of meaningful, creative, radically undetermined, but not yet conscious, interaction. Mead's position thereby implies a reversal of the traditional way in which the relationship between subjectivity and intersubjectivity is conceived. The article ends with an outline of the main implications of this reversal for our understanding of education.

The shift in focus has changed the nature of the Project in a way which we hadn't expected and didn't really notice until this revision. Back in the late 1980s, we started the project as a "work around" for a situation that we found personally frustrating. We believed that widely-held beliefs about Mead's ideas were misinterpretations. But his published statements were often difficult to obtain. It was easier for scholars to rely from the secondary literature about Mead than to consult primary sources. As a result, those frustrating misinterpretations persisted. Our solution: republish as much of Mead as possible in machine-readable form to make distribution, familiarity, and study easier. When the Web was established, we abandon plans for a CD and prepared the documents for the new medium. George's Page was born.

Mead is an exceptional case amongst sociological classics in that, until now, there has been no comprehensive reader of his work. As the first one-volume, comprehensive edited collection of Mead’s published and unpublished writing, this book fills this gap. It is the first to critically assess all of Mead's writings and draw out the aspects that are central to his system of thought. The book is divided into three parts (social psychology, science and epistemology, and democratic politics), comprising a total of 30 chapters - a third of which are published here for the first time.

The purpose of the paper is, first, to describe how Husserl’s phenomenology begins with the transcendental ego and attempts to affirm by necessary insight the alter ego and the moral community of all rational beings, and, secondly, to evaluate this argument, using the thought of Schutz, Marx, and Mead. The paper concludes that Husserl’s and Schutz’s concepts of the social nature of the self are inadequate and that Marx and Mead offer a better analysis of how the social nature of the self leads to the universal moral community.

The only collection of Mead's writings published during his lifetime, these essays have heretofore been virtually inaccessible. Reck has collected twenty-five essays representing the full range and depth of Mead's thought. This penetrating volume will be of interest to those in philosophy, sociology, and social psychology. "The editor's well-organized introduction supplies an excellent outline of this system in its development. In view of the scattered sources from which these writings are gathered, it is a great service that this volume renders not only to students of Mead, but to historians."--H. W. Schneider, Journal of the History of Philosophy.