The concept of need is promising and alluring because of three factors.

I CLASSIFICATION AND CLARIFICATION Need is a very important concept comparatively little studied by philosophers. Kenny. I One day, sit in Parliament and ...

ON PHILOSOPHY challenges and stimulates its readers to identify and deliberate about crucial philosophical issues. The book deals with some of the central areas of philosophy, such as the nature of God, perception, the relation between the mind and body, and ethics. It provides practical guidance on how to think philosophically, with appendices on critical thinking, analysis, logic, reading, and writing. The Wadsworth Philosophical Topics Series presents readers with concise, timely, and insightful introductions to a variety of traditional and contemporary (...) philosophical subjects. With this series edited by Robert Talisse of Vanderbilt University, philosophy students will be able to discover the richness of philosophical inquiry across a wide array of concepts, including hallmark philosophical themes and topics typically underrepresented in mainstream philosophy publishing. Written by a distinguished list of scholars who have been noted for their exceptional teaching abilities, this series presents the vast sweep of today's philosophical exploration in highly accessible and affordable volumes. These books will prove valuable to philosophy teachers and their students as well as to other readers who share a general interest in philosophy. (shrink)

Much more than just an anthology, this survey of humanity's search for the meaning of life includes the latest contributions to the debate, a judicious selection of key canonical essays, and insightful commentary by internationally respected philosophers.

As Headlam remarked more than thirty years ago, ‘It is a strange fact that the order of words in a Greek sentence has never been clearly appreciated.’ The emphatic word is placed at the beginning of the sentence, or as near it as the structure of the language permits. That is the general law, which I have discussed at length in my edition of the Oresteia. My object in this article is to make an exhaustive study of its operation in (...) a limited field. (shrink)

Ethical education should help students become more sensitive to the perspectives and experiences of others. However, the field is dominated by the teaching of moral values as a subject-matter, or by the fostering of character traits in students, or by moral reasoning. This book proposes an alternative to these limited moralistic approaches. It places human relationships at the core of ethical education, in its understanding of both ethics and education. With contributions from renowned international scholars, this approach is laid out (...) in three parts. Part I develops the underlying theory of ethics and education; Part II focuses on the relevant pedagogical principles, and Part III provides illustrations of emergent innovative ethical educational practices in worldwide schools. Against a backdrop of divisiveness and apathy, the innovative practices described in this book show how a new vision for ethical education might be centred around caring for students' well-being. (shrink)

'Philosophy' in the context of this book means that the author is looking at education as a whole, without restrictions or simplifications; looking at ends and purposes, not merely at methods and means.

Kolak’s arguments for the thesis ‘there is only one person’ in fact show that the subject-in-itself is not a countable entity. The paper argues for this assertion by comparing Kolak’s concept of the subject with Kant’s notion of the transcendental unity of apperception (TUAP), which is a formal feature of experience and not countable. It also argues the point by contrasting both the subject and the TUAP with the notion of the individual human being or empirical self, which is the (...) main concern standard theories of personal identity such as those of Williams, Parfit and Nozick. Unlike the empirical self, but rather like Kant’s TUAP, the subject-in-itself cannot be counted because it is not an object or substance, despite Kolak’s thesis that there is only one. The paper also maintains that Kolak’s contention that the subject is an entity hinges on a strong and less plausible interpretation of Kant’s transcendental idealism. (shrink)

Well-being studies is an exciting and relatively new multi-disciplinary field, with data being gathered from different domains in order to improve social policies. In its reliance on a truncated account of well-being based implicitly on neoclassical economic assumptions, however, the field is deeply flawed. Departing from reductive accounts of well-being that exclude the normative or evaluative aspect of the concept and so impoverish the attendant conception of human life, this book offers a new perspective on what counts normatively as being (...) well. In reconceptualising well-being holistically, it presents a fresh vista on how we can consider the meanings of human life in a manner that also serves as a source of constructive social critique. The book thus undertakes to invert the usual approach to the social sciences, in which the research is required to be objective in terms of methodology and subjective with regard to evaluative claims. Instead, the authors are deliberately objective about values in order to be more open to the subjectivities of human life. Happiness, Flourishing and the Good Life thus seeks to move away from economic considerations' domination of all social spaces in order to understand the possibilities of well-being beyond instrumentalisation or commodification. A radical new approach to the human well-being, this book will appeal to philosophers, social theorists and political scientists and all who are interested in human happiness. (shrink)

The openings of the strophe and antistrophe do not correspond, and many unavailing efforts have been made, from Triclinius to Lawson, to bring them into conformity. But, as I have shown elsewhere , the discrepancy appears to be intentional and appropriate. For other instances of the same thing see 709–10, 715–16 , and there is yet another in Cho. 422–4 = 443–5 . In 1005 πρπαρ is not only better attested than προιθ' , but it makes a much better rhythm: (...) τ δ' π γν πεσν παξ θανσιμον πρνσιμον πρπαρ νδρς μλαν αμα τς ν…. (shrink)

This brief text assists students in understanding Kant's philosophy and thinking so that they can more fully engage in useful, intelligent class dialogue and improve their understanding of course content. Part of the "Wadsworth Philosophers Series," (which will eventually consist of approximately 100 titles, each focusing on a single "thinker" from ancient times to the present), ON KANT is written by a philosopher deeply versed in the philosophy of this key thinker. Like other books in the series, this concise book (...) offers sufficient insight into the thinking of a notable philosopher better enabling students to engage in the reading and to discuss the material in class and on paper. (shrink)

This brief text assists students in understanding Locke's philosophy and thinking so they can more fully engage in useful, intelligent class dialogue and improve their understanding of course content. Part of the Wadsworth Notes Series, (which will eventually consist of approximately 100 titles, each focusing on a single "thinker" from ancient times to the present), ON LOCKE is written by a philosopher deeply versed in the philosophy of this key thinker. Like other books in the series, this concise book offers (...) sufficient insight into the thinking of a notable philosopher, better enabling students to engage in reading and to discuss the material in class and on paper. (shrink)

This brief text assists students in understanding Leibniz's philosophy and thinking so they can more fully engage in useful, intelligent class dialogue and improve their understanding of course content. Part of the Wadsworth Notes Series, (which will eventually consist of approximately 100 titles, each focusing on a single "thinker" from ancient times to the present), ON LEIBNIZ is written by a philosopher deeply versed in the philosophy of this key thinker. Like other books in the series, this concise book offers (...) sufficient insight into the thinking of a notable philosopher, better enabling students to engage in reading and to discuss the material in class and on paper. (shrink)