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Pithy, direct, and bold: essays that propose new ways to think about old problems, spanning a range of philosophical topics. In Philosophical Provocations, Colin McGinn offers a series of short, sharp essays that take on philosophical problems ranging from the concept of mind to paradox, altruism, and the relation between God and the Devil. Avoiding the usual scholarly apparatus and embracing a blunt pithiness, McGinn aims to achieve as much as possible in as short a space as possible while covering as many topics as possible. Much academic philosophical writing today is long, leaden, citation heavy, dense with qualifications, and painful to read. The essays in Philosophical Provocations are short, direct, and engaging, often challenging philosophical orthodoxy as they consider issues in mind, language, knowledge, metaphysics, biology, ethics, and religion. McGinn is looking for new ways to think about old problems. Thus he writes, about consciousness, “I think we have been all wrong,” and goes on to suggest that both consciousness and the unconscious are mysteries. Summing up his proposal on altruism, he remarks, “My suggestion can now be stated, somewhat brutally, as follows: human altruism is the result of parasitic manipulation.” He takes a moment to reflect: “I really don't know why it is good to be alive, though I am convinced that the standard suggestions don't work.” McGinn gets straight to the point and states his position with maximum clarity. These essays offer provocative invitations to think again.
Pithy, direct, and bold: essays that propose new ways to think about old problems, spanning a range of philosophical topics. In Philosophical Provocations, Colin McGinn offers a series of short, sharp essays that take on philosophical problems ranging from the concept of mind to paradox, altruism, and the relation between God and the Devil. Avoiding the usual scholarly apparatus and embracing a blunt pithiness, McGinn aims to achieve as much as possible in as short a space as possible while covering as many topics as possible. Much academic philosophical writing today is long, leaden, citation heavy, dense with qualifications, and painful to read. The essays in Philosophical Provocations are short, direct, and engaging, often challenging philosophical orthodoxy as they consider issues in mind, language, knowledge, metaphysics, biology, ethics, and religion. McGinn is looking for new ways to think about old problems. Thus he writes, about consciousness, “I think we have been all wrong,” and goes on to suggest that both consciousness and the unconscious are mysteries. Summing up his proposal on altruism, he remarks, “My suggestion can now be stated, somewhat brutally, as follows: human altruism is the result of parasitic manipulation.” He takes a moment to reflect: “I really don't know why it is good to be alive, though I am convinced that the standard suggestions don't work.” McGinn gets straight to the point and states his position with maximum clarity. These essays offer provocative invitations to think again.
David Birch's Provocationsl will help teachers to present ideas and stimulate discussions which both accommodate and engage adolescent appetites. Are human beings flawed? Is murder an act of insanity or just plain thoughtlessness? Do we need a soul? From the fall of Icarus to the rise of Caesar, this practical resource draws upon history, philosophy and literature to provoke students to think, question and wonder. Divided into chapters on the world, self, society and others, the book is designed to give secondary school teachers the means to listen rather than teach - and to allow the ideas and thoughts of students to form the centre of the lesson. It shares a set of mature and challenging philosophy sessions predicated on the pedagogical methods of The Philosophy Foundation, and which explore, among other things: Wagner and desire, Shakespeare and madness, Joan of Arc and gender, Faust and temptation, and Nostradamus and time. The sessions dare students to think philosophically, to generate and test ideas, and to gain deeper insights - and raise questions on slavery, consumerism, utopia, the nature of evil, the limits of freedom, belief in God, and a whole lot more. The book sets out a clear introductory outline on its use both in and out of the classroom, and contains helpful tips and advice to guide teachers to span the curriculum - covering areas applicable to history, geography, religious studies, science, art, English and citizenship. There is also an extensive bibliography for those who wish to explore the topics in greater depth. Designed for all teachers, whether they are Philosophy for Children (P4C) trained or just experimenting with philosophy, of learners aged 11-18.
Collected from LaBossiere's regular column in The Philosopher's Magazine, this fascinating set of philosophical provocations assumes no background in philosophy and focuses on matters that are of popular interest to the general public, yet are also philosophically significant.
An increasing number of scholars, students and practitioners of psychology are becoming intrigued by the ideas of Gilles Deleuze and of Felix Guattari. This book aims to be a critical introduction to these ideas, which have so much to offer psychology in terms of new directions as well as critique. Deleuze was one of the most prominent philosophers of the 20th century and a figure whose ideas are increasingly influential throughout the humanities and social sciences. His work, particularly his collaborations with psychoanalyst Guattari, focused on the articulation of a philosophy of difference. Rejecting mainstream continental philosophy just as much as the orthodox analytical metaphysics of the English-speaking world, Deleuze proposed a positive and passionate alternative, bursting at the seams with new concepts and new transformations. This book overviews the philosophical contribution of Deleuze including the project he developed with Guattari. It goes on to explore the application of these ideas in three major dimensions of psychology: its unit of analysis, its method and its applications to the clinic. Deleuze and Psychology will be of interest to students and scholars of psychology and those interested in continental philosophy, as well as psychological practitioners and therapists.
