'One of the greatest essays ever written on art.' - The Guardian Edmund Burke’s Philosophical Enquiry into the Origin of our Ideas of the Sublime and Beautiful is one of the most important works of aesthetics ever written. Whilst many writers have taken up their pen to write of ‘the beautiful’, Burke’s subject here was that quality he uniquely distinguished as ‘the sublime’ – an all-consuming force beyond beauty that compelled terror as much as rapture in all who (...) beheld it. It was an analysis that would go on to inspire some of the leading thinkers of the Enlightenment, including Immanuel Kant and Denis Diderot. The Routledge Classics edition presents the authoritative text of the first critical edition of Burke’s essay ever published, including a substantial critical and historical commentary. (shrink)

'Pain and pleasure are simple ideas, incapable of definition.'In 1757 the 27-year-old Edmund Burke argued that our aesthetic responses are experienced as pure emotional arousal, unencumbered by intellectual considerations. In so doing he overturned the Platonic tradition in aesthetics that had prevailed from antiquity until the eighteenth century, and replaced metaphysics with psychology and even physiology as the basis for the subject. Burke's theory of beauty encompasses the female form, nature, art, and poetry, and he analyses our delight in sublime (...) effects that thrill and excite us. His revolution in method continues to have repercussions in the aesthetic theories of today, and his revolution in sensibility has paved the way for literary and artistic movements from the Gothic novel through Romanticism, twentieth-century painting, and beyond. In this new edition Paul Guyer conducts the reader through Burke's Enquiry, focusing on its place in the history of aesthetics and highlighting its innovations, as well as its influence on many subsequent authors from Kant and Schiller to Ruskin and Nietzsche. (shrink)

This eloquent 1757 treatise examines how interactions with the physical world affect formulation of ideals related to beauty and art. Tremendously influential on the development of aesthetic theory, this formative dissertation was among the first explorations of the concept of the sublime and remains a thought-provoking study for modern readers.

An eloquent and sometimes even erotic book, the Philosophical Enquiry was long dismissed as a piece of mere juvenilia. However, Burke's analysis of the relationship between emotion, beauty, and art form is now recognized as not only an important and influential work of aesthetic theory, but also one of the first major works in European literature on the Sublime, a subject that has fascinated thinkers from Kant and Coleridge to the philosophers and critics of today. This is the (...) only available edition of the work. ABOUT THE SERIES: For over 100 years Oxford World's Classics has made available the widest range of literature from around the globe. Each affordable volume reflects Oxford's commitment to scholarship, providing the most accurate text plus a wealth of other valuable features, including expert introductions by leading authorities, helpful notes to clarify the text, up-to-date bibliographies for further study, and much more. (shrink)

This is an introduction to philosophy but with a difference. Through out the book metaphysical issues are shown to be rooted in the history of philosophy. At the same time the author`s tratment of each issues leads right into the contemporary situation. Philosophy can scarcely be defined,the author says, but philosophizing can be `shown`. The various section of the book show in a fresh way what such philosophizing can be like.

This eloquent 1757 treatise examines how interactions with the physical world affect formulation of ideals related to beauty and art. Tremendously influential on the development of aesthetic theory, this formative dissertation was among the first explorations of the concept of the sublime and remains a thought-provoking study for modern readers.

CONTENTS LIST OF ABBREVIATIONS Vtt A CHRONOLOGY OF EDMUND BURKE INTRODUCTION X FURTHER READING XXxix A NOTE ON THE TEXTS xliv A Vindication of Natural ...

By the eighteenth century, the term 'sublime' was used to communicate a sense of unfathomable and awe-inspiring greatness, whether in nature or thought. The relationship of sublimity to classical definitions of beauty was much debated, but the first philosopher to portray them as opposing forces was Edmund Burke. Originally published in 1757 and reissued here in the revised second edition of 1759, this influential treatise explores the psychological origins of both ideas. Presented as distinct consequences of very separate emotional lineages, (...) beauty and sublimity are traced back through a web of human feelings, from self-preservation instincts to lust. Burke's doctrine of the sublime was to have far-reaching effects. In Britain, it informed perceptions of landscape in art and literature for years to come. Meanwhile, on the continent, Kant regarded Burke as 'the foremost author' in 'the empirical exposition of aesthetic judgments'. (shrink)

Tianyi Zhang offers in this study an innovative philosophical reconstruction of Shihāb al-Dīn al-Suhrawardī's (d. 1191) Illuminationism. Commonly portrayed as either a theosophist or an Avicennian in disguise, Suhrawardīappears here as an original and hardheaded philosopher who adopts mysticism only as a tool of philosophical inquiry. Zhang makes use of Plato's cave allegory to explain Suhrawardī's Illuminationist project. Focusing on three areas-the theory of presential knowledge, the ontological discussion of mental considerations, and Light Metaphysics-Zhang convincingly reveals the Nominalist (...) and Existential nature of Illuminationism, and thereby proposes a new way of understanding how Suhrawardī's central philosophical ideas cohere. (shrink)

