Bourdieu’s thought is disturbing. Provocative. Scandalous even, at least for those who do not easily tolerate the unmitigated truth about the social. Nonetheless his ideas, among the most important and innovative of our time, are here to stay. This thought has taken form in the course of a career and through works on diverse subjects that have constructed a far-reaching analytical model of social life, which the author calls more readily an anthropology rather than a sociology. In their totality, (...) they constitute today an original and powerful proposal to explain human practices. In the face of criticisms commonly leveled at Bourdieu’s thought (notably the charge that it reduces everything to a single schematic model), it is important to identify the spirit of his enterprise. Early on, it is true, his thought drew on a few fundamental concepts—the trilogy habitus, field (champ), practice (pratique)—to which it constantly returned, and followed a clearly defined trajectory. At the same time, however, he continually reformulated, adapted, and refined his analytical model, depending on the operations to which he subjected new objects of inquiry. The regenerative and transformative force of his thought was supported by two convictions. First, that there being nothing more vain than theory for theory’s sake, it is preferable that theoretical production originate in the study of concrete and occasionally very specific cases. Second, that in order to escape stereotypical classifications, boundaries separating disciplines are best transgressed, thereby favoring new constructions of the object of inquiry. (shrink)

To celebrate the 270th anniversary of the De Gruyter publishing house, the company is providing permanent open access to 270 selected treasures from the De Gruyter Book Archive. Titles will be made available to anyone, anywhere at any time that might be interested. The DGBA project seeks to digitize the entire backlist of titles published since 1749 to ensure that future generations have digital access to the high-quality primary sources that De Gruyter has published over the centuries.

In lieu of an abstract, here is a brief excerpt of the content:Books ReceivedAndrianou, Dimitra. The Furniture and Furnishings of Ancient Greek Houses and Tombs. Cambridge: Cambridge University Press, 2009. xvi + 213 pp. 24 black-and-white figs. Cloth, $80.Andrisano, Angela Maria, and Paolo Fabbri, eds. La favola di Orfeo: Letteratura, immagine, performance. Ferrara: UnifePress, 2009. 255 pp. 41 black-and-white figs. Paper, €15.Bartsch, Shadi, and David Wray, eds. Seneca and the Self. Cambridge: Cambridge University Press, 2009. ix + 304 pp. 1 (...) black-and-white ill. Cloth, $99.Bers, Victor. Genos Dikanikon: Amateur and Professional Speech in the Courtrooms of Classical Athens. Hellenic Studies 33. Washington, D.C.: Center for Hellenic Studies, 2009. Dist. by Harvard University Press. ix + 159 pp. Paper, $15.95.Bowie, Ewen, and Jaś Elsner, eds. Philostratus. Greek Culture in the Roman World. Cambridge: Cambridge University Press, 2009. xii + 401 pp. 14 black-and-white ills. Cloth, $135.Bowlby, Rachel. Freudian Mythologies: Greek Tragedy and Modern Identities. Oxford: Oxford University Press, 2009. viii + 251 pp. Paper, $49.95.Calame, Claude. Poetic and Performative Memory in Ancient Greece: Heroic Reference and Ritual Gestures in Time and Space. Hellenic Studies 18. Washington, D.C.: Center for Hellenic Studies, 2009. Dist. by Harvard University Press. xii + 267 pp. 9 black-and-white figs. Paper, $19.95Collins, Paul. Assyrian Palace Sculptures. With photographs by Lisa Baylis and Sandra Marshall. Austin: University of Texas Press, 2009. 144 pp. Numerous color ills. Cloth, $45.Coltman, Viccy. Classical Sculpture and the Culture of Collecting in Britain Since 1870. Classical Presences. Oxford: Oxford University Press, 2009. xiv + 315 pp. 85 black-and-white figs., 32 color plates. Cloth, $99.Comoth, Katharina. Gott selbst und die Idee. Beiträge zur Philosophie. Heidelberg: Universitätsverlag Winter, 2009. 86 pp. 2 black-and-white ills. Paper, €10.Connelly, Joan Breton. Portrait of a Priestess: Women and Ritual in Ancient Greece. Princeton, N.J.: Princeton University Press, 2007. xv + 421 pp. Numerous black-and-white figs., 27 color plates, 3 maps. Paper, $35. [End Page 345]Eezzuduemhoi, James. I. A. A Fundamental Greek Course. Ed. Glenn Storey. Lanham, Md.: University Press of America, 2009. xxxv + 547 pp. Paper, $65.Erskine, Andrew, ed. A Companion to Ancient History. Blackwell Companions to the Ancient World. Malden, Mass.: Wiley-Blackwell, 2009. xxxvii + 693 pp. 27 black-and-white figs., 5 maps. Cloth, $199.95.Flower, Harriet I. Roman Republics. Princeton, N.J.: Princeton University Press, 2010. xv + 204 pp. Cloth, $29.95.Föllinger, Sabine. Aischylos: Meister der griechischen Tragödie. Munich: C. H. Beck, 2009. 224 pp. 5 black-and-white ills. Cloth, €24.90.Goldhill, Simon, and Edith Hall, eds. Sophocles and the Greek Tragic Tradition. Cambridge: Cambridge University Press, 2009. xvi + 336 pp. Cloth, $99.Grethlein, Jonas, and Antonios Rengakos, eds. Narratology and Interpretation. Trends in Classics 4. Berlin: Walter de Gruyter, 2009. vii + 630 pp. Cloth, €93.41.Haziza, Typhaine. Le Kaléidoscope hérodotéen: Images, imaginaire et représentations de l'Égypte à travers le livre II d'Hérodote. Études anciennes 142. Paris: Les Belles Lettres, 2009. 393 pp. 7 black-and-white figs. Paper, €45.Jouanna, Jacques, and Franco Montanari, eds. Eschyle: À l'aube du théâtre occidental. Entretiens Hardt 55. Geneva: Fondation Hardt, 2009. Dist. by Vandoeuvres. xi + 510 pp. Cloth: SFr 85.Johnson, Mark J. The Roman Imperial Mausoleum in Late Antiquity. Cambridge: Cambridge University Press, 2009. xviii + 296 pp. Numerous black-and-white figs., 16 color plates. Cloth, $95.Kronenberg, Leah. Allegories of Farming from Greece and Rome: Philosophical Satire in Xenophon, Varro, and Virgil. Cambridge: Cambridge University Press, 2009. xi + 223 pp. Cloth, $99.Loukopoulou, Louisa D., and Selene Psoma, eds. Thrakika Zetemata. Vol. 1. In collaboration with Athéna Iakovidou. Meletemata 58. Athens: Research Centre for Greek and Roman Antiquity of the National Hellenic Research Foundation, 2008. Dist. by Boccard. 175 pp. Numerous black-and-white figs. Paper, price not stated.Lowrie, Michèle, ed. Horace: Odes and Epodes. Oxford Readings in Classical Studies. Oxford: Oxford University Press, 2009. viii + 472 pp. Cloth, $199; paper, $75.Martin, Gunther. Divine Talk: Religious Argumentation in Demosthenes. Oxford Classical Mongraphs. Oxford: Oxford University Press, 2009. ix + 345 pp. Cloth, $125. [End Page 346]Mendoni, Lina G., and Sophia B... (shrink)

