Assistive technology is widely used in contemporary special needs education. Our interest is in the extent to which we can conceive of certain uses of AT in this educational context as a form of extended cognition. It is argued that what is critical to answering this question is that the relationship between the student and the AT is more than just that of subject-and-instrument, but instead incorporates a fluidity and spontaneity that puts it on a functional par with their use (...) of the student’s biological cognitive traits. It is claimed that AT use in special needs education offers an especially plausible case of extended cognition for just this reason. It is further maintained that understanding AT in this fashion has some important philosophical and practical ramifications, including how we should conceive of mainstream education, given that this is increasingly conducted within highly technologically-embedded environments. (shrink)

This volume reprints in a scholar's edition the first English-language texts on bioethics, John Gregory's (1724-1773) Observations on the Duties and Offices of a Physician and on the Method of Prosecuting Enquiries in Philosophy (London, 1770) and Lectures on the Duties and Qualifications of a Physician (London, 1772). Five previously unpublished manuscripts of Gregory's lectures are also included. An introduction places Gregory's medical ethics and philosophy of medicine in their eighteenth-century contexts of Scottish Enlightenment history and culture, Baconian (...) science and philosophy of medicine, medical practice, the feminine and feminist philosophy of the Bluestocking Circle, and moral sense philosophy, particularly David Hume's concept of sympathy, and provides a bibliography of primary and secondary sources as an aid to teaching and future scholarship. The book's index provides access to Gregory's texts, by using both historical terms and current terminology of bioethics. A volume in the subseries Classics of Medical Ethics. (shrink)

From the end of the Enlightenment to the middle of the twentieth century philosophy took fascinating and controversial paths whose relevance to contemporary post-modernist thought is becoming increasingly clear. This volume traces the English-language side of the period, while also taking into account those continental thinkers who deeply influenced twentieth-century English-language philosophy. The story begins with Reid, Coleridge, and Bentham - who set the agenda for much that followed - and continues with a portrait of the nineteenth century's (...) greatest British philosopher, John Stuart Mill. It then surveys the cross-currents of thought at the end of the century, including American pragmatism, a movement never more influential than now. Finally, it assesses two phases of what John Skorupski calls `analytic modernism' - the revolution against the idealism of Moore and Russell, and the Viennese sequel whose project was to show that philosophy consists of pseudo-problems. (shrink)

Drawing on modern responses to Scotus made by Heidegger, Peirce, Arendt, Leibniz, Hume, Reid, Derrida and Deleuze, John Llewelyn explores Scotus' influence on 19th-century poet and philosopher Gerard Manley Hopkins.

First published in 1994, this scholarly edition of a major Renaissance text is edited and introduced by John Henry Jones, a leading expert on the Faust legend. The English translation of the best-selling German Faust Book of 1587 has long been known as Marlowe's principal source for Dr Faustus. The earliest surviving edition of this translation, published in 1592, is here presented complete, in modern spelling and with a line register for reference, together with full details of all (...) alterations and omissions from the German source. Textual comparisons with Doctor Faustus and with later editions of the English Faust Book provide crucial information in the development of the Faust theme in England and Germany. In an introduction making full use of hitherto unpublished research, Dr Jones offers new arguments both on the dating of Marlowe's play, and on the personal history and probable identity of the original translator of the German Faust Book, known only as 'P. F. Gent'. (shrink)

From the end of the Enlightenment to the middle of the twentieth century philosophy took fascinating and controversial paths whose relevance to contemporary post-modernist thought is becoming increasingly clear. This volume traces the English-language side of the period, while also taking into account those continental thinkers who deeply influenced twentieth-century English-language philosophy. The story begins with Reid, Coleridge, and Bentham - who set the agenda for much that followed - and continues with a portrait of the nineteenth century's (...) greatest British philosopher, John Stuart Mill. It then surveys the cross-currents of thought at the end of the century, including American pragmatism, a movement never more influential than now. Finally, it assesses two phases of what John Skorupski calls `analytic modernism' - the revolution against the idealism of Moore and Russell, and the Viennese sequel whose project was to show that philosophy consists of pseudo-problems. (shrink)

