First published in 1997, this volume advances the view that the nature of truth, in so far as truth has a 'nature', lies in the manner of its occurrence. Edo Pivčevic argues that truth is an vent, i.e. it does not exist until it occurs, and survives only as long as the requisite conditions for its occurrence are in place. Positing that language sets traps for the unwary, Pivčevic states that calling 'x' true involves a property ascription does so only (...) in the sense that 'x' enters into truth and is part of a 'truth event'. (shrink)

It is a trite fact that changes do occur, yet is it logically contradictory to deny that they do? If Zeno and McTaggart were right, then there is no logical contradiction in such a denial, although this is incompatible with the way in which we normally think of the world. Supporters of the 'block view' of the universe believe that there is a sense in which all events may be said to be contemporaneous, like episodes in a book, so that (...) there is no `objective' past or future.The aim of this book is not to demolish belief in the existence of objective change, but to elucidate the conditions under which it makes sense to suppose that changes occur. The book pays particular attention to the existence of selves as one such condition, and concludes that the naturalistic account of change is defective and leaves the sceptic victorious. (shrink)

Since its first publication in 1970 this book has become one of the most widely read introductory books on phenomenology and is used as a standard text in many universities from Germany to Korea and China. Praised for its accessibility and clarity the book has attracted a wide readership both within and outside the academia. Its author has over the years published a number of other books on Philosophy in which he has developed important theories of his own. This clear (...) and elegant introduction traces Husserl’s philosophical development from his early preoccupation with numbers and his conflict with Frege to the transcendental phenomenology of his mature period. There is also a brief critical exposition of the views of Scheler, Heidegger, Sartre and other philosopher influenced by Husserl. (shrink)

It is a trite fact that changes do occur, yet is it logically contradictory to deny that they do? If Zeno and McTaggart were right, then there is no logical contradiction in such a denial, although this is incompatible with the way in which we normally think of the world. Supporters of the `block view' of the universe believe that there is a sense in which all events may be said to be contemporaneous, like episodes in a book, so that (...) there is no `objective' past or future. The aim of this book is not to demolish belief in the existence of objective change, but to elucidate the conditions under which it makes sense to suppose that changes occur. The book pays particular attention to the existence of selves as one such condition, and concludes that the naturalistic account of change is defective and leaves the sceptic victorious. (shrink)

Arguments for and against social equality have been advanced on various grounds, but the central issue remains to what extent, if at all, the pursuance of social equality should be seen as morally binding. Why should it be incumbent upon everyone to treat it as a moral virtue? The paper considers some of the best known egalitarian views and argues that the case tor equality as a morally binding principle has not been made.

This challenging and refreshingly innovative book addresses certain fundamental questions concerning rational legitimacy of some widely held beliefs and provides argument-based answers to such questions, while at the same time encouraging the reader to actively engage with the views put forward and form his/her own judgement.

It should perhaps be stressed at once that to reject the "attributive" view of truth does not imply that the predicative use of the word "true" is illegitimate or in some sense ungrammatical. It would indeed be absurd to make such a claim. At the same time, it is important to bear in mind that the predicative use of "true" gives no justification for interpreting truth as an attribute or as a characterizing feature of an object, even if the concept (...) of an object is widened to include linguistic items. It is useful to remember that the adverb "truly" as well as the adjective "true" can occur as part of grammatical predicates. Furthermore, "true" can occasionally be replaced by the substantive with ease. Thus we say "What he said is true" and also "He spoke the truth." Witnesses in court swear to speak "the truth, the whole truth, and nothing but the truth." The elasticity of common usage which allows one to express the same thought now with the help of the adjective and now with the help of the noun much too frequently tends to be ignored in discussions about truth. Yet this elasticity itself is a clear warning against interpreting truth too rashly as an attribute. (shrink)

Since its first publication in 1970 this book has become one of the most widely read introductory books on phenomenology and is used as a standard text in many universities from Germany to Korea and China. Praised for its accessibility and clarity the book has attracted a wide readership both within and outside the academia. Its author has over the years published a number of other books on Philosophy in which he has developed important theories of his own. This clear (...) and elegant introduction traces Husserl's philosophical development from his early preoccupation with numbers and his conflict with Frege to the transcendental phenomenology of his mature period. There is also a brief critical exposition of the views of Scheler, Heidegger, Sartre and other philosopher influenced by Husserl. (shrink)

_Seeing the World through Children’s Eyes_ brings an overarching emphasis on ‘seeing’ to early years research and provides an opportunity to see and hear from leading researchers in the field concerning how they work with visual methodologies in their early years research.