What if gravity satisfied the Klein-Gordon equation? Both particle physics from the 1920s-30s and the 1890s Neumann-Seeliger modification of Newtonian gravity with exponential decay suggest considering a "graviton mass term" for gravity, which is _algebraic_ in the potential. Unlike Nordström's "massless" theory, massive scalar gravity is strictly special relativistic in the sense of being invariant under the Poincaré group but not the 15-parameter Bateman-Cunningham conformal group. It therefore exhibits the whole of Minkowski space-time structure, albeit only indirectly concerning volumes. (...) Massive scalar gravity is plausible in terms of relativistic field theory, while violating most interesting versions of Einstein's principles of general covariance, general relativity, equivalence, and Mach. Geometry is a poor guide to understanding massive scalar gravity: matter sees a conformally flat metric due to universal coupling, but gravity also sees the rest of the flat metric in the mass term. What is the 'true' geometry, one might wonder, in line with Poincaré's modal conventionality argument? Infinitely many theories exhibit this bimetric 'geometry,' all with the total stress-energy's trace as source; thus geometry does not explain the field equations. The irrelevance of the Ehlers-Pirani-Schild construction to a critique of conventionalism becomes evident when multi-geometry theories are contemplated. Much as Seeliger envisaged, the smooth massless limit indicates underdetermination of theories by data between massless and massive scalar gravities---indeed an unconceived alternative. At least one version easily could have been developed before General Relativity; it then would have motivated thinking of Einstein's equations along the lines of Einstein's newly re-appreciated "physical strategy" and particle physics and would have suggested a rivalry from massive spin 2 variants of General Relativity. The Putnam-Grünbaum debate on conventionality is revisited with an emphasis on the broad modal scope of conventionalist views. Massive scalar gravity thus contributes to a historically plausible rational reconstruction of much of 20th-21st century space-time philosophy in the light of particle physics. An appendix reconsiders the Malament-Weatherall-Manchak conformal restriction of conventionality and constructs the 'universal force' influencing the causal structure. Subsequent works will discuss how massive gravity could have provided a template for a more Kant-friendly space-time theory that would have blocked Moritz Schlick's supposed refutation of synthetic _a priori_ knowledge, and how Einstein's false analogy between the Neumann-Seeliger-Einstein modification of Newtonian gravity and the cosmological constant \Lambda generated lasting confusion that obscured massive gravity as a conceptual possibility. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Hard Times:Philosophy and the Fundamentalist ImaginationRandall Everett Allsup"Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of service to them. This is the principle on which I bring up my own children, and this (...) is the principle on which I bring up these children. Stick to the Facts!" So admonishes headmaster Gradgrind in the very beginning of Hard Times, Charles Dickens' prescient tale of education in the industrial world.1 Facts—"addition, subtraction, multiplication and division, settle everything somehow and never wonder"—Facts form the essence of Gradgrind's philosophy.2A close reading of Gradgrind's opening monologue will provide the starting off point for an examination of the role and place of philosophy in the music curriculum. I am particularly intrigued by the question Reimer posed in his opening. He asked us to consider, Who is philosophy of music education for? We will return to this question at the close of this brief reflection.For the moment, however, I would like to continue on to the second paragraph of Hard Times, where Dickens does something very interesting. Following Gradgrind's inglorious monologue, he casts the scene of a small schoolroom, a "plain, bare, monotonous vault."3 Headmaster Gradgrind stands in front; he is described with a "square wall of a forehead," his mouth is "wide, thin, and hard set," his voice "inflexible and dry."4 His hair "bristled on the skirts of his bald head, a plantation of firs to keep the wind from its shining surface, all covered with knobs, like the crust of a plum pie, as if the head had scarcely warehouse-room for the hard facts stored inside."5 A square wall of a forehead, a lumpy head like the crust of a plum pie: these words give us more than "hard Facts"—they are more than mere descriptors. It seems that Dickens, through metaphor, mood, dynamic contrast—through the aesthetic imagination—has imbedded a quiet rebuke to the bold commonsense of Facts.The Gradgrind philosophy finds easy parallel to current thinking in American education. In the fundamentalist imagination, sources of ambiguity must be rooted out—basic skills make adults out of reasoning animals. "Children should be tested on basic reading and math skills every year, between grades three and eight. Measuring is the only way to know whether all our children are learning—and I want to know, because I refuse to leave any child behind."6 The speaker, of course, is George W. Bush whose call to basic skills and episodic testing appeals [End Page 139] to our sense of reason. Like Gradgrind suggests, it is the principle on which we brought up our own children, and this is the principle on which we will bring up today's children. Such a philosophy of education proudly combines folk beliefs about teaching and learning with the hard science of thorough assessment.The President further recommends that our children "must also be educated in the values of our civil society. Some people think it's inappropriate to make moral judgments anymore. Not me. We must be willing to draw a clear line between right and wrong. Those clear lines must be supported by political leaders, public schools, and our public institutions. Educating our children about their moral and civil responsibilities will serve them—and the nation—every bit as well as the academic learning they require."7 In addition to discipline-based standards of knowledge, Facts (in this view) govern the rules of citizenship, provide moral clarity, and as we will see shortly, inform the aesthetic. It is worth noting that such a linear equation—those clear straight lines—currently places skeptics in the category of unpatriotic, miseducative, and morally corrupt.8The fundamentalist philosophy of education is a governing philosophy—it is a philosophy for, not with, its initiates. Judgments are passed, not reached; answers are given, not argued. Teachers in this setting—whether willing accomplices or not—define what needs to be known and... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Hard Times:Philosophy and the Fundamentalist ImaginationRandall Everett Allsup"Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of service to them. This is the principle on which I bring up my own children, and this (...) is the principle on which I bring up these children. Stick to the Facts!" So admonishes headmaster Gradgrind in the very beginning of Hard Times, Charles Dickens' prescient tale of education in the industrial world.1 Facts—"addition, subtraction, multiplication and division, settle everything somehow and never wonder"—Facts form the essence of Gradgrind's philosophy.2A close reading of Gradgrind's opening monologue will provide the starting off point for an examination of the role and place of philosophy in the music curriculum. I am particularly intrigued by the question Reimer posed in his opening. He asked us to consider, Who is philosophy of music education for? We will return to this question at the close of this brief reflection.For the moment, however, I would like to continue on to the second paragraph of Hard Times, where Dickens does something very interesting. Following Gradgrind's inglorious monologue, he casts the scene of a small schoolroom, a "plain, bare, monotonous vault."3 Headmaster Gradgrind stands in front; he is described with a "square wall of a forehead," his mouth is "wide, thin, and hard set," his voice "inflexible and dry."4 His hair "bristled on the skirts of his bald head, a plantation of firs to keep the wind from its shining surface, all covered with knobs, like the crust of a plum pie, as if the head had scarcely warehouse-room for the hard facts stored inside."5 A square wall of a forehead, a lumpy head like the crust of a plum pie: these words give us more than "hard Facts"—they are more than mere descriptors. It seems that Dickens, through metaphor, mood, dynamic contrast—through the aesthetic imagination—has imbedded a quiet rebuke to the bold commonsense of Facts.The Gradgrind philosophy finds easy parallel to current thinking in American education. In the fundamentalist imagination, sources of ambiguity must be rooted out—basic skills make adults out of reasoning animals. "Children should be tested on basic reading and math skills every year, between grades three and eight. Measuring is the only way to know whether all our children are learning—and I want to know, because I refuse to leave any child behind."6 The speaker, of course, is George W. Bush whose call to basic skills and episodic testing appeals [End Page 139] to our sense of reason. Like Gradgrind suggests, it is the principle on which we brought up our own children, and this is the principle on which we will bring up today's children. Such a philosophy of education proudly combines folk beliefs about teaching and learning with the hard science of thorough assessment.The President further recommends that our children "must also be educated in the values of our civil society. Some people think it's inappropriate to make moral judgments anymore. Not me. We must be willing to draw a clear line between right and wrong. Those clear lines must be supported by political leaders, public schools, and our public institutions. Educating our children about their moral and civil responsibilities will serve them—and the nation—every bit as well as the academic learning they require."7 In addition to discipline-based standards of knowledge, Facts (in this view) govern the rules of citizenship, provide moral clarity, and as we will see shortly, inform the aesthetic. It is worth noting that such a linear equation—those clear straight lines—currently places skeptics in the category of unpatriotic, miseducative, and morally corrupt.8The fundamentalist philosophy of education is a governing philosophy—it is a philosophy for, not with, its initiates. Judgments are passed, not reached; answers are given, not argued. Teachers in this setting—whether willing accomplices or not—define what needs to be known and... (shrink)

