This article argues (contra horowitz et al.) that the origins of the problem of alienation antedate german idealism of the nineteenth century. Specific antecedents to the contemporary concern with alienation can be found in: (1) the medieval school of nominalism and its concern with singulars; (2) the renaissance pre-Occupation with self-Consciousness and (3) descartes' solipsistic dualism. When 19th century thinkers, Particularly hegel, Gave extensive and explicit consideration to the problem of alienation they were in large part articulating traditional philosophical concerns. (...) To be fully grasped the alienation problem must be viewed within the broad mainstream of the history of ideas. (shrink)

Seeking the good life: Socrates' erotic revolution -- At home in the universe: the Stoics as Existentialists -- Senses of the self: Augustine and the ascent of the soul -- Overcoming alienation: Rousseau's search for authenticity -- Becoming who we are: Kierkegaard against his age (and ours) -- Single in the crowd: Thoreau's existential experiment at Walden Pond -- No short cut to Paradise: the lonely passion of William James -- Beyond Nihilism: Nietzsche and the ethics of utopia -- Between (...) solitude and solidarity: the two worlds of Albert Camus -- The desire to be God: Sartre and the winding roads of freedom -- Dramatist of a broken world: the soft theism of Gabriel Marcel -- Thinking without banisters: Hannah Arendt and the face of radical evil. (shrink)

This study contends that existentialism is the perennial philosophy thus going against the assumption that it is a school of more recent provenance. Anthologies or introductory texts used begin with Kierkegaard and go on to emphasize Nietzsche, Sartre, and Heidegger. This book reflects a more catholic mapping, including three thinkers from the classical period , who are argued to be just as 'existential' as more modern thinkers and indeed influence the latter in important ways. Also included are three Americans who (...) are rarely considered existentialists. Furthermore, the book has a pedagogical emphasis, reflecting students' points-of-view: what they learn, how they react, questions they have, and how in general existentialism meets their education needs and expectations. It is, therefore, necessarily interdisciplinary in character, pointing out implications of existentialism for education, concerns like happiness, war and peace, democracy, sexuality, and terrorism. (shrink)