In this article I give an overall interpretation of the development of the Budapest School in Australia as political emigres, who initially worked and wrote in Melbourne and Sydney until the final years when Heller and Feher moved on to New York in the mid-1980s and then back to Budapest in 1993. The translation of How Is Critical Economic Theory Possible? has allowed us to better grasp the motivations and theoretical innovations of the Budapest School, to appreciate their internal disputes (...) and to recognise fundamental continuities and difference in these two key thinkers. This book was a gallant retrieval of democratic potentials in Marx. It excavated Marx’s own appreciation of needs produced by, and critical of, the alienations of the capitalist system. Ultimately, this early work was unable to realise its ambition to educate the diverse progressive movements of the times. I will show later that the retrieval of progressive potentials took a more social democratic form in the work of Maria Márkus on needs as she encountered them later in the Hawke Labor Government of Australia from 1983. Introducing the world media to the Budapest School in The Times Literary Supplement on 15 February 1971, Lukács described Márkus as ‘75% mensch’. When Lukács first met him, George already had his own philosophical interests, which he would bring with him when he became a key figure in ‘the Budapest School’. Márkus had studied in Moscow where he wrote his dissertation on the topic History and Consciousness and met his Polish wife, Maria. George used to modestly say that he was an expert only on the works of Karl Marx. That was despite that he had taught the history of modern philosophy at Eotvös Loránd University to Hungary’s most promising philosophers for a decade and later to philosophy students at Sydney University for the next 20 years. In the early 1970s, George invited Janos Kis and György Bence to work on his next project that would become the Hungarian version of Überhaupt, which was to become How Is Critical Economic Theory Possible? The new English translation published by Brill this year opens this important rethinking of the work of Marx to an international readership. (shrink)

In a series of papers, Eli Hirsch develops a deflationary account of certain ontological debates, specifically those regarding the composition and persistence of physical objects. He argues that these debates are merely verbal disputes between philosophers who fail to correctly express themselves in a common language. To establish the truth in plain English about these issues, Hirsch contends, we need only listen to the assertions of ordinary speakers and interpret them charitably. In this paper, I argue that Hirsch's conclusions (...) rest on a deficient understanding of the principle of charity. On a proper understanding of this principle, we can see that philosophical disagreement on these issues is not merely verbal. Further, it is no serious violation of charity to interpret ordinary assertions on these matters as false, for the beliefs they express can be explained as reasonable mistakes. Throughout I focus on the debate on composition; but my arguments should carry over to the debate on persistence. (shrink)

This paper will describe the methodology for teaching legal English used at the Fordham University School of Law’s Legal English Institute, a one-semester program for law students and attorneys. Reasonable minds may disagree about the most effective methodology for teaching legal English, or for that matter any other form of academic English, but we have developed an approach that is informed by both theory and practice. At LEI, we use a “modified CLIL” format, with four substantive (...) classes on topics in U.S. law that run in parallel with a core class on legal English. All four substantive classes use authentic reading materials that are similar to those used in an LL.M. program, and these materials are recycled in the legal English class and form the basis of discussions about language issues. Our use of content classes to elicit language issues has proven to be effective and it also helps keep students motivated, as students tend to have more intrinsic interest in legal topics than in language study per se. (shrink)

The translators have been conscious, perhaps overly conscious, of the linguistic difficulties involved in their task, and have provided the reader with a glossary of German terms, an exhaustive index, and an elaborate series of footnotes, largely devoted to linguistic and grammatical considerations, which are found on almost every page. Neither space, nor time, nor energy has been spared in working out this apparatus which is sometimes, as in the indication of the original German paging on the margin, genuinely helpful (...) to the reader. It would have been well if they had been equally concerned and equally careful to deal with the difficulties involved in interpreting this pioneering text, which struggles to describe phenomena hitherto unnoticed through new concepts and new uses of language for which dictionary definitions are a wholly inadequate guide. There is no question that the translators know their dictionaries. But to anyone who has seriously studied Heidegger's text in the original, serious questions arise at many critical points as to whether they understand the text. As a result of such failures to follow the meaning, the version now before us is a sadly imperfect and often misleading rendition of Heidegger's thought. In order to assist those who read this article in avoiding misunderstandings of the text, let me first comment briefly on a few mistranslations of basic points. Afterwards I shall turn to a brief summary and criticism of Heidegger's own thought. (shrink)