This essay is an elaboration on some central themes and arguments from my recent book, Chronopathologies: Time and Politics in Deleuze, Derrida, Phenomenology and Analytic Philosophy (Rowman and Littlefield 2012). There is hence an element of generality to this essay that the book itself is better able to justify. But a short programmatic piece has its own virtues, especially for those of us who are time poor (which is pretty much everyone in contemporary academia). Moreover, it adds a (...) dimension to the above book by more explicitly situating it in relation to what is an emerging view in some recent scholarship (such as John McCumber, Len Lawlor, David Hoy, and before this Liz Grosz) that time is central to the identity of continental philosophy, as well as considering some of the work that in different ways contests this kind of interpretation of the identity of continental philosophy (e.g. Simon Glendinning, and, tacitly, Paul Redding). In continuing to side with the former over the latter, I will also develop my argument that time is one of the most significant factors in the divided house that I think contemporary philosophy remains, and I conclude by offering a series of negative prescriptions regarding how we might better avoid particular chronopathologies, or time-sicknesses, that are endemic to these philosophical trajectories, and that are also present (to greater and lesser degrees) in the majority of individual philosophers standardly labelled analytic and continental. To the extent that such sicknesses are at least partly inevitable, akin to a transcendental illusion, this paper consists in a call to be more attentive to this tendency, and to the methodological, metaphilosophical, and ethico-political consequences that follow from them. (shrink)

