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Author: R. Nola
Publisher: Springer Science & Business Media
ISBN: 9401002894
Category : Science
Languages : en
Pages : 592
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Book Description
Do knowledge and science arise from the application of canons of rationality and scientific method? Or is all our scientific knowledge caused by socio-political factors, or by our interests in the socio-political - the view of sociologists of "knowledge"? Or does it result from interplay of relations of power - the view of Michel Foucault? Or does our knowledge arise from "the will to power" - the view of Nietzsche? This volume sets out to critically examine the theses of those who would debunk the idea of rational explanation. The book is wide-ranging. The theories of method of Quine, Kuhn, Feyerabend (amongst others) are discussed and related to the views of Marx, Foucault, Wittgenstein and Nietzsche as well as sociologists of science such as Mannheim and Bloor. The author provides a wide interpretative framework which links the doctrines espoused by many of these authors; it is argued that they inherit many of the difficulties in the Strong Programme in the sociology of "knowledge", and that they fail to reconcile the normativity of knowledge with their naturalism. It is argued that neither relativists, sceptics, nihilists, sociologists of "knowledge" nor the postmodernists successfully debunk the claims of rational explanation, far from it: these theorists presuppose much of the theory of methodology they deny.
Author: R. Nola
Publisher: Springer Science & Business Media
ISBN: 9401002894
Category : Science
Languages : en
Pages : 592
Get Book Here
Book Description
Do knowledge and science arise from the application of canons of rationality and scientific method? Or is all our scientific knowledge caused by socio-political factors, or by our interests in the socio-political - the view of sociologists of "knowledge"? Or does it result from interplay of relations of power - the view of Michel Foucault? Or does our knowledge arise from "the will to power" - the view of Nietzsche? This volume sets out to critically examine the theses of those who would debunk the idea of rational explanation. The book is wide-ranging. The theories of method of Quine, Kuhn, Feyerabend (amongst others) are discussed and related to the views of Marx, Foucault, Wittgenstein and Nietzsche as well as sociologists of science such as Mannheim and Bloor. The author provides a wide interpretative framework which links the doctrines espoused by many of these authors; it is argued that they inherit many of the difficulties in the Strong Programme in the sociology of "knowledge", and that they fail to reconcile the normativity of knowledge with their naturalism. It is argued that neither relativists, sceptics, nihilists, sociologists of "knowledge" nor the postmodernists successfully debunk the claims of rational explanation, far from it: these theorists presuppose much of the theory of methodology they deny.
Author: Roosevelt Montas
Publisher: Princeton University Press
ISBN: 0691224390
Category : Biography & Autobiography
Languages : en
Pages : 248
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Book Description
A Dominican-born academic tells the story of how the Great Books transformed his life—and why they have the power to speak to people of all backgrounds What is the value of a liberal education? Traditionally characterized by a rigorous engagement with the classics of Western thought and literature, this approach to education is all but extinct in American universities, replaced by flexible distribution requirements and ever-narrower academic specialization. Many academics attack the very idea of a Western canon as chauvinistic, while the general public increasingly doubts the value of the humanities. In Rescuing Socrates, Dominican-born American academic Roosevelt Montás tells the story of how a liberal education transformed his life, and offers an intimate account of the relevance of the Great Books today, especially to members of historically marginalized communities. Montás emigrated from the Dominican Republic to Queens, New York, when he was twelve and encountered the Western classics as an undergraduate in Columbia University’s renowned Core Curriculum, one of America’s last remaining Great Books programs. The experience changed his life and determined his career—he went on to earn a PhD in English and comparative literature, serve as director of Columbia’s Center for the Core Curriculum, and start a Great Books program for low-income high school students who aspire to be the first in their families to attend college. Weaving together memoir and literary reflection, Rescuing Socrates describes how four authors—Plato, Augustine, Freud, and Gandhi—had a profound impact on Montás’s life. In doing so, the book drives home what it’s like to experience a liberal education—and why it can still remake lives.
Author: Laura T. Coffey
Publisher: New World Library
ISBN: 1608683419
Category : Pets
Languages : en
Pages : 258
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Book Description
“No Dog Should Die Alone” was the attention-grabbing — and heart-stirring — headline of journalist Laura T. Coffey’s TODAY show website story about photographer Lori Fusaro’s work with senior shelter pets. While generally calm, easy, and already house-trained, these animals often represent the highest-risk population at shelters. With gorgeous, joyful photographs and sweet, funny, true tales of “old dogs learning new tricks,” Coffey and Fusaro show that adopting a senior can be even more rewarding than choosing a younger dog. You’ll meet endearing elders like Marnie, the irresistible shih tzu who has posed for selfies with Tina Fey, James Franco, and Betty White; Remy, a soulful nine-year-old dog adopted by elderly nuns; George Clooney’s cocker spaniel, Einstein; and Bretagne, the last known surviving search dog from Ground Zero. They may be slower moving and a tad less exuberant than puppies, but these pooches prove that adopting a senior brings immeasurable joy, earnest devotion, and unconditional love.