An eloquent and sometimes even erotic book, the Philosophical Enquiry was long dismissed as a piece of mere juvenilia. However, Burke's analysis of the relationship between emotion, beauty, and art form is now recognized as not only an important and influential work of aesthetic theory, but also one of the first major works in European literature on the Sublime, a subject that has fascinated thinkers from Kant and Coleridge to the philosophers and critics of today. This is the (...) only available edition of the work. (shrink)

The concern of this book is the nature of religious belief and the ways in which philosophical enquiry is related to it. Six chapters present the positive arguments the author wishes to put forward to discusses religion and rationality, scepticism about religion, language-games, belief and the loss of belief. The remaining chapters include criticisms of some contemporary philosophers of religion in the light of the earlier discussions, and the implications for more specific topics, such as religious education, are (...) investigated. The book ends with a general attempt to say something about the character of philosophical enquiry, and to show how important it is to realise this character in the philosophy of religion. (shrink)

This paper will explore some of the issues and arguments and offer some critical reflection on the ideas and ways that people have proposed to overcome or uphold the dilemma or conflict between the existence of the God of classical theism and evil and the consequence of evil - suffering. I seek explanation of the plain fact of evil and suffering but I do not seek it in the arrogant belief that I can explain evil away. My Christian faith is (...) not meant to provide complete answers and understanding to all life’s vexing questions. The purpose of my faith is to become aware and share in the life of the infinite and unlimited creator God. My belief provides strength and wisdom to live all of life but does not provide the perfect philosophical apologetic. My faith leaves me with much unsolved mystery and perplexing puzzle, often my faith is accompanied by doubt and existential pain and anxiety. Evil is not a theoretical problem but an existential problem. In the face of evil we are challenged to examine who we are and what we value as well as seeking a deeper insight into the nature and purposes of God. (shrink)

In his Enquiry Edmund Burke overturned the Platonic tradition in aesthetics and replaced metaphysics with psychology. His revolutions in method and sensibility influenced later philosophers and literary and artistic movements from the Gothic novel to Romanticism and beyond. This new edition guides the reader through Burke's arguments.

The concern of this book is the nature of religious belief and the ways in which philosophical enquiry is related to it. Six chapters present the positive arguments the author wishes to put forward to discusses religion and rationality, scepticism about religion, language-games, belief and the loss of belief. The remaining chapters include criticisms of some contemporary philosophers of religion in the light of the earlier discussions, and the implications for more specific topics, such as religious education, are (...) investigated. The book ends with a general attempt to say something about the character of philosophical enquiry, and to show how important it is to realise this character in the philosophy of religion. (shrink)

In 1 Peter 1:3-7 we read that the Christians were facing persecution because of their faith and the author reminds them that every trial is a test of their faith. The trials and consequential suffering can be withstood because they are able to look forward to an inheritance – eternal life with God. Christians can endure all trials and suffering because of the hope of glory and ultimate joy. There is a grace afforded by God in the presence to match (...) whatever trial or suffering they might face. Thus it appears that there is both a purpose – one being the testing, transforming and purifying of one’s faith and a great prize for those who endure suffering – the Lord himself rewarding us. It is with this thought I will end this essay - with this belief of an inheritance, a resurrection and the gift of immortality. However, I will not shun asking the difficult questions, nor will I avoid critical reflection and analysis of a number of the contradictory or unpleasant answers. I will not eschew the lack of answers relating to evil and suffering – the pains of the scourges of poverty, persecution and oppression, the ravages of war and natural disasters, and all the inequity and injustice that has fallen throughout history – often on the innocent. This wickedness and agony that has throughout history indiscriminately befallen Christians and non-believers alike, has initiated great dismay, depression and consternation for many and some have even rejected the concept of God and the Gospel because of the malevolence and affliction they have been subjected to. The horrendous profundity and extent of human suffering and the history of the inhumanity of people makes the idea of a loving Creator seem quite implausible and predisposes many to accept a naturalistic theory of religion. At the end of this essay I will attempt to show that the declarations that the writer of 1 Peter makes concerning the Christian’s inheritance and suffering proffers some expectation for those who are faced with the quandary of evil and offer some hope now to enable them to endure whatever life has thrown onto their journey. Whilst I will with candour endeavour to query the issues and questions relating to evil I am conscious of the fact that many books and essays have been written by vastly more erudite authors. Consequently I acknowledge that what I have to say is ultimately nothing more than the personal reflection birthed in my own life’s experiences and learning. (shrink)

Ahighly successful guide to encourage classroomdiscussion fordeveloping children's thinking, learning and literacy skills containsmaterial on the latest trends in teaching thinking, including dialogic teaching, creativity and personalized learning. This sourcebook of ideas is essential reading for anyone seeking to develop children's minds, to build their self-esteem or to improve the quality of teaching and learning in schools.

