That we are now entering a post-Western world is no longer merely a thesis in international studies. But what does the dissolution of “Western” hegemony signify for humanity’s rich learning traditions and the civilizing quest for wisdom? How can this human inheritance assist us today? "Reintroducing Philosophy" seeks a more realistic framework for discourse on these questions than offered by the Western-centric worldview, which continues to be taught in schools almost by rote. It analyzes themes from several world traditions in logic, knowledge and metaphysics connected with the quest for completeness of thinking and practice. Its examination of the relation of knowing and being is based on sources as varied as Leibniz and Frege, Qūnawī and Ṣadrā, ancient Greek and classical Indian and Chinese thought. Shaker brings into the discussion the paradigm (unmūzaj) that Ṣadrā presented as that of man’s being in the world, encapsulating philosophy’s longstanding view of thinking as the gathering of civilization. "Reintroducing Philosophy" is based on a concentrated reading of all these sources, simply because human civilization had already been global and advanced before the present age.

This 1983 book is a lively and clearly written introduction to the philosophy of natural science, organized around the central theme of scientific realism. It has two parts. 'Representing' deals with the different philosophical accounts of scientific objectivity and the reality of scientific entities. The views of Kuhn, Feyerabend, Lakatos, Putnam, van Fraassen, and others, are all considered. 'Intervening' presents the first sustained treatment of experimental science for many years and uses it to give a new direction to debates about realism. Hacking illustrates how experimentation often has a life independent of theory. He argues that although the philosophical problems of scientific realism can not be resolved when put in terms of theory alone, a sound philosophy of experiment provides compelling grounds for a realistic attitude. A great many scientific examples are described in both parts of the book, which also includes lucid expositions of recent high energy physics and a remarkable chapter on the microscope in cell biology.

Quantum theory launched a revolution in physics. But we have yet to understand the revolution's significance for philosophy. Richard Healey opens a path to such understanding. The first part of this book offers a self-contained but opinionated introduction to quantum theory. The second part assesses the theory's philosophical significance.

In The Dynamic Concept of Philosophical Mathematics, author Anthony Ugochukwu O. Aliche delves deeply into a comprehensive discussion into the intertwined relationship between philosophy and mathematics. Aliche begins by defining philosophical mathematics and traces its origins and its branches. He then relates the concept to the worlds of science, engineering, technology, creative and applied arts, and human existence. In this systemic, practical and research-driven work, Aliche presents innovative interpretations of mathematical and philosophical issues and reexamines their relevance and applicability to modern developments. He also proposes abolishing most ancient and primordial mathematical policies and formulas, as they are not helping the world of science and technology to grow. Presenting principles, practices, and theories, The Dynamic Concept of Philosophical Mathematics demystifies the oracle of mathematics and communicates that knowledge is power and must therefore be progressive. He equally insisted that the progressive nature of knowledge which must be God-driven fundamentally fulcrumed the demystification of QED which he replaced with the Infinitude Method which scientifically agrees with the progressive dynamism of knowledge. A product of seasoned scholarship, natural wisdom, empirical research, and inspired originality. It is perhaps one of the most sophisticated intellectual inputs to the world of knowledge

This book offers a new introduction to the thought of Gabriel Tarde, highlighting the continuing relevance, and even the novelty, of both his general theoretical approach and many of his specific analyses. Showing that Tarde elaborates a comprehension of the social that was received with difficulty in his time but is increasingly akin to ours, it demonstrates that the infinitesimal sociology offered to us by Tarde provides a framework through which we can understand a whole range of social phenomena. With attention to social networks, public opinion, innovation, diffusion, virality and virtuality—all of which were topics addressed by Tarde himself—the author clarifies and elaborates upon Tarde’s central theses on the multiple, differential, infinitesimal and infinite nature of both the social and the subjective. An examination of the importance of a figure whose work looked ahead to our own age, Reintroducing Gabriel Tarde will appeal to scholars and students of social sciences and social theory with interests in contemporary social thought.

Reale's volume supplies a synthesis previously lacking--a synthesis in the historical treatment of the great philosophies of the Hellenistic Age: the Academy, the Peripatos, the Stoa, the Garden of Epicurus, Scepticism, and Eclecticism. Reale's extensive and fully documented treatment of the major schools of the period is unified by his thesis that the ethics developed by these major schools were secular faiths that sprang from intuitions about the meaning of life first emotionally grasped and then systematically and rationally developed. It is for this reason that the teachings of these schools endured almost continuously for about 500 years. It is for the same reason that the founders of the schools were considered gods and were actually, in a certain sense, the saints of secular faiths and religions. In this book, Reale traces the decline of the philosophical schools of the classical period, the post-Platonic Academy, the post-Aristotelian Peripatos, and the minor socratic schools. The destruction of the polis and the incapacity of the schools to address the concerns of the new age were the fertile grounds from which the new schools developed. The Garden of Epicurus, the Porch of Zeno, and the sceptical movement initiated by Pyrrho form the core of the volume. The volume contains a select bibliography and an index of names and Greek terms, as well as an index of citations.

Plato’s dialogues show Socrates at different ages, beginning when he was about nineteen and already deeply immersed in philosophy and ending with his execution five decades later. By presenting his model philosopher across a fifty-year span of his life, Plato leads his readers to wonder: does that time period correspond to the development of Socrates’ thought? In this magisterial investigation of the evolution of Socrates’ philosophy, Laurence Lampert answers in the affirmative. The chronological route that Plato maps for us, Lampert argues, reveals the enduring record of philosophy as it gradually took the form that came to dominate the life of the mind in the West. The reader accompanies Socrates as he breaks with the century-old tradition of philosophy, turns to his own path, gradually enters into a deeper understanding of nature and human nature, and discovers the successful way to transmit his wisdom to the wider world. Focusing on the final and most prominent step in that process and offering detailed textual analysis of Plato’s Protagoras, Charmides, and Republic, How Philosophy Became Socratic charts Socrates’ gradual discovery of a proper politics to shelter and advance philosophy.

"From social media to the return of the personal essay to the rise of "autofiction," it seems we inhabit an era of unprecedented self-display. But self-display in its literary form, the memoir, has been around for ages, always freighted with formal and philosophical complexity from Augustine's Confessions on. In this book, philosopher Helena de Bres tackles the philosophy of memoir. What is memoir? Is all memoir really fiction? Should memoirists aim to tell the truth? What do memoirists owe the people they write about? And finally: Why write a memoir at all?"--

An accessible introduction to the latest developments and debates in the philosophy of social science.

Esta publicación se basa en el estudio publicado por la UNESCO en 2007 "Filosofía, una escuela de libertad". Refleja los debates de la reunión celebrada en Milán en febrero de 2011 que permitieron avanzar sobre los retos planteados en ese estudio. Se diseñaron Recomendaciones sobre enseñanza de la filosofía a nivel regional dirigidas a los Estados Miembros, Comisiones Nacionales de la UNESCO y Comisión Europea, así como a profesores de filosofía, estudiosos y miembros de la sociedad civil. Estas Recomendaciones se incluyen en las pp. 76-83 de la publicación.