This chapter focuses on the English response to Thomas Hobbes as a mechanical philosopher. Hobbes's mechanical philosophy was by no means merely derivative from Descartes's Principia philosophiae; indeed, Hobbes came closer than anyone else to developing a mechanistic system to match it. Hobbes's system was a carefully thought‐out and uniquely original system of mechanical philosophy, and none of his contemporaries, not even his staunchest critics, ever considered it to be simply derived from Cartesianism. An important aspect of the dispute (...) between Robert Boyle and Hobbes was concerned with the correct method to arrive at knowledge of the natural world. The distinctions between the thought of Hobbes and his critical contemporaries were by no means as stark as his critics wanted to maintain, but were highly nuanced. This can be seen in the marked similarity between Hobbes's concept of a corporeal God, and Henry More's influential concept of a supposedly immaterial but nonetheless three‐dimensionally extended God. (shrink)

The seventeenth century English philosopher, John Locke, is widely recognized as one of the seminal sources of the modern liberal tradition. _Liberty, Toleration and Equality_ examines the development of Locke’s ideal of toleration, from its beginnings, to the culmination of this development in Locke’s fifteen year debate with his great antagonist, the Anglican clergyman, Jonas Proast. Locke, like Proast, was a sincere Christian, but unlike Proast, Locke was able to develop, over time, a perspective on toleration which allowed (...) him to concede liberty to competing views which he, personally, perceived to be "false and absurd". In this respect, Locke sought to affirm what has since become the basic liberal principle that liberty and toleration are only meaningful when they are accorded to views to which we ourselves are profoundly at odds. John William Tate seeks to show how Locke was able to develop this position on toleration over a long intellectual career. Tate also challenges some of the most prominent contemporary perspectives on Locke, within the academic literature, showing how these fall short of perceiving what is essential to Locke’s position. (shrink)

Autobiography of John Stuart Mill by John Stuart Mill John Stuart Mill (20 May 1806 - 8 May 1873) was an English philosopher, political economist and civil servant. One of the most influential thinkers in the history of liberalism, he contributed widely to social theory, political theory and political economy. He has been called "the most influential English-speaking philosopher of the nineteenth century." Mill's conception of liberty justified the freedom of the individual in opposition to (...) unlimited state control. Mill expresses his view on freedom by illustrating how an individual's drive to better their station, and for self-improvement, is the sole source of true freedom. Only when an individual is able to attain such improvements, without impeding others in their own efforts to do the same, can true freedom prevail. Mill's linking of freedom and self-improvement has inspired many. By establishing that individual efforts to excel have worth, Mill was able to show how they should achieve self-improvement without harming others, or society at large. (shrink)

In his Philosophical Letters, Voltaire provides a pungent and often satirical assessment of the religion, politics, science, and arts of the England he observed during his nearly three-year exile. In addition to the Letters, this edition provides a translation of Voltaire's Proposal for a Letter about the English, a general Introduction, chronology, notes, and bibliography.

Johann Friedrich Blumenbach has been called ‘The Father of Physical Anthropology’ because of his pioneering publications describing human racial variation. He proposed a racial typology consisting of five ‘major varieties/races’ of humanity. Since the 1990s, Londa Schiebinger and other Anglophone scholars have argued that Blumenbach’s writings on race show evidence that he was significantly influenced by nineteenth-century race supremacist beliefs which held Europeans/caucasians to be the highest ranked and most beautiful race. However, these modern authors relied largely on Thomas Bendyshe’s (...) 1865 English translations of Blumenbach’s Latin and German texts. As documented herein, Bendyshe’s publication includes numerous translation errors which form a pattern indicating that he employed two translators. The first translator was consistent with five earlier English translations. The second translator was not consistent with the earlier translators. This second translator also used English terms that denigrated extra-Europeans while adulating Europeans. Furthermore, Bendyshe’s1865 translation regularly used the term ‘beauty’ to translate different Latin words that Blumenbach used to express his nuanced view of aesthetics and structural symmetry. Given the inconsistency and errors in Bendyshe’s 1865 translations, they should not be unquestionably accepted as an accurate reflection of Blumenbach’s views. (shrink)