In Provocations of Virtue, John Duffy explores the indispensable role of writing teachers and scholars in counteracting the polarized, venomous “post-truth” character of contemporary public argument. Teachers of writing are uniquely positioned to address the crisis of public discourse because their work in the writing classroom is tied to the teaching of ethical language practices that are known to moral philosophers as “the virtues”—truthfulness, accountability, open-mindedness, generosity, and intellectual courage. Drawing upon Aristotle’s Nicomachean Ethics and the branch of philosophical inquiry known as “virtue ethics,” Provocations of Virtue calls for the reclamation of “rhetorical virtues” as a core function in the writing classroom. Duffy considers what these virtues actually are, how they might be taught, and whether they can prepare students to begin repairing the broken state of public argument. In the discourse of the virtues, teachers and scholars of writing are offered a common language and a shared narrative—a story that speaks to the inherent purpose of the writing class and to what is at stake in teaching writing in the twenty-first century. This book is a timely and historically significant contribution to the field and will be of major interest to scholars and administrators in writing studies, rhetoric, composition, and linguistics as well as philosophers and those exploring ethics.
Most philosophy has rejected the theater, denouncing it as a place of illusion or moral decay; the theater in turn has rejected philosophy, insisting that drama deals in actions, not ideas. Challenging both views, The Drama of Ideas shows that theater and philosophy have been crucially intertwined from the start. Plato is the presiding genius of this alternative history. The Drama of Ideas presents Plato not only as a theorist of drama, but also as a dramatist himself, one who developed a dialogue-based dramaturgy that differs markedly from the standard, Aristotelian view of theater. Puchner discovers scores of dramatic adaptations of Platonic dialogues, the most immediate proof of Plato's hitherto unrecognized influence on theater history. Drawing on these adaptations, Puchner shows that Plato was central to modern drama as well, with figures such as Wilde, Shaw, Pirandello, Brecht, and Stoppard using Plato to create a new drama of ideas. Puchner then considers complementary developments in philosophy, offering a theatrical history of philosophy that includes Kierkegaard, Nietzsche, Burke, Sartre, Camus, and Deleuze. These philosophers proceed with constant reference to theater, using theatrical terms, concepts, and even dramatic techniques in their writings. The Drama of Ideas mobilizes this double history of philosophical theater and theatrical philosophy to subject current habits of thought to critical scrutiny. In dialogue with contemporary thinkers such as Martha Nussbaum, Iris Murdoch, and Alain Badiou, Puchner formulates the contours of a "dramatic Platonism." This new Platonism does not seek to return to an idealist theory of forms, but it does point beyond the reigning philosophies of the body, of materialism and of cultural relativism.
This book is ideal for teachers, whether they are P4C trained or just experimenting with philosophy. It will help teachers to present ideas and stimulate discussions which both accommodate and engage adolescent appetites. Are human beings flawed? Is murder an act of insanity or just plain thoughtlessness? Do we need a soul? From the fall of Icarus to the rise of Caesar this practical book draws upon history, philosophy and literature to provoke students to think, question and wonder. Divided into chapters on The World, Self, Society and Others, this resource for secondary school is written to give teachers the means to listen rather than teach and to allow the ideas and thoughts of students to form the centre of the lesson. It raises questions on the nature of evil, belief in God, slavery, consumerism, utopia, the limits of freedom, and a whole lot more. With a clear introductory outline on its use both in and out of the classroom, Provocations also contains tips and advice to help guide teachers to span the curriculum. Applicable to History, Geography, RS, Science, Art, English and Citizenship it offers teachers of all subjects the opportunity to introduce a student-centred approach to their lessons. There is also an extensive bibliography for those who wish to explore the topics in greater depth. Provocations is a set of philosophy sessions designed for secondary school and predicated on the pedagogical methods of The Philosophy Foundation. These sessions are mature, challenging and provocative, using history, literature, myth and the world today as their basis. Each session contains particular pedagogical tips and advice and suggestions as to how they can be effectively delivered
Images of violence enjoy a particular privilege in contemporary continental philosophy, one manifest in the ubiquity of violent metaphors and the prominence of a kind of rhetorical investment in violence as a motif. Such images have also informed, constrained, and motivated recent continental feminist theory. In Violence and the Philosophical Imaginary, Ann V. Murphy takes note of wide-ranging references to the themes of violence and vulnerability in contemporary theory. She considers the ethical and political implications of this language of violence with the aim of revealing other ways in which identity and the social bond might be imagined, and encourages some critical distance from the images of violence that pervade philosophical critique.
Whether she is contemplating promiscuity or The New Testament, lamenting about what she should have said to Oprah, or learning to tango, Grealy seduces and surprises the reader at every turn. With the sheer brilliance of her imagination, Grealy leads us on delightful journeys with her wit, unflinching honesty and peerless intelligence. A completely original thinker and a remarkable writer, the author leaves the reader with plenty to ponder. As Seen On TV breaks the mould of the essay, and is destined, like the memoir that preceded it, to become a modern classic. '[Grealy is]. . . unforgettable.' -New York Times '[Grealy writes]-with exquisite prose and steely strength.' -USA Today 'Lucy Grealy manages to convince an amazing array of people that she is speaking directly to them.' -Baltimore Sun '[Grealy] overcomes-with wit, intelligence and an unconquerable spirit.' Mademoiselle