In this volume C.A. (Chet) Bowers, whose pioneering work on education and environmental and sustainability issues is widely recognized and respected around the world, brings together a carefully curated selection of his seminal work on the ideological, cultural, and linguistic roots of the ecological crisis; misconceptions underlying modern consciousness; the cultural commons; a critique of technology; and educational reforms to address these pressing concerns. In the World Library of Educationalists, international scholars themselves compile career-long collections of what they judge to (...) be their finest pieces - extracts from books, key articles, salient research findings, major theoretical and/practical contributions - so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself. Contributors to the series include : Michael Apple, James A. Banks, Joel Spring, William F. Pinar, Stephen J. Ball, Elliot Eisner, Howard Gardner, John Gilbert, Ivor F. Goodson, Peter Jarvis. (shrink)

Tradition in either of its two senses—the act of handing on , and what is handed on—is a particular instance of a law of human existence that men live in dependence on one another and by the processes of giving and receiving. So a sociologist can write, ‘If we are able to speak of real tradition, we must find the past spontaneously taken into account as the meaning of the present, without any discontinuity of social time, and without any consideration (...) of the past as irrelevant’ . ‘If democracy’, wrote Chesterton, ‘means that I give a man a vote even though he is my chauffeur, tradition means that I give a man a vote even though he is my great-great-grandfather’. What is handed on, however, is not existence of a purely biological kind, to remain always what it has been or to change very slowly over a space of aeons. Except in primitive tribes even tradition is not simply passed on as something static and timeless, and it is received by men who, though themselves in time, are not totally time-bound or restricted by what they receive. They believe themselves to be capable of significant action which is more than the repetition and reproduction of what has gone before. They are able to grasp a span of time and to call it history; they believe themselves to have a history, and they write history. (shrink)

The purpose of what follows is to show that if we assume March 1, 50 as the date on which ended the five years of imperium given to Caesar by the Lex Licinia Pompeia, we have a hypothesis which ‘works,’ in the sense that, as far as its relevance extends, it enables us to frame a coherent account of the dispute between Caesar and the Senate in the two years preceding the outbreak of civil war. The method followed will be (...) to give a narrative based on that hypothesis and on the evidence which we possess. Many, at least, of the arguments and conclusions here adopted have been put forward already by various writers. I may mention, as an excuse for raising this question again, that a few suggestions will be made which I have not seen elsewhere. For the sake of clearness some very trite matters which belong to the years before 51 will first be recalled. (shrink)

Although Broad published many books in his lifetime, this volume is unique in presenting some of his most interesting unpublished writings. Divided into five clear sections, the following figures and topics are covered: Autobiography, Hegel and the nature of philosophy, Francis Bacon, Hume's philosophy of the self and belief, F. H. Bradley, The historical development of scientific thought from Pythagoras to Newton, Causation, Change and continuity, Quantitative methods, Poltergeists, Paranormal phenomena. -/- Each section is introduced and placed in context by (...) the editor, Joel Walmsley. The volume also includes an engaging and informative foreword by Simon Blackburn. It will be of great value to those studying and researching the history of twentieth-century philosophy, metaphysics, and the recent history and philosophy of science, as well as anyone interested in Broad's philosophical thought and his place in the history of philosophy. (shrink)

This volume, which is part of the Clarendon Aristotle Series, offers a clear and faithful new translation of Books II to IV of Aristotle's Nicomachean Ethics, accompanied by an analytical commentary focusing on philosophical issues. In Books II to IV, Aristotle gives his account of virtue of character in general and of the principal virtues individually, topics of central interest both to his ethical theory and to modern ethical theorists. Consequently major themes of the commentary are connections on the one (...) hand with other relevant Aristotelian texts and on the other with modern writings, both text-related and thematic. -/- Since the main aim of the volume is to make Aristotle's thought as accessible as possible to readers who do not know Greek, considerable care is taken to elucidate both his technical vocabulary and significant features of his Greek idiom. C. C. W. Taylor also provides systematic comparisons with other translations into English and other languages, and frequent references to other commentaries, ancient, medieval, and modern. These features make the work useful to other scholars in the field as well as to students of philosophy, both undergraduate and graduate. -/- In view of the widespread contemporary interest in the topic of virtue, the volume should appeal to students of ethics (even those hitherto unacquainted with ancient thought) and to any reader who is concerned to see how fundamental questions of life and conduct were approached in a culture significantly different from our own. (shrink)

197: on logon didonai as giving a proof. In answer to Plato's charge that mathematicians take as their starting point certain unproved assumptions, and call upon them to "give an account" of them in the sense of deriving them from some more basic principle or principles.