In the preface to his Philosophy of Right Hegel maintains that a philosophy is its own time apprehended in thought. It is not the philosopher's business to create an imaginary world of his own. His task is to understand the present and actual as subsuming the past in itself, as the culmination of a process of development.

The author, using bertrand russell's "human knowledge": "it's scope and limits", makes a point of departure where russell distinguishes between "meaning" and "significance." the author contends that in using these distinctions in a metaphysical argument, his purpose is not to show whether or not the argument is possible, but to show the problem of validity of metaphysical arguments as the remaining fundamental problem in regards to metaphysics. (staff).

Many people who have never read the works of Nietzsche possess some vague notion of what he taught. For them the philosophy of Nietzsche is represented by a few floating ideas—“Superman,” “Will to Power,” and even perhaps “blond beast.” Others again have learnt a little more about Nietzsche and perhaps read something of what he actually said; yet the net result is an impression of a passionate and destructive thinker, who launched his attacks on this side and on that, without (...) any regard for consistency. For them there can be no philosophy of Nietzsche: they know that he often wrote in the form of aphorism and they picture his thought in general as a series of detached utterances, many of which are mutually exclusive. It may then be of use to some, if we attempt to set forth the guiding inspiration and leading ideas of Nietzsche, for when these have been grasped, it will be seen that it is by no means absurd to speak of a philosophy of Nietzsche. It may well be impossible to reconcile all his utterances, at least so far as the words are concerned—though Nietzsche is of course not the only philosopher who betrays inconsistency in his thought—but it should be remembered that Nietzsche was not given to standing still: his thought developed. Moreover, he often spoke in an exaggerated form, so that some of the apparent inconsistencies may be ascribed to over-emphasis. In any case, even granting the presence of irreconcilable inconsistencies in his thought, Nietzsche's various theories not only may, but must, be seen as a whole, if they are seen in the light of his guiding ideas and inspiration. (shrink)

IT HAS OFTEN BEEN STATED that Nietzsche's predominantly aphoristic style of writing militated against the construction of any system analogous to those of Spinoza and Hegel. The statement is doubtless true. But it is essential to add that Nietzsche had no wish to construct such a system. Spinoza was convinced that the order and connection of ideas is the same as the order and connection of things; and Hegel believed that the rational is the real and the real the rational. (...) Nietzsche, however, had no such conviction or belief. Hence it would be rather misleading to say that he "failed" to construct a system comparable to those of Spinoza or Hegel. (shrink)

In the preface to his Philosophy of Right Hegel maintains that a philosophy is its own time apprehended in thought. It is not the philosopher's business to create an imaginary world of his own. His task is to understand the present and actual as subsuming the past in itself, as the culmination of a process of development.

For half a century, Ernest Fortin's scholarship has charmed and educated theologians and philosophers with its intellectual search for the best way to live. Written by friends, colleagues, and students of Fortin, this book pays tribute to a remarkable thinker in a series of essays that bear eloquent testimony to Fortin's influence and his legacy. A formidable commentator on Catholic philosophical and political thought, Ernest Fortin inspired others with his restless inquiries beyond the boundaries of conventional scholarship. With essays on (...) subjects ranging across philosophy, political science, literature, and theology Gladly to Learn and Gladly to Teach reflects the astonishing depth and breadth of Fortin's contribution to contemporary thought. (shrink)

This book updates and adds to the classic Social Movements of the Sixties and Seventies, showing how social movement theory has grown and changed.

For half a century, Ernest Fortin's scholarship has charmed and educated theologians and philosophers with its intellectual search for the best way to live. Written by friends, colleagues, and students of Fortin, this book pays tribute to a remarkable thinker in a series of essays that bear eloquent testimony to Fortin's influence and his legacy. A formidable commentator on Catholic philosophical and political thought, Ernest Fortin inspired others with his restless inquiries beyond the boundaries of conventional scholarship. With essays on (...) subjects ranging across philosophy, political science, literature, and theology Gladly to Learn and Gladly to Teach reflects the astonishing depth and breadth of Fortin's contribution to contemporary thought. (shrink)

Imprint covered by label which reads: Published in U.S.A. by Barnes & Noble Books, Totowa, N.J. Includes bibliographical references and index.

Book 1. Volume I, Greece and Rome ; Volume II, Augustine to Scotus ; Volume III, Ockham to Suarez.

Frederick 2013 (the critique) offers criticisms of the Escape from Leviathan (EfL) theory of libertarian liberty and also of its compatibility with preference-utilitarian welfare and private-property anarchy. This reply to the critique first explains the underlying philosophical problem with libertarian liberty and EfL’s proposed solution. It then goes through the critique in detail showing that it does not grasp the problem or the solution and offers only misrepresentations and unsound criticisms.