Written as a Socratic dialogue between a lecturer and a student, this text presents, in a non-technical style, some elements for an operational description of reality.Following a brief introductory discussion about the main characterizing ingredients of a scientific approach to reality, the reader is introduced to a number of important, but unexpectedly puzzling, concepts, which are at the roots of our scientific language.More specifically, using a number of simple examples, the dialogue explores the meaning of concepts such as: experimental test, property, attribute, actuality and potentiality, entity, state, certainty, identity, evolution, classical and quantum probabilities, energy, space and non-locality, separation, existence, possibility, personal reality and personal experience, creation and discovery, time, change and permanence, structure and complexity, distinction and connection, and many others as well.

AutoRicerca is a journal whose mission is to publish writings of value on the topic of inner research (but not only). This seventh issue is dedicated to the theme of the articulation between science, reality and consciousness, and contains a long monographic article, written in the form of dialogue, by Massimiliano Sassoli de Bianchi.

For some two centuries, scholars have wrestled with questions regarding the nature and logic of history as a discipline and, more broadly, with the entire complex of the "human sciences, " with include theology, philosophy, history, literature, the fine arts, and languages. The fundamental issue is whether the human sciences are a special class of studies with a specifically distinct object and method or whether they must be subsumed under the natural sciences. German philosopher Wilhelm Dilthey dedicated the bulk of his long career to there and related questions. His Introduction to the Human Sciences is a pioneering effort to elaborate a general theory of the human sciences, especially history, and to distinguish these sciences radically from the field of natural sciences. Though the Introduction was never completed, it remains one of the major statements of the topic. Together with other works by Dilthey, it has had a substantial influence on the recognition and human sciences as a fundamental division of human knowledge and on their separation from the natural sciences in origin, nature, and method. As a contribution to the issue of the methodologies of the humanities and social sciences, the Introduction rightly claims a place. This is the first time the entire work is available in English. In his introductory essay, translator Ramon J. Betanzos surveys Dilthey's life and thought and hails his efforts to create a foundational science for the particular human sciences, and at the same time, takes serious issue with Dilthey's historical/critical evaluation of metaphysics.

This book describes how understanding the structure of reality leads to the Theory of Everything Equation. The equation unifies the forces of nature and enables the merging of relativity with quantum theory. The book explains the big bang theory and everything else.

"[This] magnificent critical survey, with its inherent respect for both the 'Westt's mainstream high culture' and the 'radically changing world' of the 1990s, offers a new breakthrough for lay and scholarly readers alike....Allows readers to grasp the big picture of Western culture for the first time." SAN FRANCISCO CHRONICLE Here are the great minds of Western civilization and their pivotal ideas, from Plato to Hegel, from Augustine to Nietzsche, from Copernicus to Freud. Richard Tarnas performs the near-miracle of describing profound philosophical concepts simply but without simplifying them. Ten years in the making and already hailed as a classic, THE PASSION OF THE WESERN MIND is truly a complete liberal education in a single volume.

When originally published in 1965 this book reflected some of the new thinking among philosophers regarding the role of the discipline in its investigation of central issues in educaton. The essays are grouped into four major sections: The Nature and Function of Educational Theory; The Context of Educational Discussion; Conceptions of Teaching; and The Essence of Education. The concepts dealt with are of the first importance to any practical or theoretical discussion in education and the editor provides a generous introduction to the essays to aid the reader in his analysis of the issues.

Hegel's Antiquity aims to summarize, contextualize, and criticize Hegel's understanding and treatment of major aspects of the classical world, approaching each of the major areas of his historical thinking in turn: politics, art, religion, philosophy, and history itself. The discussion excerpts relevant details from a range of Hegel's works, with an eye both to the ancient sources with which he worked, and the contemporary theories (German aesthetic theory, Romanticism, Kantianism, Idealism (including Hegel's own), and emerging historicism) which coloured his readings. What emerges is that Hegel's interest in both Greek and Roman antiquity was profound and is essential for his philosophy, arguably providing the most important components of his vision of world-history: Hegel is generally understood as a thinker of modernity (in various senses), but his modernity can only be understood in essential relation to its predecessors and 'others', notably the Greek world and Roman world whose essential 'spirit' he assimilates to his own notion of Geist.