The concept of potential plays a prominent role in the thinking of parents, educators and planners the world over. Although this concept accurately reflects central features of human nature, its current use perpetuates traditional myths of fixity, harmony and value, calculated to cause untold mischief in social and educational practice. First published in 1985, Israel Scheffler's book aims to demythologise the concept of potential. He shows its roots in genuine aspects of human nature, but at the same time frees it from outworn philosophical myths by means of analytical reconstruction - thereby improving both its theoretical and its practical applicability. The book concludes with an interpretation of policy-making in education, and reflections on the ideal education of a policy-maker. It emphasises human symbolism, choice, temporal continuity, and self-determination as indispensible elements of any adequate philosophy of education. Of Human Potential will be of interest to a broad range of philosophers, educators and social scientists.

The concept of potential plays a prominent role in the thinking of parents, educators and planners the world over. Although this concept accurately reflects central features of human nature, its current use perpetuates traditional myths of fixity, harmony and value, calculated to cause untold mischief in social and educational practice. First published in 1985, Israel Scheffler's book aims to demythologise the concept of potential. He shows its roots in genuine aspects of human nature, but at the same time frees it from outworn philosophical myths by means of analytical reconstruction - thereby improving both its theoretical and its practical applicability. The book concludes with an interpretation of policy-making in education, and reflections on the ideal education of a policy-maker. It emphasises human symbolism, choice, temporal continuity, and self-determination as indispensible elements of any adequate philosophy of education. Of Human Potential will be of interest to a broad range of philosophers, educators and social scientists.

Originally published in 1994, Teachers: Constructing a Future is designed for teachers, as well as those interested in the future of schooling and education. The book draws on sociological analysis, philosophical insights and aspects of political economy to examine the changing and developing role of teachers in the context of the current transformation of western capitalism. It considers the historical growth of teaching as a profession and as a political force, and indicates that economic rationalism has been effectively employed to elevate the instrumental role of schooling in society, and consequentially to devalue the professional and political nature of teaching.

Leading British, American and European philosophers contribute to this collection of essays, first published in 1976, in political philosophy. They are essays which have to do in different ways with better societies than the ones we have, and with ways of getting them. They exemplify what can fairly be called real political philosophy. Its past makers have been Plato, Hobbes, Locke, Rousseau, Hegel, Mill and Marx, and it consists in advocacy of certain social ends and of certain means, rather than uncommitted inquiry or comment. The advocacy is of a kind, of course, which depends on analysis and argument. The book will be of interest not only to those who are primarily concerned with philosophy, but students of politics as well.

The hardline, uncompromising theology preached by the English Church in the 16th and 17th Centuries had disturbing effects on the literature of the period. This study, originally published in 1983, assesses the importance of the prevailing religious climate to the work of several major writers, both in and out of sympathy with the contemporary protestantism. It is argued that the accepted view of the period as essentially 'Christian-Humanist' obscures the harsher aspects of a Calvinism which throws into relief the agonies of a writer like Donne, the acceptances of one like George Herbert. Many writers rejected more or less explicitly the Christian dogma, through the heroic assertion of human potential in Shakespearean and other dramatic characters, the nihilism of Marlowe, or the secular rationalism of Bacon and Hobbes. Milton is central to this complex weft of belief and rejection, piety and atheism, acceptance of predestination and determination to accept fate, that characterises the period. Finally, Sinfield shows how this protestantism disintegrated under the strain of internal contradictions and external pressures, and in the process helped to stimulate secularism. In this original and clearly written book, scholarship is deployed unobstrusively to place many major works in an unaccustomed and stimulating perspective.

Originally published in 2002 God, Literature and Process Thought looks at the use of God in writing, as a part of the creative advance, immersed in the processes of reality and affected by events in the world. This edited collection outlines and promotes the novel view that there is much to be gained when those who value the insights of process thought ‘encounter’ the many and varied writers of literature and literary theory. It also celebrates the notion of process poesis, a fresh way of reflecting theologically and philosophically that takes account of literary forms and promises to transform creatively the very structure of process thought today.