Author: Aakash Singh Rathore
Publisher: Taylor & Francis
ISBN: 1351106635
Category : Law
Languages : en
Pages : 176
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Book Description
What is law? What is the source of law? What is the law for? How does law differ from other norms or codes of conduct? What is the difference between law and morality? Who is obligated to follow the law and why? What is the difference between moral and legal obligation? This book addresses these foundational questions about the law in general, and seeks to reorient our thoughts to the specific nature of law in India, the India of today, and the possible India of the future. This volume: covers relevant foundational elements, concepts and questions of the discipline; brings the uniqueness of Indian Philosophy of Law to the fore; critically analyzes the major theories of jurisprudence; examines legal debates on secularism, rationality, religion, rights and caste politics; and presents useful cases and examples, including free speech, equality and reservation, queer law, rape and security, and the ethics of organ donation. Lucid and accessible, the book will be indispensable to students, teachers and scholars of law, philosophy, politics as well as philosophy of law, sociology of law, legal theory and jurisprudence.
Author: Eduardo J. Echeverria
Publisher: Wipf and Stock Publishers
ISBN: 1498271499
Category : Religion
Languages : en
Pages : 274
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Book Description
The Dialogue of Love is written from the perspective of an evangelical Catholic Ecumenist. Raised Catholic, but having responded to the Gospel at L'Abri Fellowship in 1970, Eduardo J. Echeverria's journey took the paths of Reformed and then Anglo-Catholic Christianity on his way back to full communion with the Catholic Church in 1992. Engaging in ecumenical conversation as a committed Roman Catholic whose views have been shaped by, among others, Romano Guardini, John Paul II, and Joseph Ratzinger (Benedict XVI), the author discusses in an articulate, bracing, and constructive manner, the positions of representative thinkers in the Dutch neo-Calvinist tradition of Reformed Christianity: Herman Bavinck, G. C. Berkouwer, and Herman Dooyeweerd. Fundamental issues of ecclesiology, meaning and truth, sacramental theology, the relation between the Church and the world, nature and grace, and issues on the relation of faith and reason are examined with the aim of achieving clarification and understanding. Readers will experience ecumenical "Dialogue . . . not simply [as] an exchange of ideas," but also as "an 'exchange of gifts'," indeed, "a dialogue of love" (John Paul II).
Author: Sophie Grace Chappell
Publisher: Oxford University Press
ISBN: 0192858017
Category : Epiphanies
Languages : en
Pages : 463
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Book Description
Epiphanies is a philosophical exploration of epiphanies, peak experiences, 'wow moments', or ecstasies as they are sometimes called. What are epiphanies, and why do so many people so frequently experience them? Are they just transient phenomena in our brains, or are they the revelations of objective value that they very often seem to be? What do they tell us about the world, and about ourselves? How, if at all, do epiphanies fit in with our moral systems and our theories of how to live? And how do epiphanic experiences fit in with the rest of our lives? These are Sophie Grace Chappell's questions in this ground-breaking new study of an area of inquiry that has always been right under our noses, but remains surprisingly under-explored in contemporary philosophy.
Author: Antonia Darder
Publisher: Taylor & Francis
ISBN: 1000955192
Category : Education
Languages : en
Pages : 884
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Book Description
Since its publication, The Critical Pedagogy Reader has firmly established itself as the leading collection of classic and contemporary essays by the major thinkers in the field of critical pedagogy. While retaining its comprehensive introduction, this thoroughly revised fourth edition includes updated section introductions, expanded bibliographies, and up-to-date classroom questions. The book is arranged topically around such issues as class, racism, gender/sexuality, language and literacy, and classroom issues for ease of usage and navigation. New reading selections cover topics such as youth activism, agency and affect, and practical implementations of critical pedagogy. Carefully attentive to both theory and practice, this new edition remains the definitive source for teaching and learning about critical pedagogy.