Standard models of adolescent risk taking posit that the cognitive abilities of adolescents and adults are equivalent, and that increases in risk taking that occur during adolescence are the result of socio emotional differences in impulsivity, sensation seeking, and lack of self-control. Fuzzy-trace theory incorporates these socio emotional differences. However, it predicts that there are also cognitive differences between adolescents and adults, specifically that there are developmental increases in gist-based intuition that reflects understanding. Gist understanding, as opposed to verbatim-based analysis, (...) generally has been hypothesized to have a protective effect on risk taking in adolescence. Gist understanding is also an essential element of informed consent regarding risks in medical decision- making. Evidence thus supports the argument that adolescents’ status as mature minors should be treated as an exception rather than a presumption, because accuracy in verbatim analysis is not mature gist understanding. Use of the exception should be accompanied by medical experts’ input on the bottom-line gist of risks involved in treatment. (shrink)

Introducing Dialogic Pedagogy presents some of the ideas of Russian philosopher Mikhail Bakhtin concerning dialogism in a way that will engage and inspire those studying early childhood education. By translating the growing body of dialogic scholarship into a practical application of teaching and learning with very young children, this book provides readers with alternative ways of examining, engaging and reflecting on practice in the early years to provoke new ways of understanding and enacting pedagogy. This text combines important theoretical ideas (...) with a practical application to support practitioners who are keen to promote creativity and agency through ethical self-other relations. It provides unique insights into the amazing world of the youngest child, and offers enriched understandings of the profound impact of adults in their journey of becoming (or bildung). Key points covered include: Investigating dialogic philosophy and its application to early childhood education, with an emphasis on notions of justice, democracy, ethics and answerability Considering the relationship between dialogism and pedagogical approaches Theorising a range of approaches to relevant early childhood practice, as pedagogy This accessible and readable guide offers sound theoretical principles with practical suggestions for early years' settings. The book is supplemented by an extensive online video resource website that will bring these revolutionary ideas to life.. (shrink)

The foundation of the Christian counselling movement -- Christian counselling in the UK -- The aims of Christian counselling -- Integrating psychological and biblical truth -- Sigmund Freud--the founding father of psychotherapy -- The individual psychology of Alfred Adler -- Abraham Maslow--the man with new age tendencies -- Carl Rogers--a man who believed in himself -- Albert Ellis--the aggressive atheist -- The Bible's verdict on psychological 'truth' -- The case against Larry Crabb -- Self-esteem: the secular foundation -- Self-esteem and (...) the Christian counselling movement -- Self-esteem dogma in the light of scripture. (shrink)

The Great Psychotherapy Debate: Models, Methods, and Findings comprehensively reviews the research on psychotherapy to dispute the commonly held view that the benefits of psychotherapy are derived from the specific ingredients contained in a given treatment (medical model). The author reviews the literature related to the absolute efficacy of psychotherapy, the relative efficacy of various treatments, the specificity of ingredients contained in established therapies, effects due to common factors, such as the working alliance, adherence and allegiance to the therapeutic protocol, (...) and effects that are produced by different therapists. In each case, the evidence convincingly corroborates the contextual model and disconfirms the prevailing medical model. (shrink)

Truth depends in some sense on reality. But it is a rather delicate matter to spell this intuition out in a plausible and precise way. According to the theory of truth-making this intuition implies that either every truth or at least every truth of a certain class of truths has a so-called truth-maker, an entity whose existence accounts for truth. This book aims to provide several ways of assessing the correctness of this controversial claim. This book presents a detailed introduction (...) to the theory of truth-making, which outlines truth-maker relations, the ontological category of truth-making entities, and the scope of a truth-maker theory. The essays brought together here represent the most important articles on truth-making in the last three decades as well as new essays by leading researchers in the field of the theory of truth and of truth-making. (shrink)

The second edition of The Great Psychotherapy Debate has been updated and revised to include a history of healing practices, medicine, and psychotherapy, an expanded theoretical presentation of the contextual model, an examination of therapist effects, and a thorough review of the research on common factors such as the alliance, expectations, and empathy.

Shrek! focuses on an issue in the philosophy of language, a relatively new area of philosophical investigation that first emerged during the twentieth century. Some philosophers disagree with the claim that you cannot separate the descriptive and evaluative elements of linguistic statements. This is because they take descriptive statements to be the basic elements of language, to which our subjective attitudes get attached later in a contingent manner. At its most basic level language presents a symbolic picture of facts in (...) the world. Shrek! presents what philosophers call a thought experiment that purports to show that the descriptive and evaluative contents of sentences are really distinct. The chapter ends by suggesting how to discuss the philosophy of language with children. (shrink)