Catastrophe and Imagination explores fiction in America and England from 1870 to 1950, measuring the impact of the twentieth century's wars on the literary imagination. McCormick holds that the novel has a unique relationship to society, and defines this in relation to the many catastrophes of his era - wars, revolutions, and other outrages on the social order. After an initial survey of society in the novels of Jane Austen, Dickens, and Thackeray, to name only a few, he analyzes what (...) the novel is not, with reference to the work of Virginia Woolf, John Steinbeck, and D. H. Lawrence. (shrink)

We are republishing these classic works in affordable, high quality, modern editions, using the original text and artwork.

The chronicle of John of Worcester is one of the most important sources of earlier English history. The chronicle, which was written at Worcester by 1140, is of considerable interest to historians of both the Anglo-Saxon period and of the late eleventh and twelfth centuries. Its backbone is a translation of an Anglo-Saxon chronicle with varied connections, and this edition makes possible the detailed examination of these allegiances. Its annals for the second half of the ninth century provide (...) one of the earliest surviving witnesses to the text of Asser's Life of Alfred. The author had access to otherwise unrecorded sources of events in the eleventh century, and the chronicle's value as a contemporary source for the reign of Stephen has long been acknowledged. Dr McGurk has completed the edition of the work left unfinished by R. R. Darlington on his death in 1977. The chronicle will be published in three volumes. Volume II covers the annals for 450 to 1066, and volume III the annals from 1067 to 1140. Volume I will be published last, and will contain a general introduction and supplementary material. (shrink)

Reforms surrounding the teacher’s role in fostering students’ social competences, especially those associated with empathy, have moved to the forefront of global higher education policy discourse. In this context, reform in higher education teaching has been focused on shifting teachers’ practices away from traditional lecture-style teaching—historically associated with higher education teaching—towards student-centred pedagogical approaches, largely because of how the latter facilitate students’ social learning, including the development of students’ abilities connected to empathy, such as intercultural understanding. These developments towards learner-oriented (...) higher education teaching may offer promising opportunities; however, a central problem within these current policy recommendations is that the connection between cultivating empathy and cultivating imagination is not explicitly foregrounded. Against this background, I turn to Dewey’s notion of imagination to show how imagination is indispensable to all learning, and therefore has a role to play in teaching. In this article, I show how imagination is not only deeply connected to empathy, but also critical for gaining intercultural understanding and is a condition for the possibility that, as human beings, we can learn with and from others. On this basis, I argue that Dewey’s notion of imagination provides significant insight on how to rethink what is needed to create inclusive classrooms in higher education, especially under conditions of cultural, linguistic and religious diversity. First, I consider Dewey’s concept of learning and the indispensable role of imagination in learning. Second, drawing on the work of Martha Nussbaum, I examine how teaching through the narrative arts in higher education cultivates the imagination and helps us engage the lives of others. I use an example from my own teaching to illustrate how the narrative arts can foster dialogue across difference through the development of what I call ‘third voice’—a different or other ‘position’ that productively mediates reflective interaction between participants, including teacher and learners. In closing, I consider the implications of my discussion for present and future higher education policy on the evaluation of ‘quality teaching’. (shrink)

In this groundbreaking book, Andrea R. English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process. To make this argument, Dr. English draws from the works of two seminal thinkers in philosophy of education - nineteenth-century German philosopher J. F. Herbart and American Pragmatist John Dewey. English's analysis considers Herbart's influence on Dewey, inverting the accepted interpretation of Dewey's thought as a dramatic break from modern European (...) understandings of education. (shrink)

This new and revised edition provides a comprehensive dictionary of Indian philosophical terms. Terms are provided in both devanagari and roman transliteration along with their English translations.