In _Philosophers as Educators_ Brian Patrick Hendley argues that philosophers of education should reject their preoccupation with defining terms and analyzing concepts and embrace the philosophical task of constructing general theories of education. Hendley discusses in detail the educational philosophies of John Dewey, Bertrand Russell, and Alfred North Whitehead. He sees in these men excellent role models that contemporary philosophers might well follow. Hendley believes that, like these mentors, philosophers should take a more active, practical role in education. Dewey and (...) Russell ran their own schools, and Whitehead served as a university administrator and as a member of many committees created to study education. (shrink)
Anticipating the fifth centennial of Vives’ birth in 1992, this is the first comprehensive study of two of Vives’ main works, _De Anima et Vita, Book 3 _and _De Prima Philosophia, _accompanied by the first general biography based on recent research. Juan Luis Vives was a Spanish sixteenth-century humanist who spent most of his life as an exile in England and the Low Countries. _De Anima et Vita, _the third book of which makes up the tract on emotions, represents the (...) culmination of Vives’ effort to understand human nature. Noreña has organized _Vives and the Emotions _into three parts. Part one incorporates recent research on Vives and corrects some of the inaccuracies of Noreña’s 1970 _Luis Vives. _He provides expanded accounts of Vives’ attitude toward Erasmus and religion, his reaction to terminist logic, his social and legal views, and his contributions to Renaissance pedagogy. The second part of the book examines in detail one of Vives’ most philosophical and forgotten tracts, a lengthy summary of his metaphysical views published in 1531 under the title _De Prima Philosophia seu de Intimo Naturae Opificio, _which is probably the most speculative of Vives’ works. Part three compares Vives’ thoughts on emotion to those of Aristotle, some ancient Stoic sources, Saint Thomas, Descartes, and Spinoza, while dividing the entire material under such headings as the nature, the classification, the interaction, and the therapeutic control of emotion. (shrink)
This study of Western philosophic systems, their types, history, relations, and projected future in the next half century, stems from Robert S. Brumbaugh’s forty-year fascination with the paradox of the many consistent overarching systems of ideas that are nevertheless mutually exclusive. Brumbaugh argues that when we isolate these systems’s patterns and look at them more abstractly, they consistently fall into four main types, and the interaction of these four types of explanation and order is a dominant theme in the history (...) of Western philosophy. In Brumbaugh’s view these four philosophic systems are not, as some critical historians and thinkers have claimed, so different that they are mutually unintelligible, forcing us to make a choice among them that is entirely arbitrary. But neither are they, as a majority of past thinkers and historians have hoped, simply parts of some single "right" or "orthodox" scheme. Their mutual understanding requires a method of transformation that interprets one to another without destroying their diversity. The history of Western philosophy from the fifth century A.D. to the present shows a pattern of alternating revolutions in systematic method and direction of explanation. Brumbaugh feels that the pattern is continuing in a change toward a revised Platonism, just beginning with the twenty-first century. He anticipates that it will be a Platonism of a new texture, one that has matured and learned a great deal in the course of the adventures of its ideas through space and time. (shrink)
This study by George Kimball Plochmann, a former student of McKeon's, is the first book-length treatment of the ideas of this legendary teacher, scholar, and diplomat who outlined a profound and creative vision for the reorganization of all ...
Collins’ method is to make an internal textual study of Spinoza’s doctrine on nature with emphasis on his general model of nature that underlies and governs his arguments on particular issues. Separate chapters are devoted to each of his early writings. Two chapters discuss the _Ethics. _Collins concludes with a unifying view of Spinoza’s perspective on nature that has a bearing upon many contemporary philosophical issues.
This essay is intended to raise, rather than answer, a number of questions thought pertinent to a more adequate understanding of the "meno" as a whole. These questions are grouped under the headings drama, dialogue, and dialectic, the last of these groups being the largest and most articulated. Kinds of goodness, kinds of ruling, levels of discussion, the intrusion of mathematical examples, etc., Are topics of these questions, most of which have been treated rather more sporadically than the complexities of (...) the "meno" would appear to encourage. (shrink)
Professor Eames explores the development of Russell’s own philosophy in interaction with ten of his contemporaries: Bradley, Joachim, Moore, Frege, Meinong, Whitehead, Wittgenstein, Schiller, James, and Dewey. Her examination of these interactions affords a new historical perspective on 20th century analytic philosophy as well as a deeper understanding of Russell’s philosophy and its influence.
Hendley argues that philosophers of education should reject their preoccupation of the past 25_ _years with defining terms and analyzing concepts and once again embrace the philosophical task of constructing general theories of education. Exemplars of that tradition are John Dewey, Bertrand Russell, and Alfred North Whitehead, who formulated theories of education that were tested. Dewey and Russell ran their own schools, and Whitehead served as a university administrator and as a member of many committees created to study education. After (...) providing a general introduction to the present state of educational philosophy, Hendley discusses in detail the educational philosophies of Dewey, Russell, and Whitehead. He sees in these men excellent role models that contemporary philosophers might well follow. Hendley believes that like these mentors, philosophers should take a more active, practical role in education. (shrink)
Plochmann and Robinson closely analyze this great dialogue in the first two-thirds of their book, turning in the final four chapters to a broader discussion of its unity, sweep, and philosophic implications.