This book publishes, for the first time in decades, and in many cases, for the first time in a readily accessible edition, English language philosophical literature written in India during the period of British rule.
At the turn of the century Idealism was perhaps the leading school of philosophy in the English-speaking world. By the 1960s the situation was very different. There had occurred during the previous two generations what has been described as 'a revolution in philosophy', one consequence of which had been the almost total eclipse of Idealism. Originally published in 1962, this book is a critical study of certain aspects of the work of four Idealist philosophers: F. H. Bradley, T. H. (...) Green, Bernard Bosanquet and Josiah Royce. It deals mainly with their social philosophy, but some consideration is also given to their metaphysics. It is the thesis of this book that there is a valid and significant form of Idealism to be found in the work of these philosophers, but that they did not succeed in developing it fully and consistently. (shrink)
The present study intends to provide empirical evidence on the effect of Philosophy for Children integrated with English picture storybook instruction on adolescent learners of English as a foreign language. Previous studies have documented the instructional benefits of P4C in various fields; very little evidence, however, can be found in ESL or EFL contexts. The present study was therefore carried out to explore the beneficial effects of P4C applied in EFL instruction with picture storybooks as instructional materials. A (...) total of 62 students participated in the study, divided into one P4C group and one non-P4C group. Participants in the P4C group underwent 10 weeks of English storybook instruction with P4C in a school club, and the effects of instruction were measured by questionnaires and reading comprehension tests. Results of the study showed that students in the P4C group experienced a slightly higher level of English learning anxiety, retained higher English learning motivation after the instruction, and improved their English reading comprehension. Finally, pedagogical implications are presented. (shrink)
In recent decades, English has become the uncontestable lingua franca of philosophy of science and of most other areas of philosophy and of the humanities. To have a lingua franca produces enormous benefits for the entire scientific community. The price for those benefits, however, is paid almost exclusively by non-native speakers of English. Section 1 identifies three asymmetries that individual NoNES researchers encounter: ‘publication asymmetry’, ‘resources asymmetry’, and ‘team asymmetry’. Section 2 deals with ‘globalized parochialism asymmetry’: thanks to (...)English being a lingua franca, a special perspective, mostly US and British, is being globalized and is replacing European topics and approaches. This has serious consequences for history of philosophy as well as for philosophical theory: thinkers of the past tend to be dealt with on the global level at best only if and insofar they are translated into English. Similarly, the theoretical agenda of globalized philosophy of scien... (shrink)
Engaging, accessible, and up-to-date, this work introduces the central debates of English language philosophy since 1945. It begins with a brief description of philosophical debate during the first half of the twentieth century, offering fascinating discussions of writings by Wittgenstein, Ryle, Austin, Quine, and Sellars. It then describes several ensuing philosophical debates that have shaped philosophical discussions since the 1960s, addressing the Davidson/Dummett debate on language; the Kripke/Lewis debate on possible worlds; the Popper/Kuhn debate on the justification in epistemology; (...) the debates on materialism, functionalism, and dual-aspect theories of mind; and recent work in moral psychology, metaethics, and normative ethics. It also includes a critical discussion of Rorty's metaphilosophical skepticism and pays extensive attention to writings of Strawson, Putnam, Evans, McDowell, Williams, Nagel, and many other contemporary philosophers. (shrink)
From the end of the Enlightenment to the middle of the twentieth century philosophy took fascinating and controversial paths whose relevance to contemporary post-modernist thought is becoming increasingly clear. This volume traces the English-language side of the period, while also taking into account those continental thinkers who deeply influenced twentieth-century English-language philosophy. The story begins with Reid, Coleridge, and Bentham - who set the agenda for much that followed - and continues with a portrait of the nineteenth century's (...) greatest British philosopher, John Stuart Mill. It then surveys the cross-currents of thought at the end of the century, including American pragmatism, a movement never more influential than now. Finally, it assesses two phases of what John Skorupski calls `analytic modernism' - the revolution against the idealism of Moore and Russell, and the Viennese sequel whose project was to show that philosophy consists of pseudo-problems. (shrink)
This investigation is a historical review of twentieth-century analytical philosophy in England. In seven chapters, the intellectual development of its most prominent representatives - Moore, Russell, Wittgenstein, Ryle, Austin, Strawson, Dummett - is traced. The book does not however aim to tell a story. Instead, it offers synopses of the main philosophical texts of these seven philosophers. The chief reason for adopting this approach was the wish to first of all cover as many of the problems discussed by them as (...) possible, and secondly to view these problems in juxtaposition. The study was thus conceived as a comprehensive and most objective review of the history of analytical philosophy as practised in England. The hope is that it will serve as a reference book covering all the central problems discussed by these seven authors. (shrink)
Investigating key issues in English philosophical, political, and religious thought in the second half of the seventeenth century, this book presents a set of new and intriguing essays on the topics. Particular emphasis is given to the interaction between philosophy and religion among leading political thinkers of the period; connections between philosophical debate on personhood, certainty, and the foundations of faith; and new conceptions of biblical exegesis.
