This is the only comprehensive political history of national ID card proposals and identity policing developments in the United States.

Dreyfus examines the central ideas of Dharmakīrti, one of the most important Indian Buddhist philosophers, and their reception among Tibetan thinkers. During the golden age of ancient Indian civilization, Dharmakīrti articulated and defended Buddhist philosophical principles. He did so more systematically than anyone before his time (the seventh century CE) and was followed by a rich tradition of profound thinkers in India and Tibet. This work presents a detailed picture of this Buddhist tradition and its relevance to the history of human ideas. Its perspective is mostly philosophical, but it also uses historical considerations as they relate to the evolution of ideas.

The book sees to show that the present discussion so unfolds as to show that ultimately Reality’s inherent impetus to lawful order serves also to account for its existence. The ultimate explanation of its order is as something that also provides for its reason for being. Step by step, a train of thought unfolds to indicate that Reality both exists and has the nature it does for good reason, and specifically because this is somehow for the best. Such an approach goes back to the Platonism of classical antiquity. Many difficulties lie in the way of its acceptance. But is it, in the final analysis, the theory that works here takes the form of a Neo-Platonism of sorts. Or if reality has any rational explanation at all, it is one that will have to proceed along these lines, based upon rationality itself. An underlying theme that runs throughout the present elaboration of metaphysics is the dialectic of interaction between descriptive facts on the one hand and normative ideals on the other. On such a view, it is a salient factor in metaphysics that reality as such is descriptively constituted as a potentially perfect system of knowledge even though we imperfect beings cannot get a more than an imperfectly secure cognitive grip on it. Accordingly, we can never hope to surmount the contrast between: •The metaphysical ideal of a perfected system of knowledge. •The imperfect realization of actuality that we can ever hope to achieve in practice.

ON KNOWING REALITY is the first English translation with commentary of a crucial chapter of the Bodhisattvabhumi composed in Sanskrit in the late fourth century of the philosopher-sage Asanga founder of the yogacara school of Mahayana Buddhism.

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg

In recent years, narrative skills have been receiving increasing attention from researchers for their relevance in the development of language, literacy and socio-cognitive abilities. This volume brings together studies focusing on two key issues in the development of children’s narrative skills. The first part of the Volume addresses the issue of the interrelatedness between narrative skills and literacy, language and socio-cognitive development, as well as of the impact of narrative practices on the promotion of these different skills. The second part of the Volume addresses the issue of how early interactional experiences, particular contextual settings and specific intervention procedures, can help children promote their narrative skills. The studies span a wide age range, from toddlers to late elementary school children, concern different languages (Dutch, English, French, German, Hebrew and Italian), and consider narrative skills and practices from a rich variety of theoretical and methodological approaches.