A renewal of immanent metaphysics through diagrammatic methods and the tools of category theorySpinoza, Peirce and Deleuze are, in different ways, philosophers of immanence. Rocco Gangle addresses the methodological questions raised by a commitment to immanence in terms of how diagrams may be used both as tools and as objects of philosophical investigation. He integrates insights from Spinozist metaphysics, Peircean semiotics and Deleuzes philosophy of difference in conjunction with the formal operations of category theory. Category theory reveals deep structural connections among logic, topology and a variety of different areas of mathematics, and it provides constructive and rigorous concepts for investigating how diagrams work. Gangle introduces the methods of category theory from a philosophical and diagrammatic perspective, allowing philosophers with little or no mathematical training to come to grips with this important field. This coordination of immanent metaphysics, diagrammatic method and category theoretical mathematics opens a new horizon for contemporary thought.

Drawing a line, and then another, and another. Go back from the lines to the movements they capture and see gestures in them: not spatial displacements, but modes of knowledge that pass through the exercise of the body. Discovering something new in a gesture: the line that contracts into a point or the point that expands into a zone, perhaps sinking into a hole. Thus experiencing a diagram: a becoming other inscribed in the novelty of the gesture and in the changes of the forms it shapes. This and much more is discussed in the essays gathered in Diagrams and Gestures. Resulting from trans-disciplinary work between mathematicians, philosophers, linguists and semioticians, the volume delivers an up-to-date account of the most valuable research on the connections between gesture and diagram. As one of the most important themes in contemporary thought, the study of these connections poses a challenge for the future: to elaborate a theory that is equal to new and stimulating research methodologies. We call this theory a philosophy of diagrammatic gestures.

This book is open access and available on www.bloomsburycollections.com. It is funded by Knowledge Unlatched. What are we to make of Western Buddhism? Glenn Wallis argues that in aligning their tradition with the contemporary wellness industry, Western Buddhists evade the consequences of Buddhist thought. This book shows that with concepts such as vanishing, nihility, extinction, contingency, and no-self, Buddhism, like all potent systems of thought, articulates a notion of the “real.” Raw, unflinching acceptance of this real is held by Buddhism to be at the very core of human “awakening.” Yet these preeminent human truths are universally shored up against in contemporary Buddhist practice, contravening the very heart of Buddhism. The author's critique of Western Buddhism is threefold. It is immanent, in emerging out of Buddhist thought but taking it beyond what it itself publicly concedes; negative, in employing the “democratizing” deconstructive methods of François Laruelle's non-philosophy; and re-descriptive, in applying Laruelle's concept of philofiction. Through applying resources of Continental philosophy to Western Buddhism, A Critique of Western Buddhism suggests a possible practice for our time, an "anthropotechnic", or religion transposed from its seductive, but misguiding, idealist haven.

The Real is Radical is centrally concerned with the explication and development of François Laruelle's theory of “non-standard Marxism.” Fardy assembles a constellation of concepts designed to put Laruelle's work into dialogue with diverse theoretical perspectives, including Althusser, Tronti, Adorno, Baudrillard, Kolozova and others while demonstrating the novelty and theoretical saliency of Laruelle's work. The Real is Radical provides a much-needed introduction to non-standard Marxism and a useful starting point for the development of its theoretical potential.

This book examines the relevance of François Laruelle’s innovative notion of non-standard philosophy to critical and constructive discourses in the humanities, bringing together essays from prominent Anglophone scholars of Laruelle’s work and includes a contribution from Laurelle himself.

This book features a unique selection of works presented at the 2019 annual international conference of the International Association for Computing and Philosophy (IACAP). Every contribution has been peer-reviewed, revised, and extended. The included chapters are thematically diverse; topics include epistemology, dynamic epistemic logic, topology, philosophy of science and computation, game theory and abductive inferences, automated reasoning and mathematical proofs, computer simulations, scientific modelling, applied ethics, pedagogy, human-robot interactions, and big data, algorithms, and artificial intelligence. The volume is a testament to the value of interdisciplinary approaches to the computational and informational turn. We live in a time of tremendous development, which requires rigorous reflection on the philosophical nature of these technologies and how they are changing the world. How can we understand these technologies? How do these technologies change our understanding of the world? And how do these technologies affect our place as humans in the world? These questions, and more, are addressed in this volume which is of interest to philosophers, engineers, and computer scientists alike.

Edusemiotics is a pioneering area of study that connects semiotics – the science of signs – with educational theory and the philosophy of education. This volume reflects cutting-edge research by scholars in education and in semiotics worldwide, bridging the two discourses to present the state of the art in this new transdisciplinary field. The book’s emphasis is on educational theory as based on semiotic philosophy: as such, it challenges the current conception of semiotics in education as merely a sub-branch of applied semiotics. It presents edusemiotics as a novel unified conceptual framework at the interface of theoretical semiotics and educational philosophy, based on both theoretical and empirical studies from around the world. The chapters in this handbook also bring to the fore the intellectual legacy of Charles S. Peirce, John Dewey, Gilles Deleuze, Umberto Eco, Julia Kristeva, Mikhail Bakhtin, Paul Ricoeur, Martin Heidegger and other thinkers, pointing out the implications of edusemiotics for meaningful pedagogy and experiential learning in diverse contexts.