In Daniel Manus Pinkwater's quirkily illustrated book, The Big Orange Splot, a strange accident leads a man to change his life. The book presents an important claim that the existentialists and other philosophers have embraced: That the life of conformity is one that people ought to avoid, despite its attractiveness. Instead of living a life just like everyone else and fulfilling expectations that others have for us, our lives should resemble the transformed facades of all the homes on Mr. Plumbean's (...) street: reflections of our own, individual dreams. (shrink)

The chapter talks about Shel Silverstein's The Giving Tree, which is a favorite of many children, adults, and teachers. The story of a relationship between a boy and a tree is charming for, despite the vicissitudes of the relationship, the two end up together at the end, with the boy — now an old man — sitting contentedly on the tree — itself reduced to a mere stump. The book raises an important issue in the field of environmental ethics. It (...) asks us to recognize that between childhood and old age, people operating within the Western tradition of ethics are not mindful of the value that the non‐human beings in their environment have for them as well as for future generations. Harkening to such warnings, environmental ethicists have attempted to raise important issues about our relationship with the other beings that make up our world. (shrink)

Margaret Wise Brown's The Important Book, which is a childrens' picture book, provides an excellent opportunity to discuss metaphysics. The book opens up for our reflection the viability of a certain metaphysical account of the nature of objects. In making a distinction between the important feature or property of an object and all the others that it simply is or has, The Important Book operates with the assumption that all objects have what metaphysicians call an essential property. As the book (...) has it, while there are many things that are true of any object, only one is essential to it. These other things are accidents or non‐essential properties of the object. Essentialism is the metaphysical view that objects have one property — their essential property — that cannot change while the object remains the same thing. (shrink)

Robert Mursch's picture book, The Paper Bag Princess, inverts many of the gender roles traditionally found in fairy tales: It's a prince (Roland) who gets abducted in this story, not a princess, though it's the princess (Elizabeth) who must come to the rescue and save him. Although these reversals are a source of the book's humor, they also underscore claims made in feminist philosophy, the specific branch of social and political philosophy considered in this chapter. Feminist philosophers and literary scholars (...) have pointed out that happy endings reassert harmful gender norms. Elizabeth's rejection of Roland marks her as a truly feminist hero, for she won't let him treat her in a demeaning manner even though she has staked her own life on saving him. With this story, you can hopefully steer children into a discussion of gender bias and oppression, and how traditional stories function to support it. (shrink)

The Sneetches by Theodor Geisel (otherwise known as Dr Seuss) is a satirical story that targets illicit discrimination. The book presents its parable about discrimination by depicting a society in which one group discriminates against another group because of an easily perceptible difference between them. The real irrationality of discrimination in both The Sneetches and real life is that it is based on the false claim that members of the discriminated‐against group are inferior to members of the discriminating group. The (...) book ends with all of the Sneetches playing with one another, paying no attention to the presence or absence of stars on their bellies. The lesson that children draw from The Sneetches is clear: Discriminating against people in a different social group is wrong. (shrink)

"This comprehensive volume - containing 27 chapters and contributions from six continents - presents and discusses key principles, perspectives, and practices of social learning in the context of sustainability. Social learning is explored from a range of fields challenged by sustainability including: organizational learning, environmental management and corporate social responsibility; multi-stakeholder governance; education, learning and educational psychology; multiple land-use and integrated rural development; and consumerism and critical consumer education. An entire section of the book is devoted to a number of (...) reflective case studies of people, organizations and communities using forms of social learning in moving towards sustainability. 'This book brings together a range of ideas, stories, and discussions about purposeful learning in communities aimed at creating a world that is more sustainable than the one currently in prospect....The book is designed to expand the network of conversations through which our society can confront various perspectives, discover emerging patterns, and apply learning to a variety of emotional and social contexts.' From the Foreword by Fritjof Capra, co-founder of the Center of Ecoliteracy. 'Joining what is so clear and refreshing in this book with the larger movements toward a critically democratic and activist education that is worthy of its name, is but one step in the struggle for sustainability. But it is an essential step if we are to use the insights that are included in this book.' From the Afterword by Michael Apple, author of 'Educating the ""Right"" Way: Markets, Standards, God, and Inequality'.". (shrink)

THE NATURE OF ART is a collection of 29 seminal, historically-organized readings that are focused on a basic philosophical question: What is Art? Including writings from the Western tradition'both Continental and Analytic traditions'as well as non-Western, minority, and feminist writings, this volume provides students with a rich set of resources to explore this matter both broadly and deeply. Introductions to each reading situate the selection amidst each respective thinker's body of work and the greater philosophical context in which the remarks (...) arose. Reading questions accompany each selection, drawing students' attention to key points to be encountered. Hailed by reviewers and adopters for its clarity and rigor, Wartenberg's THE NATURE OF ART offers a lively and engaging introduction to the philosophy of art. (shrink)