The paper focuses on the character of the literary and contends that if, instead of accepting the legitimacy of the question “what is literature?” and trying to answer it, one were to subject the question itself to a critical scrutiny—i.e. in order to lay bare what the question presupposes about the literary—it becomes obvious that any attempt to answer the question by uncritically accepting the legitimacy of the puzzle it puts forward can only give rise to contradictions. For the question (...) requires and presupposes for an answer an ontologically independent foundation, and the latter, given its immutability, requires the positing of a reality/representation disjunction—where the latter of the pair permits of and accommodates the experience of change—thereby ensuring that representation, too, requires a foundation, which, due to the impossibility of a foundation being the foundation of its other, that is, mutability, ends up undermining the very possibility of a disjunction, and, hence, the coherence of the foundationalist enterprise. Given that the problem of incoherence is bound to recur in all attempts to explain the literary in a foundationalist framework and given that the logic of foundationalism is one with the logic of nihilism—for the incoherence necessitates the denial of the possibility of literature—a release from the contradictions and a reinstatement of the reality of literature can come about only if one is awakened to the incoherence of the foundationalist undertaking. The resulting turn away from foundationalist thinking to differential thinking—where the incoherence of the demand for coherence is grasped and the reality of time reinstated—sheds light on the twining of the destinies of the literary and the philosophical: if philosophy as differential thinking awakens us to the displacement of being in the flow of time, literature sets into work the displacement of meaning in the functioning of language. This confirms that not only are the attempts to unearth a ground for the literary a mistake, but denying the reality of the literary event—i.e. upon failing to find a ground—is equally a mistake. (shrink)

