This chapter contains sections titled: Introduction Kant's Universal Natural History: Fuzzy Wavefronts and the Dance of Comets Kant's Nebular Hypothesis: Sun Clouds and Environmental Fate Kant's Dare to Christianity: Joining Leibniz and Newton over Spacetime Kant's Cosmogony: Cyclic Universes and the Phoenix of Nature Conclusion.

Dogmatic Metaphysics and Tschirnhaus's M ethodology MARTIN SCHONFELD ACCORDING TO STANDARD COMMENTARIES, Tschirnhaus's main work, Medicina mentis, ~ supposedly furnished the methodological basis for the Leibnizian-Wolffian metaphysics. ~ Christian Wolff and his disciples, at any rate, preferred to think so. Wolff taught classes on Tschirnhaus and claimed that he had developed his own tenets on the basis of Tschirnhaus's ideas; Johann Christoph Gottsched praised the Medicina mentis as the basic methodology of the Wolffian enlightenment.3 Mirroring these views, W. (...) Wundt and H. J. de Vleeschauwer saw in Tschirnhaus the inventor of the "geometric method" adopted by the School Philosophers.4 According to M. ' Medicina Mentis, sive Tentamen genuinae Logicae, in qua disseritur de Methodo detegendi incoKaitas veritates, Amsterdam, 1687. Second and revised edition, Medicina Mentis, sive Artis inveniendi Praecepta generalia, Leipzig, 1695. ~For example, cf. Wilhelm Windelband, Geschichte der Philosophie, 3~o-33 and 356; Friedrich Ueberweg, Grundriss der Geschichte der Philosophie, III: ~95-97, 3 x~ 34o-43; A. Robert Caponigri, A History of Western Philosophy (Notre Dame/London: University of Notre Dame.. (shrink)

As the label “Leibnizian-Wolffian School Philosophy” suggests, Christian Wolff has traditionally been regarded as Leibniz’s disciple. Thanks to L. W. Beck, C. A. Corr, J. École, and others, we now know that Wolff was inspired by.

As the label “Leibnizian-Wolffian School Philosophy” suggests, Christian Wolff has traditionally been regarded as Leibniz’s disciple. Thanks to L. W. Beck, C. A. Corr, J. École, and others, we now know that Wolff was inspired by.

As the label “Leibnizian-Wolffian School Philosophy” suggests, Christian Wolff has traditionally been regarded as Leibniz’s disciple. Thanks to L. W. Beck, C. A. Corr, J. École, and others, we now know that Wolff was inspired by.

Falling down a waterfall is a boundary experience that epitomizes a crisis. This philosophical essay draws an analogy to the maladaptation civilization finds itself in. Falling down a waterfall is a singular event, but it has structure. There are stages that lead up to it, and if one survives the fall, there will be stages that follow it. I suggest that such a mishap is analogous to the ecological overshoot. What leads to the overshoot, and what is entailed by it, (...) is a parallel sequence of stages. As a civilization, we are in an unprecedented situation: we have reached the limits of growth. We are overwhelming the load capacities of the global system, with climate change as tangible symptom. Akin to what leads up to a waterfall, the first stage of the civilizational crisis is a petering-out of familiar pathways. The second stage is reality-denial: the pretense that such petering-out cannot be happening. Stage three is the lure of the risky choice – followed by the great geopolitical freak-out, which is stage four, the core of the crisis. We’re in the current; we’re swept over the edge; we’re going down. And if we survive, the worst isn’t over yet, for now other dangers lurk. This is stage five: the stage of lethal irony. You think you’ve made it and win a Darwin Award anyway. But say you scrape by, then the final stage of the crisis will be a transition to lingering perils: an aftermath of heightened vulnerability. (shrink)

A century ago, John Dewey remarked that when home changes radically, school must change as well. With home, family, and gender roles dramatically altered in recent years, we are faced with a difficult problem: in the lives of more and more American children, no one is home. The Schoolhome proposes a solution. Drawing selectively from reform movements of the past and relating them to the unique needs of today's parents and children, Jane Martin presents a philosophy of education that (...) is responsive to America's changed and changing realities. As more and more parents enter the workforce, the historic role of the domestic sphere in the education and development of children is drastically reduced. Consequently, Martin advocates removing the barriers between the school and the home--making school a metaphorical "home," a safe and nuturant environment that provides children with the experience of affection and connection otherwise missing or inconsistent in their lives. In this proposition, the traditional schoolhouse where children are drilled in the three Rs is transformed into a "schoolhome" where learning is animated by an ethic of social awareness. At a time when many school reformers are calling for a return to basics and lobbying for skills education and quick-fix initiatives, Martin urges us to reconsider the distinctive legacies of Dewey and Montessori and to conceive of a school that integrates the values of the home with those of social responsibility. With cultural diversity and gender equality among its explicit goals, the schoolhome expands upon Dewey's edict to educate the "whole child," seeking instead to educate all children in the culture's whole heritage. Martin eloquently challenges reformers to reclaim the founding fathers' vision of the nation as a domestic realm, and to imagine a learning environment whose curriculum and classroom practice reflect not merely an economic but a moral investment in the future of our children. More than a summons to action, this remarkable book is a call to rethink the assumptions we bring to the educational enterprise, and so, to act wisely. (shrink)

Examines the theories of Plato, Rousseau, Mary Wollstonecraft, Catherine Beecher, and Charlotte Perkins Gilman concerning the education of women.