Author: Kavous Ardalan
Publisher: Springer Nature
ISBN: 3030475913
Category : Political Science
Languages : en
Pages : 226
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Book Description
This book applies a multiparadigmatic philosophical frame of analysis to the topic of social revolution. Crossing two disciplines and lines of literature—social philosophy and social revolution—this book considers different aspects of social revolution and discusses each aspect from four diverse paradigmatic viewpoints: functionalist, interpretive, radical humanist, and radical structuralist. The four paradigms are founded upon different assumptions about the nature of social science and the nature of society. Each paradigm generates theories, concepts, and analytical tools that are different from those of other paradigms. An understanding of different paradigms leads to a more balanced understanding of the multi-faceted nature of the subject matter. In this book, the first chapter reviews the four paradigms. Using the Iranian Revolution as exemplar, the next few chapters provide paradigmatic explanations for a particular aspect of revolution: culture, religion, ideology. With this background, the book introduces a comprehensive approach to the understanding of revolution. The final chapter concludes by recommending further paradigmatic diversity. This book will be of particular interest to students and researchers interested in social revolution, political sociology, and political theory.
Author: Jonathan D. Church
Publisher: Rowman & Littlefield
ISBN: 1475858191
Category : Education
Languages : en
Pages : 251
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Book Description
The theory of white fragility is one of the most influential ideas to emerge in recent years on the topics of race, racism, and racial inequality. White fragility is defined as an unwillingness on the part of white people to engage in the difficult conversations necessary to address racial inequality. This “fragility” allegedly undermines the fight against racial inequality. Despite its wide acclaim and rapid acceptance, the theory of white fragility has received no serious and sustained scrutiny. This book argues that the theory is flawed on numerous fronts. The theory functions as a divisive rhetorical device to shut down debate. It relies on the flawed premise of implicit bias. It posits a faulty way of understanding racism. It has serious methodological problems. It conflates objectivity and neutrality. It exploits narrative at the expense of facts. It distorts many of the ideas upon which the theory relies. This book also offers a more constructive way to think about Whiteness, white privilege, and “white fragility,” pointing us to a more promising vision for addressing racial inequality.
Author: Henry Giroux
Publisher: Routledge
ISBN: 0429966970
Category : Education
Languages : en
Pages : 305
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Book Description
Henry A. Giroux is one of the most respected and well-known critical education scholars, social critics, and astute observers of popular culture in the modern world. For those who follow his considerably influential work in critical pedagogy and social criticism, this first-ever collection of his classic writings, augmented by a new essay, is a must-have volume that reveals his evolution as a scholar. In it, he takes on three major considerations central to pedagogy and schooling.The first section offers Girouxs most widely read theoretical critiques on the culture of positivism and technocratic rationality. He contends that by emphasizing the logic of science and rationality rather than taking a holistic worldview, these approaches fail to take account of connections among social, political, and historical forces or to consider the importance of such connections for the process of schooling. In the second section, Giroux expands the theoretical framework for conceptualizing and implementing his version of critical pedagogy. His theory of border pedagogy advocates a democratic public philosophy that embraces the notion of difference as part of a common struggle to extend the quality of public life. For Giroux, a student must function as a border-crosser, as a person moving in and out of physical, cultural, and social borders. He uses the popular medium of Hollywood film to show students how they might understand their own position as partly constructed within a dominant Eurocentric tradition and how power and authority relate to the wider society as well as to the classroom.In the last section, Giroux explores a number of contemporary traditions and issues, including modernism, postmodernism, and feminism, and discusses the matter of cultural difference in the classroom. Finally, in an essay written especially for this volume, Giroux analyzes the assault on education and teachers as public intellectuals that began in the Reagan-Bush era and continues today. Henry A. Giroux is one of the most respected and well-known critical education scholars, social critics, and astute observers of popular culture in the modern world. For those who follow his considerably influential work in critical pedagogy and social criticism, this first-ever collection of his classic writings, augmented by a new essay, is a must-have volume that reveals his evolution as a scholar. In it, he takes on three major considerations central to pedagogy and schooling.The first section offers Girouxs most widely read theoretical critiques on the culture of positivism and technocratic rationality. He contends that by emphasizing the logic of science and rationality rather than taking a holistic worldview, these approaches fail to take account of connections among social, political, and historical forces or to consider the importance of such connections for the process of schooling. In the second section, Giroux expands the theoretical framework for conceptualizing and implementing his version of critical pedagogy. His theory of border pedagogy advocates a democratic public philosophy that embraces the notion of difference as part of a common struggle to extend the quality of public life. For Giroux, a student must function as a border-crosser, as a person moving in and out of physical, cultural, and social borders. He uses the popular medium of Hollywood film to show students how they might understand their own position as partly constructed within a dominant Eurocentric tradition and how power and authority relate to the wider society as well as to the classroom.In the last section, Giroux explores a number of contemporary traditions and issues, including modernism, postmodernism, and feminism, and discusses the matter of cultural difference in the classroom. Finally, in an essay written especially for this volume, Giroux analyzes the assault on education and teachers as public intellectuals that began in the Reagan-Bush era and continues today. }
