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  1. Arne Næss (1993). Beautiful Action. Its Function in the Ecological Crisis. Environmental Values 2 (1):67-71.
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  2. Arne Næss (1989). Ecology, Community, and Lifestyle: Outline of an Ecosophy. Cambridge University Press.
    Ecology, Community and Lifestyle is a revised and expanded translation of Naess' book Okologi, Samfunn og Livsstil, which sets out the author's thinking on the relevance of philosophy to the problems of environmental degradation and the rethinking of the relationship between mankind and nature. The text has been thoroughly updated by Naess and revised and translated by David Rothenberg.
     
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  3. Arne Næss (1975). Freedom, Emotion and Self-Subsistence: The Structure of a Central Part of Spinoza's Ethics. Universitetsforl..
  4. Arne Næss (1972). Freedom, Emotion and Self-Subsistence. [Oslo]Universitetsforlaget.
     
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  5. Arne Næss (1972). Invitation to Chinese Philosophy. Oslo,Universitetsforlaget.
     
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  6. Arne Næss (1972). The Pluralist and Possibilist Aspect of the Scientific Enterprise. Oslo,Universitetsforlaget.
     
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  7. Arne Næss (1968). Four Modern Philosophers: Carnap, Wittgenstein, Heidegger, Sartre. Chicago, University of Chicago Press.
  8. Arne Næss (1968/1969). Scepticism. New York, Humanities Press.
     
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  9. Arne Næss (1967). Conation and Cognition in Spinoza's Theory of Affects. [Oslo]Institute of Philosophy, University of Oslo.
     
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  10. Arne Næss (1966). Communication and Argument. London, Allen & Unwin.
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  11. Arne Næss (1965). Gandhi and the Nuclear Age. [Totowa, N.J.]Bedminster Press.
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  12. Arne Næss (1961). The Inquiring Mind. Inquiry 4 (1-4):162 – 189.
    There is nothing, either in the recent developments of philosophy or in the development of the sciences, which should prevent philosophy from continuing its role of mother-science and the sciences from influencing methods and conclusions of philosophers. The inquiring mind respects no boundaries between disciplines except those which are imposed by differences in questions raised. But basic questions, whether raised by philosophers or by scientists, tend to have components requiring co-ordination of research or analysis of highly different disciplines. Both Anglo-Saxon (...)
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