One might think that nuclear energy is a simple issue, with economists loving it and environmentalists hating it. But climate change complicates matters. Global warming reveals fossil fuels as the real problem. For reining in climate change, it would make sense to use any and all solutions that work; and nuclear power might presumably serve as a stopgap measure until the global economy can run on renewables alone. However, decades of tinkering with fission have not led to engineering breakthroughs. Fast (...) breeder technology could not get off the ground, nuclear reprocessing turned out to be a dead end, safe underground storage facilities were never located, and what to do with nuclear waste continues to be an open question. Major accidents, as in Fukushima 2011, can happen. Insurance companies still demand liability protection when underwriting fission. And running nuclear reactors over time indicates that their economic competitiveness is not impressive. So climate change, engineering d .. (shrink)

This introduction to the special issue on climate puts individual contributions in context. Climate change is the result of the current civilization paradigm and its modes of cognition. This suggests a failure of conventional ways of thinking, including mainstream philosophy. The articles in this issue illustrate alternative philosophical approaches, which point to civil evolution.

This chapter contains sections titled: Introduction: The Problem of Dynamics in the Enlightenment Kant's Starting Point: The Ontology of Force Relativistic Dynamics: The Force–Space Bond The True Estimation of Force: The Marriage of Momentum and Energy Conclusion – Kant's Unlikely Dialectical Inspiration.

As philosophers throughout the ages have asked: What is justice? What is truth? What is art? What is law? In _Education Reconfigured_, the internationally acclaimed philosopher of education, Jane Roland Martin, now asks: What is education? In answer, she puts forward a unified theory that casts education in a brand new light. Martin’s "theory of education as encounter" places culture alongside the individual at the heart of the educational process, thus responding to the call John Dewey made (...) over a century ago for an enlarged outlook on education. Look through her theory’s lens and you can see that education takes place not only in school but at home, on the street, in the mall—everywhere and all the time. Look through that lens and you can see that education does not always spell improvement; rather, it can be for the better or the worse. Indeed, you can see that education is inevitably a maker and shaper of both individuals and cultures. Above all, Martin’s new educational paradigm reveals that education is too important to be left solely to the professionals; that it is one of the great forces in human society and, as such, deserves the attention and demands the vigilance of every thoughtful person. (shrink)

The unsustainability of the Western paradigm points to the need for alternatives. Confucian philosophy suggests itself as a cultural resource for human evolution in the Anthropocene, because of its emphasis on good governance, information-based policy, and factbased practices. However, patriarchy is a liability of Confucian philosophy, and the Analects in particular is sexist. Ecological wisdom, progressive thought, and feminism go hand in hand. How can the Analects be utilized for a future-oriented reading? I suggest an interpretive pathway for a non-patriarchic, (...) ecological, and feminist appropriation of Confucius. (shrink)

This chapter contains section titled: Thomasius Wolff Crusius, Baumgarten, and Lessing Writings.

The Third Revolution is an examination of the historic transformations in contemporary China. Elizabeth C. Economy is director for Asia Studies at the Council on Foreign Relations. According to its mission statement, the CFR is a think tank “dedicated to being a resource for … government officials, business executives, journalists, educators and students … to help them better understand the world and the foreign policy choices facing the United States.” The Third Revolution is about the societal, economic, and political changes (...) under the administration of General Secretary Xi Jinping. Published by Oxford as a CFR Book, the study is written from a foreign policy perspective with regard to strategic U.S.... (shrink)

The environmental crisis is the collision of civilization with biospherical limits. Its sign is climate change, which is brought about by a cultural maladaptation, and which threatens to lead to scarcity, displacement, and violence. The solution will have to be a global transformation—a civil evolution—to a postcarbon and sustainable world order. China and Germany, I argue, are well positioned to achieve this new adaptation to living within limits, whereas the United States may have difficulties to respond adequately to the new (...) realities. Here I explore cultural and historical reasons for this Sino-German convergence. (shrink)

The environmental crisis is the collision of civilization with biospherical limits. Its sign is climate change, which is brought about by a cultural maladaptation, and which threatens to lead to scarcity, displacement, and violence. The solution will have to be a global transformation—a civil evolution—to a postcarbon and sustainable world order. China and Germany, I argue, are well positioned to achieve this new adaptation to living within limits, whereas the United States may have difficulties to respond adequately to the new (...) realities. Here I explore cultural and historical reasons for this Sino‐German convergence. (shrink)

1Department of Philosophy, University of South Florida, 4202 East Fowler Avenue, Tampa, FL 33620, USAKant and the Sciences Eric Watkins Oxford and New York Oxford University Press 2001 xiii + 290 Hardback£47.00, $52.00.

Kant has been the target of innumerable objections, and yet his thought involves correct scientific aperçus, as well as viable ethical ideas, which are increasingly embraced in the Global Village. Kant's critical philosophy involves profound puzzles. In the first Critique, a spatial force field is identified as an a priori and yet material condition of experience . In the Foundations of the Metaphysics of Morals, the Good Will is of singular but odd importance , and the Categorical Imperative has a (...) noumenal, yet comprehensible status, and involves two starkly different "versions" . To solve these puzzles requires us to unify and contextualize Kant. The critical philosophy is a piece of a larger philosophical whole—the ideas Kant advanced before and after the 1780s. Kant's overall thought needs to be understood as a product of the pantheist Enlightenment, which was shaped by the Confucian Classics. In the first section, I paint a portrait of Kant's thing in itself. I speculate that it is an interactive bond of forces in space, governing nature; and I contend that this structural-dynamic perspective may not only unify Kant's insights but also supply an ontological narrative that integrates scientific knowledge today. In the second section, I interpret the historical record. I argue that the structural-dynamic perspective was a driving idea of the early Enlightenment; that this idea arrived from China through the Rites Controversy; and that this idea, mediated by others, informed Kant. In the third section, I examine Kant's first book, Thoughts on the True Estimation of Living Forces . I argue that this exotic idea is the core of his theory of dynamics, and that the key features of his theory of dynamics withstood the test of time. (shrink)