David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Cambridge University Press (1980)
This is a critical introduction to modern French philosophy, commissioned from one of the liveliest contemporary practitioners and intended for an English-speaking readership. The dominant 'Anglo-Saxon' reaction to philosophical development in France has for some decades been one of suspicion, occasionally tempered by curiosity but more often hardening into dismissive rejection. But there are signs now of a more sympathetic interest and an increasing readiness to admit and explore shared concerns, even if these are still expressed in a very different idiom and intellectual context. Vincent Descombes offers here a personal guide to the main movements and figures of the last forty-five years. He traces over this period the evolution of thought from a generation preoccupied with the 'three H's' - Hegel, Husserl and Heidegger, to a generation influenced since about 1960 by the 'three masters of suspicion' - Marx, Nietzsche and Freud. In this framework he deals in turn with the thought of Sartre, Merleau-Ponty, the early structuralists, Foucault, Althusser, Serres, Derrida, and finally Deleuze and Lyotard. The 'internal' intellectual history of the period is related to its institutional setting and the wider cultural and political context which has given French philosophy so much of its distinctive character.
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|ISBN(s)||0521228379 0521296722 9780521296724|
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Citations of this work BETA
Neil Levy (2003). Analytic and Continental Philosophy: Explaining the Differences. Metaphilosophy 34 (3):284-304.
Sarah Richmond (2007). Sartre and Bergson: A Disagreement About Nothingness. International Journal of Philosophical Studies 15 (1):77 – 95.
Lisabeth During (2000). Catherine Malabou and the Currency of Hegelianism. Hypatia 15 (4):190-195.
David Aubin (1997). The Withering Immortality of Nicolas Bourbaki: A Cultural Connector at the Confluence of Mathematics, Structuralism, and the Oulipo in France. Science in Context 10 (2).
Chris Peers (2011). Freud, Plato and Irigaray: A Morpho-Logic of Teaching and Learning. Educational Philosophy and Theory 44 (7):760-774.
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