In his preface to the English edition, Apel (identified with critical theory) explains that the title of his two-volume German collection connotes both a reconstruction of the process of hermeneutic transformation in recent philosophy and the author's semiotical transformation of transcendental logic. The emphasis here is on the latter with discussions of the a priori nature of language per Wittgenstein, Peirce, and Chomsky, and its implications for a rational foundation for ethics in modern science. Includes a new foreword. Name (...) index only. Annotation copyrighted by Book News, Inc., Portland, OR. (shrink)
It is twelve years since the article you are about to read was published. During that time, the philosophy in schools movement has expanded and diversified in response to curriculum developments, teaching guides, web-based resources, dissertations, empirical research and theoretical scholarship. Philosophy and philosophy of education journals regularly publish articles and special issues on pre-college philosophy. There are more opportunities for undergraduate and graduate philosophy students to practice and research philosophy for/with children in schools. The Ontario Philosophy Teachers Association reports (...) that in English-speaking Canada there are over 28,000 senior high school students studying philosophy in over 440 schools, and philosophy is now a Teachable Qualification. In the USA, the Philosophy Learning and Teaching Organization was founded in 2009 to create a network of pre-college philosophy teachers. With the loss of its founders—Matthew Lipman, Ann Margaret Sharp and Gareth Matthews —the Institute for the Advancement of Philosophy for Children is developing a digital archive in P4C. My original article was inspired by the design and pilot of a new philosophy elective for the Victorian Certificate of Education. This initiative garnered considerable interest from the P4C community because many believed that the decision to offer a VCE philosophy elective reflected the effectiveness and popularity of P4C in elementary schools, and the new philosophy elective would establish P4C as an essential prerequisite for the study of philosophy in senior secondary school and at university. In my view, enthusiasts overlooked an important difference in the conception of philosophy informing the new philosophy elective: it introduced students to the theoretical or academic discipline of philosophy, whereas P4C conceived of philosophy as a wisdom tradition—otherwise known as the art of living. (shrink)
The picturesque is usually interpreted as an admiration of 'picture-like,' and thus inauthentic, nature. In contrast, this paper sets out an interpretation that is more in accord with the contemporary love of wildness. This paper will briefly cover some garden history in order to contextualize the discussion and proceed by reassessing the picturesque through the eighteenth century works of Price and Watelet. It will then identify six themes in their work (variety, intricacy, engagement, time, chance, and transition) and show that, (...) far from forcing a 'picture-like' stereotype on nature, the picturesque guided the way for a new appreciation of wildness—one that resonates with contemporary environmental philosophy. (shrink)
G.H. von Wright, G.E. Moore's and Wittgenstein's successor, and John Wisdom's predecessor as a Professor of Philosophy in Cambridge, wrote in 1993: «The history of the "analytical" movement has not yet been written in full. With its increased diversification, it becomes pertinent to try to identify its most essential features and distinguish them from later additions which are alien to its origins.» In the same year A.J. Ayer's successor as a Wykeham Professor of Logic in Oxford, M. Dummett noted: «I (...) hope that such a history will be written: it would be fascinating.» The task of this book is to fulfill these hopes. (shrink)
Friedrich Nietzsche—one of the most read and discussed philosophers of all time—is frequently regarded as a quintessentially German philosopher, yet one who had strong anti-German tendencies and late in his development turned increasingly pro-French. However, his relation to British-American thinking and culture has been largely ignored, although its focus on progress, rationality, empiricism, and science constituted a major tradition during the nineteenth century. This work explores Nietzsche's explicit and implicit relation to this tradition, including utilitarianism, Darwinism, Anglo-American scholarly and scientific (...) work, and culture in general. Based on extensive research in Nietzsche's library and unpublished material in the Goethe-Schiller Archive in Weimar, Germany, historian of science Thomas H. Brobjer demonstrates conclusively that Nietzsche was much more involved with and influenced by "English" philosophy than has previously been realized. His study reveals that Nietzsche passed through two periods of distinctly pro-British sentiment. By examining hundreds of unpublished book-bills, Brobjer is able to reconstruct Nietzsche's possession, and time of acquisition, of British and American books. Tables at the end present detailed chronological and alphabetical listings of Nietzsche's extensive reading of British-American texts. With thorough and detailed discussions of Nietzsche's comments on and reading of English and American works and themes, Brobjer uncovers a different Nietzsche from the high-strung iconoclastic philosopher usually emphasized, providing many new insights into how Nietzsche thought and worked. (shrink)
Fish, S. Georgics of the mind: Bacon's philosophy and the experience of his Essays.--Brett, R. L. Thomas Hobbes.--Watt, I. Realism and the novel.--Tuveson, E. Locke and Sterne.--Kampf, L. Gibbon and Hume.--Frye, N. Blake's case against Locke.--Abrams, M. H. Mechanical and organic psychologies of literary invention.--Ryle, G. Jane Austen and the moralists.--Schneewind, J. B. Moral problems and moral philosophy in the Victorian period.--Donagan, A. Victorian philosophical prose: J. S. Mill and F. H. Bradley.--Pitcher, G. Wittgenstein, nonsense, and Lewis Carroll.--Bolgan, A. C. (...) The philosophy of F. H. Bradley and the mind and art of T. S. Eliot: an introduction.--Davie, D. Yeats, Berkeley, and Romanticism.--Ross, M. L. The mythology of friendship: D. H. Lawrence, Bertrand Russell, and "The Blind man".--Rosenbaum, S. P. The philosophical realism of Virginia Woolf.--Bibliography (p. 357-360). (shrink)
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