Introduction: An unplaced French philosopher -- pt. 1. Time and subjectivity. Being and time -- Phenomenlogical time -- Conclusions: metaphysics and presence -- pt. 2. Time and the problem of hermeneutics. Narrative time -- Marcel's theatre: an-other time -- Conclusion: between Ricœur and Lévinas -- pt. 3. Time and eternity. Time and God -- General conclusion: Toward what metaphysics?

For over 2000 years, economics was studied in the West as a branch of ethics, or moral philosophy. Presently, though, few economists and no textbook in economic orthodoxy claim any close connection between economic science and philosophy. However, might the current 'crises' in economics, and in the economics profession have their deep roots in the separation of economics from philosophy and ethics? American pragmatism, among the various contemporary philosophic traditions, lends itself specially to dialogue with economics because of its view (...) of philosophy as an instrument for solving the real, concrete problems of human life, both personal and social. The essays in this volume, drawing heavily on the tradition of pragmatism, suggest that the economic crises of our time might not be merely technical in nature - that is, the result of faulty applications of economic tools by politicians and policy makers, based up conventional economic models - but also due to the faulty philosophical assumptions underlying those models. These essays suggest that the overcoming of our current economic crises requires that economists once again become moral philosophers, or that philosophers once again engage themselves in economic matters. In either case, this volume aims to foster dialogue between the two disciplines and in that way, contribute to the improvement of contemporary economic life. This book is suitable for those who study political economy, economic theory and economic philosophy. (shrink)

Is a policy-friendly philosophy of science possible? In order to respond this question, I consider a particular instance of contemporary philosophy of science, the semantic view of scientific theories, by placing it in the broader methodological landscape of the integration of philosophy of science into STS (Science and Technology Studies) as a component of the overall contribution of the latter to science policy. In that context, I defend a multi-disciplinary methodological integration of the special discipline composing STS against a reductionist (...) interdisciplinary unification, arguing that if STS wants to contribute to policy advising by constructing narratives of science practice feasible for science policy both in terms of descriptive completeness and intelligibility, then it must avoid the explanatory reductionism tendencies of special disciplines in interdisciplinary contexts. This would favour, at the same time, a relaxation of esoteric language. On this basis, it seems that the semantic view is one right candidate among other approaches in the philosophy of science for facilitating the integration of the methodologically different contributions to STS toward policy objectives. In fact, besides offering a more realistic and descriptively complete picture of science practice with respect to its predecessor in the philosophy of science, namely the syntactic view, the semantic view is also able to capture some aspects of science practice that elude even sociological approaches to STS, thus inviting different perspective on the same subject matter. (shrink)

This article considers the state of philosophy of education in our current age and assesses prospects for the future of the field. I argue that as philosophers of education, we live in both the best of times and the worst of times. Developments in one key organisation, the Philosophy of Education Society of Australasia, are examined in relation to broader international trends. Informed by the work of Pierre Hadot, I also reflect on what it might mean to talk of philosophy (...) of education as a way of life in the contemporary world. (shrink)

This article considers the state of philosophy of education in our current age and assesses prospects for the future of the field. I argue that as philosophers of education, we live in both the best of times and the worst of times. Developments in one key organisation, the Philosophy of Education Society of Australasia, are examined in relation to broader international trends. Informed by the work of Pierre Hadot, I also reflect on what it might mean to talk of philosophy (...) of education as a way of life in the contemporary world. (shrink)

Aims to construct an economic philosophy from indigenous African thought.

