Reprint of the original, first published in 1881.

An ambitious new history of philosophy in English that broadens the canon to include many lesser-known figures Ludwig Wittgenstein once wrote that “philosophy should be written like poetry.” But philosophy has often been presented more prosaically as a long trudge through canonical authors and great works. But what, Jonathan Rée asks, if we instead saw the history of philosophy as a haphazard series of unmapped forest paths, a mass of individual stories showing endurance, inventiveness, bewilderment, anxiety, impatience, and good humor? Here, Jonathan Rée brilliantly retells this history, covering such figures as Descartes, Locke, Kant, Hegel, Marx, Nietzsche, Mill, James, Frege, Wittgenstein, and Sartre. But he also includes authors not usually associated with philosophy, such as William Hazlitt, George Eliot, Darwin, and W. H. Auden. Above all, he uncovers dozens of unremembered figures—puritans, revolutionaries, pantheists, feminists, nihilists, socialists, and scientists—who were passionate and active readers of philosophy, and often authors themselves. Breaking away from high-altitude narratives, he shows how philosophy finds its way into ordinary lives, enriching and transforming them in unexpected ways.

This is a collection of critical essays that integrate literature and ideas. Daniel Fuchs presents the writer’s individuality as artist and thinker, focusing on the writer’s interaction within a wide range of cultural, political, and historical periods and situations representative of the modern period. The essays reflect a progression that goes beyond chronology or historical survey in the consistency and interrelation of the literary and cultural themes explored and the references within them. The book is built around writers who are of central concern to the author. It does not pretend to be a comprehensive framework for analyzing modernism. Fuchs first deals with high modernism, in discussions of Hemingway and Stevens, who in different ways critique tradition and collapsing values. The essays that follow deal with the “contemporary,"and here the focus is mainly on American Jewish writers and their cultural impact after modernism. The author’s stance is in relation not only to these traditions but to others that might be thought antagonistic: the formalism of the New Critics and the deconstructionism that reduces the author to a replaceable variable in the dialects of cultural power relations. Fuchs pays tribute to the former, illustrating wider points in literary, socio-cultural, and political history. The overall emphasis on these “extrinsic"matters underscores the book’s appeal to a wide audience.

The books reprinted in this set greatly influenced the way the development of economics was perceived and how the history of economics was viewed. Many of the titles represent the first attempts to chart the history of economics both from European and American perspectives. Titles cover the USA, UK, Germany and France, and include: * History of Political Economy from Antiquity to our days [1880]-"Jerome Adolphe Blanqui" * View of the Progress of Political Economy in Europe [1847]--"Travers Twiss" * A Short History of Political Economy in England [1891]-"L.L. Price" * The History of Economics [1896/1911]-"Henry Dunning MacLeod" * History of Economic Thought [1911/1930]-"Lewis H. Haney" * History of Economic Doctrines [1915]-"Charles Gide"and "Charles Rist" * Types of Economic Theory [1930]-"Othmar Spann" * Philosophy and Political Economy in Some of their Historical Relations [1893]-"James Bonar" * The Development of English Thought: a Study in the Economic Interpretation of History [1899]-"Simon N. Patten" * A Guide to the Study of Political Economy [1876]-"Luigi Cossa"

Of all the topics in the history of philosophy, the history of different forms of thinking and contemplation is one of the most important, and yet is also relatively overlooked. What is it to think philosophically? How did different forms of thinking—reflection, contemplation, critique and analysis—emerge in different epochs? This collection offers a rich and diverse philosophical exploration of the history of contemplation, from the classical period to the twenty-first century. It covers canonical figures including Plato, Aristotle, Descartes and Kant, as well as debates in less well-known areas such as classical Indian and Islamic thought and the role of speculation in twentieth-century Russian philosophy. Comprising twenty-two chapters by an international team of contributors, the volume is divided into five parts: • Flourishing and Thinking from Homer to Hume • The Thinking of Thinking from Augustine to Gödel • Images and Thinking from Plotinus to Unger • Bodies of Thought and Habits of Thinking from Plato to Irigaray • The Efficacy of Thinking from Sextus to Bataille Thought: A Philosophical History is the first comprehensive investigation of the history of philosophical thought and contemplation. As such, it is a landmark publication for anyone researching and teaching the history of philosophy, and a valuable resource for those studying the subject in related fields such as literature, religion, sociology and the history of ideas.

Plato's Guide to the Good Life “The unexamined life is not worth living” -Apology, Plato An original account of the speech Socrates makes at the trial in which he is charged with not recognizing the gods recognized by the state, inventing new deities, and corrupting the youth of Athens. This Xist Classics edition has been professionally formatted for e-readers with a linked table of contents. This eBook also contains a bonus book club leadership guide and discussion questions. We hope you’ll share this book with your friends, neighbors and colleagues and can’t wait to hear what you have to say about it. Xist Publishing is a digital-first publisher. Xist Publishing creates books for the touchscreen generation and is dedicated to helping everyone develop a lifetime love of reading, no matter what form it takes

This volume explores higher level, critical, and creative thinking, as well as reflective decision making and problem solving -- what teachers should emphasize when teaching literacy across the curriculum. Focusing on how to encourage learners to become independent thinking, learning, and communicating participants in home, school, and community environments, this book is concerned with integrated learning in a curriculum of inclusion. It emphasizes how to provide a curriculum for students where they are socially interactive, personally reflective, and academically informed. Contributors are authorities on such topics as cognition and learning, classroom climates, knowledge bases of the curriculum, the use of technology, strategic reading and learning, imagery and analogy as a source of creative thinking, the nature of motivation, the affective domain in learning, cognitive apprenticeships, conceptual development across the disciplines, thinking through the use of literature, the impact of the media on thinking, the nature of the new classroom, developing the ability to read words, the bilingual, multicultural learner, crosscultural literacy, and reaching the special learner. The applications of higher level thought to classroom contexts and materials are provided, so that experienced teacher educators, and psychologists are able to implement some of the abstractions that are frequently dealt with in texts on cognition. Theoretical constructs are grounded in educational experience, giving the volume a practical dimension. Finally, appropriate concerns regarding the new media, hypertext, bilingualism, and multiculturalism as they reflect variation in cognitive experience within the contexts of learning are presented.

An argument that we understand the world through many special-purpose mental models of different content domains, and an exploration of the philosophical implications. Philosophers have traditionally assumed that the basic units of knowledge and understanding are concepts, beliefs, and argumentative inferences. In Cognitive Pluralism, Steven Horst proposes that another sort of unit—a mental model of a content domain—is the fundamental unit of understanding. He argues that understanding comes not in word-sized concepts, sentence-sized beliefs, or argument-sized reasoning but in the form of idealized models and in domain-sized chunks. He argues further that this idea of “cognitive pluralism”—the claim that we understand the world through many such models of a variety of content domains—sheds light on a number of problems in philosophy. Horst first presents the “standard view” of cognitive architecture assumed in mainstream epistemology, semantics, truth theory, and theory of reasoning. He then explains the notion of a mental model as an internal surrogate that mirrors features of its target domain, and puts it in the context of ideas in psychology, philosophy of science, artificial intelligence, and theoretical cognitive science. Finally, he argues that the cognitive pluralist view not only helps to explain puzzling disunities of knowledge but also raises doubts about the feasibility of attempts to “unify” the sciences; presents a model-based account of intuitive judgments; and contends that cognitive pluralism favors a reliabilist epistemology and a “molecularist” semantics. Horst suggests that cognitive pluralism allows us to view rival epistemological and semantic theories not as direct competitors but as complementary accounts, each an idealized model of different dimensions of evaluation.