One of the outstanding thinkers of our time offers in this book his final words to posterity. Studies in Platonic Political Philosophy was well underway at the time of Leo Strauss's death in 1973. Having chosen the title for the book, he selected the most important writings of his later years and arranged them to clarify the issues in political philosophy that occupied his attention throughout his life. As his choice of title indicates, the heart of Strauss's work is Platonism—a Platonism that is altogether unorthodox and highly controversial. These essays consider, among others, Heidegger, Husserl, Nietzsche, Marx, Moses Maimonides, Machiavelli, and of course Plato himself to test the Platonic understanding of the conflict between philosophy and political society. Strauss argues that an awesome spritual impoverishment has engulfed modernity because of our dimming awareness of that conflict. Thomas Pangle's Introduction places the work within the context of the entire Straussian corpus and focuses especially on Strauss's late Socratic writings as a key to his mature thought. For those already familiar with Strauss, Pangle's essay will provoke thought and debate; for beginning readers of Strauss, it provides a fine introduction. A complete bibliography of Strauss's writings if included.

This book, combining integratively-revised previously-published papers with entirely new chapters, challenges and treats some major problems in Kant’s philosophy not by means of new interpretations but by suggesting some variations on Kantian themes. Such variations are, in fact, reconstructions made according to Kantian ideas and principles and yet cannot be extracted as such directly from his writings. The book also analyses Kant's philosophy from a new metaphysical angle, based on the original metaphysics of the author, called panenmentalism. It reconstructs some missing links in Kant's philosophy, such as the idea of teleological time, which is vital for Kant's moral theory. Although these variations cannot be found literally in Kant’s works, they can be legitimately explicated, developed, and implied from them. Such is the case because these variations are strictly compatible with the details of the texts and the texts as wholes, and because they are systematically integrated. Their coherence supports their validation. The target audiences are graduate and PhD students as well as specialist researchers of Kant's philosophy.

Readers familiar with the luminous scholarly contributions of Harry Austryn Wolfson will welcome this rich collection of essays that have been previously published in widely dispersed journals and books, The articles range over Aristotle and Plato; Philo; the Church Fathers; and Arabic, Jewish, and Christian philosophers of the Middle Ages: Averroes and Avicenna, Maimonides, and Thomas Aquinas. The twenty-eight pieces are arranged in such a manner that ideas develop and are pursued from one article to the next, forming a coherent whole. According to the editors, "This volume reflects the most basic biographical fact about Wolfson: his life has been one of unflagging commitment, uninterrupted creativity, and truly remarkable achievement...Wolfson's scholarship will be viewed with awe and admiration and his impact will be durable. He has added new dimensions to philosophical scholarship and illuminated wide areas of religious thought, plotting the terrain, blazing trails, and erecting guideposts for scores of younger scholars."

From a Nobel Laureate economist, a collection of essays outlining ideas on political theory, economic freedom and epistemology. Following on F. A. Hayek’s previous work Studies in Philosophy, Politics, and Economics (1967), New Studies in Philosophy, Politics, Economics and the History of Ideas collects some of Hayek’s most notable essays and lectures dealing with problems of philosophy, politics and economics, with many of the essays falling into more than one of these categories. Expanding upon the previous volume the present work also includes a fourth part collecting a series of Hayek’s writings under the heading “History of Ideas.” Of the articles contained in this volume the lectures on “The Errors of Constructivism”and “Competition as a Discovery Procedure” have been published before only in German, while the article on “Liberalism” was written in English to be published in an Italian translation in the Enciclopedia del Novicento by the Istituto della Enciclopedia Italiana at Rome.

The Routledge Companion to Philosophy in Organization Studies provides a wide-ranging overview of the significance of philosophy in organizations. The volume brings together a veritable "who’s-who" of scholars that are acclaimed international experts in their specialist subject within organizational studies and philosophy. The contributions to this collection are grouped into three distinct sections: Foundations - exploring philosophical building blocks with which organizational researchers need to become familiar. Theories - representing some of the dominant traditions in organizational studies, and how they are dealt with philosophically. Topics – examining the issues, themes and topics relevant to understanding how philosophy infuses organization studies. Primarily aimed at students and academics associated with business schools and organizational research, The Routledge Companion to Philosophy in Organization Studies is a valuable reference source for anyone engaged in this field.

Concepts based on full-blown collective intentionality (aboutness), viz., we-mode intentionality, are central for understanding and explaining the social world. The book systematically studies social groups, acting in them as a group member, collective commitment, group intentions, beliefs, and actions, especially authority-based group attitudes and actions. There are also chapters on cooperation, social institutions, cultural evolution, and group responsibility.

The fourth volume of Boston Studies in the Philosophy of Science consists mainly of papers which were contributed to our Colloquium during the past few years. The volume represents a wide range of interests in contem porary philosophy of science: issues in the philosophy of mind and of language, the neurophysiology of perceptual and linguistic behavior, philosophy of history and of the social sciences, and studies in the fun damental categories and methods of philosophy and the inter-relation ships of the sciences with ethics and metaphysics. Papers on the logic and methods of the natural sciences, including biological, physical and mathematical topics appear in the fifth volume of our series. We have included in the present volume the first English translation of the classic and fundamental work on aphasia by Carl Wernicke, together with a lucid and appreciative guide to his work by Dr. Norman Geschwind. The papers were not written to form a coherent volume, nor have they been edited with such a purpose. They represent current work-in progress, both in the United States and in Europe. Although most of the authors are philosophers, it is worth noting that we have essays of philosophical significance here written by a sociologist, an anthropologist, a political scientist, and by three neurophysiologists. We hope that collaboration among working scientists and working philosophers may develop further.