Time and Memory throws new light on fundamental aspects of human cognition and consciousness by bringing together, for the first time, psychological and philosophical approaches dealing with the connection between the capacity to represent and think about time, and the capacity to recollect the past. Fifteen specially written essays offer insights into current theories of memory processes and of the mechanisms and cognitive abilities underlying temporal judgements, and draw out key issues concerning the phenomenology and epistemology of (...) memory and its role in our understanding of time. (shrink)

This concise book introduces nonphysicists to the core philosophical issues surrounding the nature and structure of space and time, and is also an ideal resource for physicists interested in the conceptual foundations of space-time theory. Tim Maudlin's broad historical overview examines Aristotelian and Newtonian accounts of space and time, and traces how Galileo's conceptions of relativity and space-time led to Einstein's special and general theories of relativity. Maudlin explains special relativity using a geometrical approach, emphasizing intrinsic (...) space-time structure rather than coordinate systems or reference frames. He gives readers enough detail about special relativity to solve concrete physical problems while presenting general relativity in a more qualitative way, with an informative discussion of the geometrization of gravity, the bending of light, and black holes. Additional topics include the Twins Paradox, the physical aspects of the Lorentz-FitzGerald contraction, the constancy of the speed of light, time travel, the direction of time, and more.Introduces nonphysicists to the philosophical foundations of space-time theory Provides a broad historical overview, from Aristotle to Einstein Explains special relativity geometrically, emphasizing the intrinsic structure of space-time Covers the Twins Paradox, Galilean relativity, time travel, and more Requires only basic algebra and no formal knowledge of physics. (shrink)

Time's mysteries seem to resist comprehension and what remains, once the familiar metaphors are stripped away, can stretch even the most profound philosopher. In Of Time and Lamentation, Raymond Tallis rises to this challenge and explores the nature and meaning of time and how best to understand it. The culmination of some twenty years of thinking, writing and wondering about (and within) time, it is a bold, original, and thought-provoking work. With characteristic fearlessness, Tallis seeks to (...) reclaim time from the jaws of physics. For most of us, time is composed of mornings, afternoons, and evenings and expressed in hurry, hope, longing, waiting, enduring, planning, joyful expectation, and grief. Thinking about it is to meditate on our own mortality. Yet, physics has little or nothing to say about this time, the time as it is lived. The story told by caesium clocks, quantum theory, and Lorentz coordinates, Tallis argues, needs to be supplemented by one of moss on rocks, tears on faces, and the long narratives of our human journey. Our temporal lives deserve a richer attention than is afforded by the equations of mathematical physics.The first part of the book, "Killing Time" is a formidable critique of the spatialized and mathematized account of time arising from physical science. Part 2, "Human Time" examines tensed time, the reality of time as it is lived: what we mean by "now", how we make sense of past and future events, and the idea of eternity. (shrink)

In what sense does time exist? Is it an objective feature of the external world? Or is its real nature dependent on the way man experiences it? Has modern science brought us closer to the answer to St. Augustine's exasperated outcry, 'What, then, is time?'? Ever since Aristotle, thinkers have been struggling with this most confounding and elusive of philosophical questions. How long does the present moment last? Can we make statements about the future that are clearly true (...) or clearly false? And if so, must we be fatalists? This volume presents twenty-three discussions of the problem of time. A section on classical and modern attempts at definition is followed by four groups of essays drawn largely from contemporary philosophy, each preface with an introduction by the editor. First, in a chapter entitled 'The Static versus the Dynamic Temporal', four philosophers advance solutions to McTaggart's famous proof of time's unreality. In the next two sections, the discussion turns to the meaning of the 'open future' and to the much-debated nature of 'human time'. Finally, modern science and philosophy tackle Zeno's celebrated paradoxes. The essays by Adolf Grnbaum, Nicholas Rescher, and William Barrett are published for the first time in this volume. (shrink)

In what sense does time exist? Is it an objective feature of the external world? Or is its real nature dependent on the way man experiences it? Has modern science brought us closer to the answer to St. Augustine's exasperated outcry, 'What, then, is time?' ? Ever since Aristotle, thinkers have been struggling with this most confounding and elusive of philosophical questions. How long does the present moment last? Can we make statements about the future that are clearly (...) true or clearly false? And if so, must we be fatalists? This volume presents twenty-three discussions of the problem of time. A section on classical and modern attempts at definition is followed by four groups of essays drawn largely from contemporary philosophy, each preface with an introduction by the editor. First, in a chapter entitled 'The Static versus the Dynamic Temporal', four philosophers advance solutions to McTaggart's famous proof of time's unreality. In the next two sections, the discussion turns to the meaning of the 'open future' and to the much-debated nature of 'human time'. Finally, modern science and philosophy tackle Zeno's celebrated paradoxes. The essays by Adolf Grnbaum, Nicholas Rescher, and William Barrett are published for the first time in this volume. (shrink)

