Philosophy and the Idea of Communism

This richly annotated second edition of the now-classic pairing of Bacon’s masterpieces, New Atlantis and The Great Instauration features the addition of other works by Bacon, including “The Idols of the Mind,” Of Unity in Religion” and “Of the True Greatness of Kingdoms and Estates,” as well a Summary of the each work and Questions for the reader. S Includes works new to the second edition, including “The Idols of the Mind,” “Of Unity in Religion,” and “Of the True Greatness of Kingdoms and Estates” Updates the layout of the previous edition with a more generous interior design, making this work more student-friendly and easier to navigate in the classroom Each work is introduced and subsequently discussed, revealing the importance of Bacon’s work to his contemporaries as well as to modern readers Includes a comprehensive introduction and annotations throughout the text; as well as an appendix of Principal Dates in the Life of Sir Francis Bacon; a selected bibliography; and synopses and questions to accompany each work

Re-Imagining Relationships in Education re-imagines relationships in contemporary education by bringing state-of-the-art theoretical and philosophical insights to bear on current teaching practices. Introduces theories based on various philosophical approaches into the realm of student teacher relationships Opens up innovative ways to think about teaching and new kinds of questions that can be raised Features a broad range of philosophical approaches that include Arendt, Beckett, Irigaray and Wollstonecraft to name but a few Includes contributors from Norway, England, Ireland, Scotland, Spain, Sweden, and the U.S.

Within Citizenship for the Learning Society, the governance of the learning citizen is mapped in relation to European educational and cultural policy. Prevalent notions of voice and narrative – in policy and in educational research – are analysed in relation to Europe’s history. The text is concerned with the way in which ‘European citizenship’ is understood in current policy, the way in which the term ‘citizenship’ operates, and how learning is central to this Analysis combines educational philosophy and theory with anthropological, sociological, and classic philosophical literature Draws on both Continental European (Foucault, Deleuze, Heidegger, Levinas) and American (Cavell, Emerson, Thoreau) philosophy Material is organised in two parts: Part One discusses the discourses and practices of citizenship in the European learning society, in both educational and cultural policy and educational research, from the perspective of governmentality; Part Two provides analysis of particular aspects of this discourse

A survey of astonishing breadth and penetration. No cognitive neuroscientist should ever conduct an experiment in the domain of the emotions without reading this book, twice. Parashkev Nachev, Institute of Neurology, UCL There is not a slack moment in the whole of this impressive work. With his remarkable facility for making fine distinctions, and his commitment to lucidity, Peter Hacker has subtly characterized those emotions such as pride, shame, envy, jealousy, love or sympathy which make up our all too human nature. This is an important book for philosophers but since most of its illustrative material comes from an astonishing range of British and European literature, it is required reading also for literary scholars, or indeed for anyone with an interest in understanding who and what we are. David Ellis, University of Kent Human beings are all subject to boundless flights of joy and delight, to flashes of anger and fear, to pangs of sadness and grief. We express our emotions in what we do, how we act, and what we say, and we can share our emotions with others and respond sympathetically to their feelings. Emotions are an intrinsic part of the human condition, and any study of human nature must investigate them. In this third volume of a major study in philosophical anthropology which has spanned nearly a decade, one of the most preeminent living philosophers examines and reflects upon the nature of the emotions, advancing the view that novelists, playwrights, and poets – rather than psychologists and cognitive neuroscientists – elaborate the most refined descriptions of their role in human life. In the book’s early chapters, the author analyses the emotions by situating them in relation to other human passions such as affections, appetites, attitudes, and agitations. While presenting a detailed connective analysis of the emotions, Hacker challenges traditional ideas about them and criticizes misconceptions held by philosophers, psychologists, and cognitive neuroscientists. With the help of abundant examples and illustrative quotations from the Western literary canon, later sections investigate, describe, and disentangle the individual emotions – pride, arrogance, and humility; shame, embarrassment, and guilt; envy and jealousy; and anger. The book concludes with an analysis of love, sympathy, and empathy as sources of absolute value and the roots of morality. A masterful contribution, this study of the passions is essential reading for philosophers of mind, psychologists, cognitive neuroscientists, students of Western literature, and general readers interested in understanding the nature of the emotions and their place in our lives.

Teachers’ Know-How: A Philosophical Investigation presents a comprehensive and up to date philosophical treatment of the kinds of knowledge and “know-how” that educators should possess. Offers an original and in-depth study of teachers’ know-how which situates teaching within the spectrum of professions Critiques the currently fashionable craft conception of teaching and the view of teaching as protocol-driven which is currently influential in policymaking circles Utilizes epistemological debates on the nature of know-how to inform understanding of the work of teachers Features detailed examples including some drawn from the author’s own long professional experience of a teacher in a wide range of different contexts