Irrespective of whether one thinks of philosophy explicitly, each organizational researcher is a philosopher. A philosophical position is predicated on a variety of approaches relating to ontology, epistemology, methodology, ethics, and political positions. Depending on where one stands with regard to these philosophical building blocks, their orientation may be characterized as positivist, realist, critical-realist, and constructivist, with pragmatist and political considerations weighing in as well. Also, management theories all inhabit the same spectrum of philosophical positions that enrich them and add to their relevance to the world of firms and organizations. This book provides a broad-based commentary on the terrain of philosophy as it pertains to management studies, especially for the relatively unfamiliar organizational theorist. This book serves as a succinct overview of the field of management philosophy as well as a roadmap for those readers who wish to explore the terrain further. The book argues that all knowledge inquiry invokes philosophy and philosophical thinking, and that the artificial separation between philosophy and social science is fallacious. Just as philosophy is everywhere, so is power, and for better or worse they go hand in hand. Hence, philosophical positions are political positions. The authors do not shy from addressing the politics of their own research practice or the subjects of their inquiry. Philosophy and Management Studies targets a new generation of management researchers, whose interest in philosophy vastly exceeds their resources to engage with it, partly because of their unfamiliarity with its often mystifying and outsider-unfriendly conventions. It seeks to bridge the chasm between interest in philosophy in organizational studies and knowledge about it. It is not for the trained philosopher or the expert, but for a relative newcomer.

Enrique Dussel is considered one of the founding philosophers of liberation in the Latin American tradition, an influential arm of what is now called decoloniality. While he is astoundingly prolific, relatively few of his works can be found in English translation - and none of these focus specifically on education. Founding members of the Latin American Philosophy of Education Society David I. Backer and Cecilia Diego bring to us Dussel's THE PEDAGOGICS OF LIBERATION: A Latin American Philosophy of Education, the first English translation of Dussel's thinking on education, and also the first translation of any part of his landmark multi-volume work Towards an Ethics of Latin American Liberation. Dussel's ouevre is an impressive intellectual mosaic that uses Europeans to disrupt European thinking. This mosaic has at its center French philosopher Emmanuel Levinas, but also includes Ancient Greek philosophy, Thomist theology, modern Enlightenment philosophy, analytic philosophy of language, Marxism, psychoanalysis (Freud, Klein, evolutionary psychology, neuroscience), phenomenology (Sartre, Heidegger, Husserl, Hegel), critical theory (Frankfurt School, Habermas), and linguistics. Dussel joins these traditions to Latin American history, literature, and philosophy, specifically the work of Octavio Paz, Ivan Illich, and the philosophers of liberation whom Dussel studied with in Argentina before his exile to Mexico in the late 1970s. Drawing heavily from the ethical philosophy of Emmanuel Levinas, Dussel examines the dominating and liberating features of intimate, concrete, and observable interactions between different kinds of people who might sit down and have face-to-face encounters, specifically where there may be an inequality of knowledge and a responsibility to guide, teach, learn, care, or study: teacher-student, politician-citizen, doctor-patient, philosopher-nonphilosopher, and so on. Those occupying the superior position of these face-to-face encounters (teachers, politicians, doctors, philosophers) have a clear choice for Dussel when it comes to their pedagogics. They are either open to hearing the voice of the Other, disrupting their sense of what is and should be by a newness beyond what they know; or, following the dominant pedagogics, they can try to communicate and instruct their sense of what is and should be to the (supposed) tabula rasas in their charge. Dussel calls that sense of what is and should be "lo Mismo." This groundbreaking translation makes possible a face-to-face encounter between an Anglo Philosophy of Education and Latin American Pedagogics. "Pedagogics" should be considered as a type of philosophical inquiry alongside ethics, economics, and politics. Dussel's pedagogics is a decolonizing pedagogics, one rooted in the philosophy of liberation he has spent his epic career articulating. With an Introduction by renowned philosopher Linda Martin Alcoff, this book adds an essential voice to our conversations about teaching, learning, and studying, as well as critical theory in general. ENRIQUE DUSSEL was born in 1934 in the town of La Paz, in the region of Mendoza, Argentina. He first came to Mexico in 1975 as a political exile and is currently a Mexican citizen, Professor in the Department of Philosophy at the Iztapalapa campus of the Universidad Aut�noma Metropolitana (Autonomous Metropolitan University, UAM), and also teaches courses at the Universidad Nacional Aut�noma de M�xico (National Autonomous University of Mexico, UNAM). He has an undergraduate degree in Philosophy (from the Universidad Nacional de Cuyo/National University of Cuyo in Mendoza, Argentina), a Doctorate from the Complutense University of Madrid, a Doctorate in History from the Sorbonne in Paris, and an undergraduate degree in Theology obtained through studies in Paris and M�nster.

In this volume, Julinna Oxley and Ramona Ilea bring together essays that examine and defend the use of experiential learning activities to teach philosophical terms, concepts, arguments, and practices. Experiential learning emphasizes the importance of student engagement outside the traditional classroom structure. Service learning, studying abroad, engaging in large-scale collaborative projects such as creating blogs, websites and videos, and practically applying knowledge in a reflective, creative and rigorous way are all forms of experiential learning. Taken together, the contributions to Experiential Learning in Philosophy argue that teaching philosophy is about doing philosophy with others. The book is divided into two sections: essays that engage in the philosophical debate about defining and implementing experiential learning, and essays that describe how to integrate experiential learning into the teaching of philosophy. Experiential Learning in Philosophy provides a timely reflection on best practices for teaching philosophical ideals and theories, an examination of the evolution of the discipline of philosophy and its adoption (or reclamation) of active modes of learning, and an anticipation of the ways in which pedagogical practices will continue to evolve in the 21st century.