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Revisiting the history of Western religious thought and the role of nature and creation therein, this book paves the way for a new natural theology by bringing medieval theologian John the Scot Eriugena into conversation with American philosopher Ralph Waldo Emerson.
A provocative argument that environmental thinking would be better off if it dropped the concept of “nature” altogether and spoke instead of the built environment. Environmentalism, in theory and practice, is concerned with protecting nature. But if we have now reached “the end of nature,” as Bill McKibben and other environmental thinkers have declared, what is there left to protect? In Thinking like a Mall, Steven Vogel argues that environmental thinking would be better off if it dropped the concept of “nature” altogether and spoke instead of the “environment”—that is, the world that actually surrounds us, which is always a built world, the only one that we inhabit. We need to think not so much like a mountain (as Aldo Leopold urged) as like a mall. Shopping malls, too, are part of the environment and deserve as much serious consideration from environmental thinkers as do mountains. Vogel argues provocatively that environmental philosophy, in its ethics, should no longer draw a distinction between the natural and the artificial and, in its politics, should abandon the idea that something beyond human practices (such as “nature”) can serve as a standard determining what those practices ought to be. The appeal to nature distinct from the built environment, he contends, may be not merely unhelpful to environmental thinking but in itself harmful to that thinking. The question for environmental philosophy is not “how can we save nature?” but rather “what environment should we inhabit, and what practices should we engage in to help build it?”
Moving between ancient and modern sources, philosophy and theology, and science and popular culture, Sean McGrath offers a genuinely new reflection on what it means to be human in an era of climate change, mass extinction and geoengineering. Engaging with contemporary thinkers in eco-criticism, including Timothy Morton, Bruno Latour and Slavoj Zizek, McGrath argues for a distinctive role for the human being in the universe: the human being is nature come to full consciousness. McGrath's compelling case for a new Anthropocenic humanism is founded on a reverence for nature, a humanism that is not at the expense of nature, and a naturalism that is not at the expense of the human.
Explores key topics in psychology, showing how they can be critically examined.
Nature in Mind explores a kind of madness at the core of the developed world that has separated the growth of human cultural systems from the destruction of the environment on which these systems depend. It is now becoming increasingly clear that the contemporary Western lifestyle not only has a negative impact on the ecosystems of the earth but also has a detrimental effect on human health and psychological wellbeing. The book compares the work of Gregory Bateson and Henry Corbin and shows how an understanding of the "imaginal world" within the practice of systemic psychotherapy and ecopsychology could provide a language shared by both nature and mind. This book argues the case for bringing nature-based work into mainstream education and therapy practice. It is an invitation to radically reimagine the relationship between humans and nature and provides a practical and epistemological guide to reconnecting human thinking with the ecosystems of the earth.
Scientific thinking must be understood as an activity. The acts of interpretation, representation, and explanation are the cognitive processes by which scientific thinking leads to understanding. The book explores the nature of these processes and describes how scientific thinking can only be grasped from a pragmatic perspective.
A new theory proposes that thinking is a learned action. In this remarkable monograph, Derek Melser argues that the core assumption of both folk psychology and cognitive science—that thinking goes on in the head—is mistaken. Melser argues that thinking is not an intracranial process of any kind, mental or neural, but is rather a learned action of the person. After an introduction in which he makes a prima facie case that thinking is an action, Melser reviews action-based theories of thinking advanced by Ryle, Vygotsky, Hampshire and others. He then presents his own theory of "token concerting," according to which thinking is a special kind of token performance, by the individual, of certain social, concerted activity. He examines the developmental role of concerted activity, the token performance of concerted activity, the functions of speech, the mechanics and uses of covert tokening, empathy, the origins of solo action, the actional nature of perception, and various kinds and aspects of mature thinking. In addition, he analyzes the role of metaphors in the folk notion of mind. While intending his theory as a contribution to the philosophy of mind, Melser aims also at a larger goal: to establish actions as a legitimate philosophical given, self-explanatory and sui generis. To this end, he argues in the final chapter against the possibility of scientific explanation of actions. The Act of Thinking opens up a large new area for philosophical research.
Who would imagine that plants can become master teachers of a radical new way of seeing and interacting with the world? Plants are dynamic and resilient, living in intimate connection with their environment. This book presents an organic way of knowing modeled after the way plants live. When we slow down, turn our attention to plants, study them carefully, and consciously internalize the way they live, a transformation begins. Our thinking becomes more fluid and dynamic; we realize how we are embedded in the world; we become sensitive and responsive to the contexts we meet; and we learn to thrive within a changing world. These are the qualities our culture needs in order to develop a more sustainable, life-supporting relation to our environment. While it is easy to talk about new paradigms and to critique our current state of affairs, it is not so easy to move beyond the status quo. That’s why this book is crafted as a practical guide to developing a life-infused way of interacting with the world.
Learning to Think Spatially examines how spatial thinking might be incorporated into existing standards-based instruction across the school curriculum. Spatial thinking must be recognized as a fundamental part of Kâ€"12 education and as an integrator and a facilitator for problem solving across the curriculum. With advances in computing technologies and the increasing availability of geospatial data, spatial thinking will play a significant role in the information-based economy of the twenty-first century. Using appropriately designed support systems tailored to the Kâ€"12 context, spatial thinking can be taught formally to all students. A geographic information system (GIS) offers one example of a high-technology support system that can enable students and teachers to practice and apply spatial thinking in many areas of the curriculum.