This edited volume explores the different and seminal ways colours matter to philosophy. Each chapter provides an insightful analysis of one or more cases in which colours raise philosophical problems in different areas and periods of philosophy. This historically informed discussion examines both logical and linguistic aspects, covering such areas as the mind, aesthetics and the foundations of mathematics. The international contributors look at traditional epistemological and metaphysical issues on the subjectivity and objectivity of colours. In addition, they also assess phenomenological problems typical of the continental tradition and contemporary problems in the philosophy of mind. The chapters include coverage of such topics as Newton’s and Goethe’s theory of light and colours, how primary qualities are qualitative and colours are primary, explaining colour phenomenology, and colour in cognition, language and philosophy. "This book beautifully prepares the ground for the next steps in our research on and philosophising about colour" Daniel D. Hutto (University of Wollongong) "It is not an overstatement to say that How Colours to Philosophy is a ground breaking publication" Mazviita Chirimuuta (University of Pittsburgh) "Anyone interested in philosophical issues about color will find it highly stimulating." Martine Nida-Rümelin (Université de Fribourg) "The high quality papers included in this anthology succeed admirably in enriching current philosophical thinking about colour” Erik Myin (University of Antwerp) “This is certainly the most complete collection of philosophical essays on colours ever published” André Leclerc (University of Brasília) “All in all this collections represents a new milestone in the ongoing philosophical debate on colours and colour expressions” Ingolf Max (University of Leipzig)

Joshua Gert presents an original account of color properties, and of our perception of them. He employs a general philosophical strategy - neo-pragmatism - which challenges an assumption made by virtually all other theories of color: he argues that colors are primitive properties of objects, irreducible to physical or dispositional properties.

This book presents and discusses the varying and seminal role which colour plays in the development of Wittgenstein’s philosophy. Having once said that “Colours spur us to philosophize”, the theme of colour was one to which Wittgenstein returned constantly throughout his career. Ranging from his Notebooks, 1914-1916 and the Tractatus Logico-Philosophicus to the posthumously published Remarks on Colours and On Certainty, this book explores how both his view of philosophical problems generally and his view on colours specifically changed considerably over time. Paying particular attention to his so-called intermediary period, it takes a case-based approach to the presentation of colour in texts from this period, from Some Remarks on Logical Form and Philosophical Remarks to his Big Typescript.

Draws on contemporary perceptual science to address metaphysical questions about color.

This book offers a comprehensive introduction in to the various theories of colour and how they developed over the centuries and millennia. As colour is the perception of light by our brains, the book captures not only the physical phenomena but also psychological and philosophical aspects of colours. It starts with ancient studies of Greek philosophers and their insights into light and mirrors, then reviews the theory of colors in the middle ages in Europe and Middle East. The last big part of the book explains the theories of colours by modern scientists and philosophers, starting with Isaac Newton and ending colour schemes of modern digital pictures.

Awarded the 1986 Johnsonian Prize in Philosophy. This work on colour features a chapter, 'Further Thoughts: 1993', in which the author revisits the dispute between colour objectivists and subjectivists from the perspective of the ecology, genetics, and evolution of colour vision.

“An indispensable text for understanding educational racial injustice and contributing to initiatives to mitigate it.” —Educational Theory American students vary in educational achievement, but white students in general typically have better test scores and grades than black students. Why is this the case, and what can school leaders do about it? In The Color of Mind, Derrick Darby and John L. Rury answer these pressing questions and show that we cannot make further progress in closing the achievement gap until we understand its racist origins. Telling the story of what they call the Color of Mind—the idea that there are racial differences in intelligence, character, and behavior—they show how philosophers, such as David Hume and Immanuel Kant, and American statesman Thomas Jefferson, contributed to the construction of this pernicious idea, how it influenced the nature of schooling and student achievement, and how voices of dissent such as Frederick Douglass, Frances Ellen Watkins Harper, and W.E.B. Du Bois debunked the Color of Mind and worked to undo its adverse impacts. Rejecting the view that racial differences in educational achievement are a product of innate or cultural differences, Darby and Rury uncover the historical interplay between ideas about race and American schooling, to show clearly that the racial achievement gap has been socially and institutionally constructed. School leaders striving to bring justice and dignity to American schools today must work to root out the systemic manifestations of these ideas within schools, while still doing what they can to mitigate the negative effects of poverty, segregation, inequality, and other external factors that adversely affect student achievement. While we can’t expect schools alone to solve these vexing social problems, we must demand that they address the injustices associated with how we track, discipline, and deal with special education that reinforce long-standing racist ideas. That is the only way to expel the Color of Mind from schools, close the racial achievement gap, and afford all children the dignity they deserve.