Originally published in French as "La Philosophie, une Ecole de la Liberte. Enseignement de la philosophie et apprentissage du philosopher : Etat des lieux et regards pour l'avenir." - This study is dedicated to all those who engaged themselves, with vigour and conviction, in the defence of the teaching of philosophy a fertile guarantor of liberty and autonomy. This publication is also dedicated to the young spirits of today, bound to become the active citizens of tomorrow.

Freedom of speech, religion, choice, will—humans have fought, and continue to fight, for all of these. But what is human freedom really? Taking a broad approach across metaphysics, politics, and ethics, Lars Svendsen explores this question in his engaging book, while also looking at the threats freedom faces today. Though our behaviors, thoughts, and actions are restricted by social and legal rules, deadlines, and burdens, Svendsen argues that the fundamental requirement for living a human life is the ability to be free. A Philosophy of Freedom questions how we can successfully create meaningful lives when we are estranged from the very concept of freedom. Svendsen tackles such issues as the nature of free agency and the possibility of freedom in a universe governed by natural laws. He concludes that the true definition of personal freedom is first and foremost the liberty to devote yourself to what really matters to you—to realize the true value of the life you are living. Drawing on the fascinating debates around the possibility of freedom and its limits within society, this comprehensive investigation provides an accessible and insightful overview that will appeal to academics and general readers alike.

Dr. Ehrenfreied Pfeiffer writes: "Research carried on since 1925 has shown that the formation and arrangement of crystals during the process of crystallization can, under certain conditions, be greatly influenced by the admixture of various substances.... Hence, from these alterations (in form) apriori conclusions can be drawn about the qualities and characteristics of the admixture itself." This is an essential element in his work of analyzing the health and qualities of human blood as an aid in the process of diagnoses.

In this masterful work, both an illumination of Kant’s thought and an important contribution to contemporary legal and political theory, Arthur Ripstein gives a comprehensive yet accessible account of Kant’s political philosophy. Ripstein shows that Kant’s thought is organized around two central claims: first, that legal institutions are not simply responses to human limitations or circumstances; indeed the requirements of justice can be articulated without recourse to views about human inclinations and vulnerabilities. Second, Kant argues for a distinctive moral principle, which restricts the legitimate use of force to the creation of a system of equal freedom. Ripstein’s description of the unity and philosophical plausibility of this dimension of Kant’s thought will be a revelation to political and legal scholars. In addition to providing a clear and coherent statement of the most misunderstood of Kant’s ideas, Ripstein also shows that Kant’s views remain conceptually powerful and morally appealing today. Ripstein defends the idea of equal freedom by examining several substantive areas of law—private rights, constitutional law, police powers, and punishment—and by demonstrating the compelling advantages of the Kantian framework over competing approaches.

Philosophy in Education: Questioning and Dialog in K-12 Classrooms is a textbook in the fields of pre-college philosophy and philosophy of education, intended for philosophers and philosophy students, K-12 classroom teachers, administrators and educators, policymakers, and pre-college practitioners of all kinds. The book offers a wealth of practical resources for use in elementary, middle school, and high school classrooms, as well as consideration of many of the broader educational, social, and political topics in the field, including the educational value of pre-college philosophy, the philosophies of education that inform this philosophical practice, and the relevance of pre-college philosophy for pressing issues in contemporary education (such as education reform, child development, and prejudice and privilege in classrooms). The book includes sections on: the expansion of philosophy beyond higher education to pre-college populations; the importance of wondering, questioning and reflection in K-12 education; the ways that philosophy is uniquely suited to help students cultivate critical reasoning and independent thinking capacities; how to develop classroom communities of philosophical inquiry and their potentially transformative impact on students; the cultivation of philosophical sensitivity and positive identity formation in childhood; strategies for recognizing and diminishing the impact of social inequalities in classrooms; and the relationship between introducing philosophy in schools and education reform.

James Doull's remarkable legacy as a teacher, scholar, and thinker has left behind a profound and challenging examination of the philosophical and historical roots of contemporary thought and politics. His life's work was devoted to a reflection on freedom in its philosophical and historical context and, more specifically, to looking beneath the commonly accepted forms of North American and Continental thought and discovering a deeper theoretical and practical development. David Peddle and Neil Robertson have collected Doull's essays on the history of western thought and freedom, from the Ancient period to the Post-Modern era, and have provided an introduction that places them in the context of Doull's overall project. Commentaries on his intricate works by twelve former colleagues and students explore various aspects of Doull's history and place it within the context of contemporary scholarship, allowing the reader to judge the depth and rigour of Doull's writing. Together, the texts and commentaries provide a long-overdue introduction to and analysis of Doull's thought, offering further insight into a longstanding and significant dialogue in Canadian philosophy and classical studies, and bringing out a penetrating analysis of the philosophical underpinnings of the contemporary world.