Offers a reconstruction of Hume's social theory and examines his moral philosophy, account of social power, and system of ethics.

In this book a new theory on instruction is presented - a reflective theory of school didactics - uniquely incorporating continental German and Nordic research traditions in the theory of didactics (Didaktik), together with Anglo-American research on teaching (instructional research) and cognitivist theory. School didactics is defined as a field of research within general education. This field is limited to research and theory aiming at understanding the pedagogical practice which takes place in institutionalized educational settings guided by a curriculum collectively agreed upon. As the theory is designed to be valid for institutionalized education framed by a politically accepted curriculum, it is a culturally seen regional theory of education, not a universal one. According to this school theory the fundamental features of an institutionalized pedagogical process consist in the intentional, interactional, teaching-studying-learning process that is culturally and historically developed and situated. However, the present model does not explicitly formulate goals nor the means of educational practice. Rather, the model emphasizes the teacher and student as reflective and intentional subjects where the teacher is acting as the representative of the collective but also as the learners' advocate. Because of this the theory presented is not a normative or prescriptive theory, instead it is a reflective theory.

A comprehensive review of art in the first truly modern century A Companion to Nineteenth-Century Art contains contributions from an international panel of noted experts to offer a broad overview of both national and transnational developments, as well as new and innovative investigations of individual art works, artists, and issues. The text puts to rest the skewed perception of nineteenth-century art as primarily Paris-centric by including major developments beyond the French borders. The contributors present a more holistic and nuanced understanding of the art world during this first modern century. In addition to highlighting particular national identities of artists, A Companion to Nineteenth-Century Art also puts the focus on other aspects of identity including individual, ethnic, gender, and religious. The text explores a wealth of relevant topics such as: the challenges the artists faced; how artists learned their craft and how they met clients; the circumstances that affected artist’s choices and the opportunities they encountered; and where the public and critics experienced art. This important text: Offers a comprehensive review of nineteenth-century art that covers the most pressing issues and significant artists of the era Covers a wealth of important topics such as: ethnic and gender identity, certain general trends in the nineteenth century, an overview of the art market during the period, and much more Presents novel and valuable insights into familiar works and their artists Written for students of art history and those studying the history of the nineteenth century, A Companion to Nineteenth-Century Art offers a comprehensive review of the first modern era art with contributions from noted experts in the field.

The New Yearbook for Phenomenology and Phenomenological Philosophy provides an annual international forum for phenomenological research in the spirit of Husserl's groundbreaking work and the extension of this work by such figures as Scheler, Heidegger, Sartre, Levinas, Merleau-Ponty and Gadamer.

Bringing together established researchers and emerging scholars alike to discuss new readings of Husserl and to reignite the much needed discussion of what phenomenology actually is and can possibly be about, this volume sets out to critically re-evaluate (and challenge) the predominant interpretations of Husserl’s philosophy, and to adapt phenomenology to the specific philosophical challenges and context of the 21st century. “What is phenomenology?”, Maurice Merleau-Ponty asks at the beginning of his Phenomenology of Perception – and he continues: “It may seem strange that this question still has to be asked half a century after the first works of Husserl. It is, however, far from being resolved.” Even today, more than half a century after Merleau-Ponty’s magnum opus, the answer is in many ways still up for grasp. While it may seem obvious that the main subject of phenomenological inquiry is, in fact, the subject, it is anything but self evident what this precisely implies: Considering the immense variety of different themes and methodological self-revisions found in Husserl’s philosophy – from its Brentanian beginnings to its transcendental re-interpretation and, last but not least, to its ‘crypto-deconstruction’ in the revisions of his early manuscripts and in his later work –, one cannot but acknowledge the fact that ‘the’ subject of phenomenology marks an irreducible plurality of possible subjects. Paying tribute to this irreducible plurality the volume sets out to develop interpretative takes on the phenomenological tradition which transcend both its naive celebration and its brute rejection, to re-articulate the positions of other philosophers within the framework of Husserl’s thought, and to engage in an investigative dialogue between traditionally opposed camps within phenomenology and beyond.