This collection of essays forms a lively debate over the fundamental characteristics of legal and moral rights. The essays examine whether rights fundamentally protect individuals' interests or whether they instead fundamentally enable individuals to make choices.

This book engages with the most urgent philosophical questions pertaining to the problem of terrorism. What is terrorism? Could it ever be justified? Assuming that terrorism is just one of many kinds of political violence, the book denies that it is necessarily wrong and worse than war. In fact, it may be justifiable under certain circumstances.

Burke and his predecessors seem to be most before the mind of the editor in his long introduction to this standard eighteenth-century work: he traces the growth of Burke's ideas on art and compares them with contemporary investigations. The sections examining the doctrines themselves are somewhat vague, and those tracing the philosophical reaction to Burke rather too short; however the study of Burke's influence on artists is fascinating reading. The text is done with care, and the footnotes include excerpts (...) from the reviews of the Enguiry's first edition where these seem to have guided Burke's revisions.--R. F. T. (shrink)

First published in 1976, this is a comprehensive study of practical thinking. Professor Körner shows the complex relations which a person's practical attitudes bear to each other, and shows in particular how their moral or prudential character depends not only on their content and form but also on their place in the system constituted by them. There are detailed accounts of the concepts of morality, prudence, justice, welfare and legality, as well as the logical foundations, epistemology and metaphysics of practical (...) thinking. The book is intended for philosophers and for those political theorists and social scientists who are concerned with the philosophical presuppositions and implications of their enquiries. The book is deliberately organized so that those with less interest in the logical issues dealt with in Part I can proceed quickly and easily to the more substantive issues in Parts II and III. (shrink)

Heise discusses the pedagogical effects of philosophical enquiry on young people, their cognitive and behavioral abilities (both strengths and weaknesses), and gaining intelligence through an open mind and tests.

Heise discusses the pedagogical effects of philosophical enquiry on young people, their cognitive and behavioral abilities (both strengths and weaknesses), and gaining intelligence through an open mind and tests.

Heise discusses the pedagogical effects of philosophical enquiry on young people, their cognitive and behavioral abilities (both strengths and weaknesses), and gaining intelligence through an open mind and tests.

In chapter 3, we reflected on the view that the fallacies on the traditional list are inherently dialectical. The answer proposed there was that, with the possible exception of, e.g., begging the question and many questions, they are not. The aim of the present chapter is to cancel theispossibility by showing that begging the question and many questions are not in fact dialectical fallacies. The reason for this is not that question-begging and many questions aren’t (at least dominantly) dialectical practices. (...) The reason is that, dialectical or not, they are not fallacies. That begging the question, BQ for short, is a fallacy is an idea which originates with Aristotle. Given logic’s already long history, it should not be surprising that Aristotle’s views of these matters have in some ways been superseded. But the traditional view retains the original connection between conception and instantiation. Whereas BQ in Aristotle’s sense is said to be a fallacy in Aristotle’s sense, so too is BQ in the modern sense said to be a fallacy in the modern (i.e., EAUI) sense.[1] As currently conceived of, BQ and fallacies can be characterized in the following ways. (shrink)

This article considers two of the methodological steps in a Community of Philosophical Enquiry: developing the questions and voting on the questions. Both of these practices are enacted by the 8-9 year old children who are the participants in a philosophical enquiry, which I facilitated at a government primary school in South Africa. Matthews (1994) reminds us that children as philosophical thinkers/doers have been left out of the dominant narratives about children and childhood. A question (...) that guides this research is where is the place for philosophical questions (developed by children) and the kind of philosophical thinking/drawing/creating/being for child (and adults) in schools? How do we make space for such questioning–so that the richness of these pedagogical encounters can really matter and make a difference to the teaching and learning taking place? Gandorfer in an interview with Barad (2021), suggests that critical thought “is to encounter what is unrecognizable and imperceptible, yet sensible and constructive of sense without separating it from the physical world” (p. 20). I would agree and apply this to the critical thoughts of child. This thinking is not located in the child, in their mind and does not emerge only through the thoughts, child verbalises. A critical posthumanism theory/practice analysis ensures that as researcher, I do not stand outside of the research peering in at a distance. Similarly the children, the questions, the voting and the enquiries are not separate from the world, they are all already entangled with the world. When the children are voting on the questions, this performs as a pedagogy of interruption (Michaud, 2020). As the facilitator, I do not know which question will receive the largest number of votes for the philosophical enquiry. This makes possible an emergent curriculum in its be(com)ing. Toby Rollo’s (2016) formulations about child as political agent and not just moral agent and the implications for more democratic and just schooling are theorised in this paper through the act of the children voting on the questions. I argue that children are not just excluded from participating in decisions about what and even how they are learning at school but from most pedagogical practices in classrooms and schools. I show how the children creating the questions and voting on the questions can be democratic practices with political and moral implications in a community of philosophical enquiry. (shrink)