Informed by the philosophy of the virtual, Keith Ansell Pearson offers up one of the most lucid and original works on the central philosophical questions. He asks that if our basic concepts on what it means to be human are wrong then, what is this to mean for our ideas of time, being, consciousness? A critical examination ensues, one informed by a multitude of responses to a large number of philosophers. Under discussion is the mathematical limits as found in (...) Russell, questions on Relativity, Kant's notion of judgement, Popper, Dennett, Dawkins and Proust. He brings into the rapport the concepts of Bergson and their explosive insights into the idea of time. (shrink)

The idea for _Philosophy in a Time of Terror_ was born hours after the attacks on 9/11 and was realized just weeks later when Giovanna Borradori sat down with Jürgen Habermas and Jacques Derrida in New York City, in separate interviews, to evaluate the significance of the most destructive terrorist act ever perpetrated. This book marks an unprecedented encounter between two of the most influential thinkers of our age as here, for the first time, Habermas and Derrida overcome (...) their mutual antagonism and agree to appear side by side. As the two philosophers disassemble and reassemble what we think we know about terrorism, they break from the familiar social and political rhetoric increasingly polarized between good and evil. In this process, we watch two of the greatest intellects of the century at work. (shrink)

With the development of new technologies and the Internet, the notion of the virtual has grown increasingly important. In this lucid collection of essays, Pearson bridges the continental-analytic divide in philosophy, bringing the virtual to centre stage and arguing its importance for re-thinking such central philosophical questions as time and life. Drawing on philosophers from Bergson, Kant and Nietzsche to Proust, Russell, Dennett and Badiou, Pearson examines the limits of continuity, explores relativity, and offers a concept of creative evolution.

As a growing area of research, the philosophy of time is increasingly relevant to different areas of philosophy and even other disciplines. This book describes and evaluates the most important debates in philosophy of time, under several subject areas: metaphysics, epistemology, physics, philosophy of language, philosophy of mind, cognitive science, rationality, and art. -/- Questions this book investigates include: Can we know what time really is? Is time possible, especially given modern physics? Must there be (...) class='Hi'>time because we cannot think without it? What do we experience of time? How might philosophy of time be relevant to understanding the mind-body relationship or evidence in cognitive science? Can the philosophy of time help us understand biases toward the future and the fear of death? How is time relevant to art – and is art relevant to philosophical debates about time? Finally, what exactly could time travel be? And could time travel satisfy emotions such as nostalgia and regret? -/- Through asking such questions, and showing how they might be best answered, the book demonstrates the importance philosophy of time has in contemporary thought. Each of the book’s 10 chapters begins with a helpful introduction and ends with study questions and an annotated list of further readings. This and a comprehensive bibliography at the end of the book prepare the reader to go further in their study of the philosophy of time. (shrink)

What is the nature of temporal passage—the movement of events or moments of time from the future through the present into the past? Is the future and the past as real as the present, or is the present—or perhaps the present and the past—all that exists? What role, if any, does language play in giving us an insight into temporal reality? Is it possible to travel through time into distant regions of the future or the past? What accounts (...) for the direction of time, the sense we have that we are moving toward the future and not back into the past? What is the relation between the physics of time and the philosophy of time? These are the kind of dizzying questions that have been addressed by metaphysicians since antiquity, and time has remained a critical concept for many thinkers and philosophers since then (for instance, in his Confessions, St Augustine, restating an observation by Plotinus, wrote: ‘So what is time? If no one asks me, I know; if I seek to explain it, I do not’). Interest in the subject has also been enduring—and has blossomed anew in the past century. The Philosophy of Time is a new title in the Routledge series, Critical Concepts in Philosophy. It meets the need for an authoritative reference work to make sense of the subject’s vast literature and the continuing explosion in research output. Edited by L. Nathan Oaklander, a leading scholar in the philosophy of time, this new Major Work from Routledge brings together in four volumes the canonical and the very best cutting-edge scholarship in the field to provide a synoptic view of all the key issues and current debates. With a comprehensive introduction to the collection, newly written by the editor, which places the collected material in its historical and intellectual context, The Philosophy of Time is an essential work of reference and is destined to be valued by philosophers of time—as well as those working in related areas of philosophy of science, philosophy of mind, and philosophy of religion—as a vital research resource. (shrink)

