An argument that nativism is true and important but mysterious, examining the particular case of ideas of sensible qualities. In this book, Colin McGinn presents a concise, clear, and compelling argument that the origins of knowledge are innate—that nativism, not empiricism, is correct in its theory of how concepts are acquired. McGinn considers the particular case of sensible qualities—ideas of color, shape, taste, and so on. He argues that these, which he once regarded as the strongest case for the empiricist position, are in fact not well explained by the empiricist account that they derive from interactions with external objects. Rather, he contends, ideas of sensible qualities offer the strongest case for the nativist position—that a large range of our knowledge is inborn, not acquired through the senses. Yet, McGinn cautions, how this can be is deeply problematic; we have no good theories about how innate knowledge is possible. Innate knowledge is a mystery, though a fact. McGinn describes the traditional debate between empiricism and nativism; offers an array of arguments against empiricism; constructs an argument in favor of nativism; and considers the philosophical consequences of adopting the nativist position, discussing perception, the mind–body problem, the unconscious, metaphysics, and epistemology.

An argument that nativism is true and important but mysterious, examining the particular case of ideas of sensible qualities. In this book, Colin McGinn presents a concise, clear, and compelling argument that the origins of knowledge are innate—that nativism, not empiricism, is correct in its theory of how concepts are acquired. McGinn considers the particular case of sensible qualities—ideas of color, shape, taste, and so on. He argues that these, which he once regarded as the strongest case for the empiricist position, are in fact not well explained by the empiricist account that they derive from interactions with external objects. Rather, he contends, ideas of sensible qualities offer the strongest case for the nativist position—that a large range of our knowledge is inborn, not acquired through the senses. Yet, McGinn cautions, how this can be is deeply problematic; we have no good theories about how innate knowledge is possible. Innate knowledge is a mystery, though a fact. McGinn describes the traditional debate between empiricism and nativism; offers an array of arguments against empiricism; constructs an argument in favor of nativism; and considers the philosophical consequences of adopting the nativist position, discussing perception, the mind–body problem, the unconscious, metaphysics, and epistemology.

Using the Socratic Method in Counseling shows counselors how to use the Socratic method to help clients solve life problems using knowledge they may not realize they have. Coauthored by two experts from the fields of philosophy and counseling, the book presents theory and techniques that give counselors a client-centered and contextually bound method for better addressing issues of ethnicities, genders, cultures. Readers will find that Using the Socratic Method in Counseling is a thorough and useful text on a new theoretical orientation grounded in ancient philosophy.

Realism and the Aim of Science is one of the three volumes of Karl Popper's Postscript to the Logic of scientific Discovery. The Postscript is the culmination of Popper's work in the philosophy of physics and a new famous attack on subjectivist approaches to philosophy of science. Realism and the Aim of Science is the first volume of the Postcript. Popper here formulates and explains his non-justificationist theory of knowledge: science aims at true explanatory theories, yet it can never prove, or justify, any theory to be true, not even if is a true theory. Science must continue to question and criticise all its theories, even those that happen to be true. Realism and the Aim of Science presents Popper's mature statement on scientific knowledge and offers important insights into his thinking on problems of method within science.

Translated, edited, and introduced by Edward Y. J. Chung, The Great Synthesis of Wang Yangming Neo-Confucianism in Korea: The Chonŏn (Testament) by Chŏng Chedu (Hagok), is the first study in a Western language of Chŏng Chedu (Hagok, 1649–1736) and Korean Wang Yangming Neo-Confucianism. Hagok was an eminent philosopher who established the unorthodox Yangming school (Yangmyŏnghak) in Korea. This book includes an annotated scholarly translation of the Chonŏn 存言 (Testament), Hagok’s most important and interesting work on Confucian self-cultivation. Chung also provides a comprehensive introduction to Hagok’s life, scholarship, and thought, especially his great synthesis of Wang’s philosophy of mind cultivation and moral practice in relation to the classical teaching of Confucius and Mencius and his critical analysis of Zhu Xi Neo-Confucianism and its Sŏngnihak tradition. Chung concludes that Hagok was an original scholar in the Sŏngnihak school, a great transmitter and interpreter of Yangming Neo-Confucianism in Korea, and a creative thinker whose integration of these two traditions inaugurated a distinctively Korean system of ethics and spirituality. This book sheds new light on the breadth and depth of Korean Neo-Confucianism and serves as a primary source for philosophy and East Asian studies in general and Confucian studies and Korean religion and philosophy in particular.

How was the concept of 'personality' perceived in (late-imperial) China? Re-constructing the main features describing the individual, this volume, firmly based in textual sources, is a reflection on personality and its attributes in China. It discusses terms that express the propensity, inclinations, predispositions, and temperament of subjects, departing from the descriptions that represent one’s and the other’s self, as well as terms that describe or label a person's main qualities or defects. As judgments contribute to formulate the image of ourselves and others, when talking of personality not only individual characters (biological traits, cultural basis, innate and acquired traits and habits) are looked into, but also social values and collective mentality, as well as individual and group subjectivity.

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