_Deprivation and Freedom _investigates the key issue of social deprivation. It looks at how serious that issue is, what we should do about it and how we might motivate people to respond to it. It covers core areas in moral and political philosophy in new and interesting ways, presents the topical example of disability as a form of social deprivation, shows that we are not doing nearly enough for certain sections of our communities and encourages that we think differently about (...) how we should best organize our societies in the future. The book develops a comprehensive yet accessible account of human freedom, which shows how the ability to realise our freedom is partly definitive of freedom itself. That account conclusively illustrates how many deprivations represent remediable inequalities of important and very basic human freedoms, posing the question as to why societies continue to do so little about them. In answering that question, Richard J. Hull shows how the idea of social exclusion is misleading and, instead, tackles the far more pertinent and challenging issue of societies' failure to include. The moral seriousness of non-inclusion, the failure to provide for freedom, is evaluated via critical discussion of a variety of central themes and distinctions in ethical and political theory. The author shows how such themes and distinctions comprise a framework for evaluating a raft of social issues, in turn providing a unique resource for students of moral, political and applied philosophy. The book concludes with an innovative, challenging and effective combination of analytic and continental styles, so to address the critical question of how we might actually motivate constructive social change. In doing so, it shows how a variety of approaches can work successfully together to provide an emphatic case for greater social inclusion. _Deprivation and Freedom _shows how even fairly modest claims about social provision illustrate that we should be doing a lot more about social deprivation than we are now. It should be of interest to anyone who is concerned with questions about the type of society in which they live, what it says about us to continue as we are – and how we might motivate realistically achievable social change. (shrink)

We suggest in this paper that the practice of philosophy with children can be fruitfully understood as an example of a transindividual system. The adoption of the term ‘transindividuality’ serves two main purposes: it allows us to focus on individuation as a process and at the same time to problematise some of the classical antinomies of Western philosophy that continue to inform our understanding of the relation between individuality and community. We argue that the practice of philosophical inquiry with (...) children, when interpreted in terms of Spinoza’s conceptions of relational individuality and affective reason, offers a compelling example of how shared thinking operates as an individuating process in that knowledge and affect, interiority and exteriority, individuality and collectivity can be experienced in action and thought as complementary aspects of the same process. (shrink)

Deprivation and Freedom investigates the key issue of social deprivation. It looks at how serious that issue is, what we should do about it and how we might motivate people to respond to it. It covers core areas in moral and political philosophy in new and interesting ways, presents the topical example of disability as a form of social deprivation, shows that we are not doing nearly enough for certain sections of our communities and encourages that we think differently about (...) how we should best organise our societies in the future. The book develops a comprehensive yet refreshingly simple account of human freedom, which shows how the ability to realise our freedom is partly definitive of freedom itself. That account conclusively illustrates how many deprivations represent remediable inequalities of important and very basic human freedoms, posing the question as to why societies continue to do so little about them. In answering that question, Hull shows how the idea of social exclusion is misleading and, instead, tackles the far more pertinent and challenging issue of societies' failure to include. The moral seriousness of non-inclusion, the failure to provide for freedom, is evaluated via critical discussion of a variety of central themes and distinctions in ethical and political theory. The author shows how such themes and distinctions comprise a framework for evaluating a raft of social issues, in turn providing a unique resource for students of moral, political and applied philosophy. The book concludes with an innovative, challenging and effective combination of analytic and continental styles, so to address the critical question of how we might actually motivate constructive social change. In doing so, it shows how a variety of approaches can work successfully together to provide an emphatic case for greater social inclusion. Deprivation and Freedom shows how even fairly modest claims about social provision illustrate that we should be doing a lot more about social deprivation than we are now. It should be of interest to anyone who is concerned with questions about the type of society in which they live, what it says about us to continue as we are - and how we might motivate realistically achievable social change. (shrink)

In facing up to life and its challenges, questions inevitably arise. Different situations provoke specific questions mostly trivial but frequently fundamental always seeking some kind of answer. While the transition from question to quest is a rather natural one for human beings and the need for answers is a serious human demand, the quest itself is significant, precisely because it is a human task. This book offers a number of literary-philosophical enquiries into these challenges of life. But it is (...) the one set of quests stimulated, deepened and widened by literature and philosophy as well as developed in a literary and philosophical way. Among the topics covered are: the search for meaning in life, the quest for wisdom, the aim of moral striving, the need for community life, the importance of relationships, the challenge of suffering, the desire for deliverance, and the longing for immortality. (shrink)