In this study, Lynne Moss Bahr explores the concept of temporality as central to Jesus's proclamation of the Kingdom of God. Using insights from Continental philosophy on the messianic, which expose the false claim that time progresses in a linear continuum, Bahr presents these philosophical positions in critical dialogue with the sayings of Jesus regarding time and time's fulfillment. She shows how the Kingdom represents the possibilities of a disruption in time, one that reveals the intrinsic (...) relation between God and humanity. (shrink)

The second part of the interview with Dr.Sci.Proleiev, Doctor of Philosophy, devoted to the understanding of the phenomenon of "philosophy in the USSR" (first part: Proleyev, S., Zborovska, X., Mironenko, R., Kostenko, O., & Shulha, M. (2018). Philosophy as a School of Life at the Time of Totalitarianism. Part I. Thinking in the Space of Soviet Myths.

In _Time in the Ditch, _John McCumber explores the effect of McCarthyism on American philosophy in the 1940s and 1950s. The possibility that the political pressures of the McCarthy era might have skewed the development of the discipline has rarely been addressed in the subsequent half century. Why was silence maintained for so long? And what happens, McCumber asks, when political events and pressures go beyond interfering with individual careers to influence the nature of a discipline itself?

This article provides a non-technical overview of the conflict between the special theory of relativity and the dynamic theories of time. The chief argument against dynamic theories of time from relativistic mechanics is presented. The space of current responses to that argument is subsequently mapped.

Why have theorists approached narrative primarily as a form of retrospect? Mark Currie argues that anticipation and other forms of projection into the future are vital for an understanding of narrative and its effects in the world. In a series of arguments and readings, he offers an account of narrative as both anticipation and retrospection, linking fictional time experiments (in Ali Smith, Ian McEwan, Martin Amis and Graham Swift) to exhilarating philosophical themes about presence and futurity. This is an (...) argument that shows that narrative lies at the heart of modern experiences of time, structuring the present, whether personal or collective, as the object of a future memory as much as it records the past. (shrink)

"Time and Philosophy" presents a detailed survey of continental thought through an historical account of its key texts. The common theme taken up in each text is how philosophical thought should respond to time. Looking at the development of continental philosophy in both Europe and America, the philosophers discussed range from Hegel, Marx, Kierkegaard, Nietzsche, Husserl, Heidegger, Arendt, Adorno and Horkheimer, Sartre, de Beauvoir, Foucault, Derrida, to the most influential thinkers of today, Agamben, Badiou, Butler and Ranciere. Throughout, (...) the concern is to elucidate the primary texts for readers coming to them for the first time. But, beyond this, "Time and Philosophy" aims to reveal the philosophical rigour which underpins and connects the history of continental thought. (shrink)

This book deals with some Peripatetic philosophers of the Hellenistic age who were direct and indirect pupils of Aristotle. The main focus of the book is Aristotle's school in the Hellenistic period, a subject not particularly explored by the scholars. Three main issues are addressed in the chapters of the book: the problem of knowledge, the question of time, and the doctrine of the soul. More specifically the topics addressed are: the problem of sense-perception and the method of multiple (...) explanations in the field of meteorology in Aristotle, Theophrastus and Epicurus, the epistemology of Strato, the notion of time in Eudemus and Strato, the conception of sleep in Clearchus, the doctrine of divination in Cratippus. Finally, the Appendix examines the probable influence of the physics of Strato on the medicine of Asclepiades of Bithynia. These themes are investigated by comparing the positions of the Peripatetics with Aristotle's philosophy, but above all by contextualising the doctrines of the Peripatetics within the broader framework of Hellenistic philosophies. (shrink)

This volume provides a balanced set of reviews which introduce the central topics in the philosophy of time. This is the first introductory anthology on the subject to appear for many years; the contributors are distinguished, and two of the essays are specially written for this collection. In their introduction, the editors summarize the background to the debate, and show the relevance of issues in the philosophy of time for other branches of philosophy and for science. Contributors include (...) J.M.E. McTaggart, Arthur N. Prior, D.H. Mellor, Sydney Shoemaker, Graeme Forbes, Lawrence Sklar, Michael Dummett, David Lewis, W.H. Newton-Smith, and Anthony Quinton. (shrink)

Space, Time and Causality An Essay in Natural Philosophy.

A chronological approach that examines the progression of Levinas's deliberations on time over six decades, thus providing new insights about aspects of Levinasian thought that have consistently troubled readers, including the differences between Levinas's early and later writings, his controversial invocation of the feminine, and the blurry line between philosophy and religion in his work"--Provided by publisher.