Do knowledge and science arise from the application of canons of rationality and scientific method? Or is all our scientific knowledge caused by socio-political factors, or by our interests in the socio-political - the view of sociologists of "knowledge"? Or does it result from interplay of relations of power - the view of Michel Foucault? Or does our knowledge arise from "the will to power" - the view of Nietzsche? This volume sets out to critically examine the theses of those who would debunk the idea of rational explanation. The book is wide-ranging. The theories of method of Quine, Kuhn, Feyerabend (amongst others) are discussed and related to the views of Marx, Foucault, Wittgenstein and Nietzsche as well as sociologists of science such as Mannheim and Bloor. The author provides a wide interpretative framework which links the doctrines espoused by many of these authors; it is argued that they inherit many of the difficulties in the Strong Programme in the sociology of "knowledge", and that they fail to reconcile the normativity of knowledge with their naturalism. It is argued that neither relativists, sceptics, nihilists, sociologists of "knowledge" nor the postmodernists successfully debunk the claims of rational explanation, far from it: these theorists presuppose much of the theory of methodology they deny.

A Dominican-born academic tells the story of how the Great Books transformed his life—and why they have the power to speak to people of all backgrounds What is the value of a liberal education? Traditionally characterized by a rigorous engagement with the classics of Western thought and literature, this approach to education is all but extinct in American universities, replaced by flexible distribution requirements and ever-narrower academic specialization. Many academics attack the very idea of a Western canon as chauvinistic, while the general public increasingly doubts the value of the humanities. In Rescuing Socrates, Dominican-born American academic Roosevelt Montás tells the story of how a liberal education transformed his life, and offers an intimate account of the relevance of the Great Books today, especially to members of historically marginalized communities. Montás emigrated from the Dominican Republic to Queens, New York, when he was twelve and encountered the Western classics as an undergraduate in Columbia University’s renowned Core Curriculum, one of America’s last remaining Great Books programs. The experience changed his life and determined his career—he went on to earn a PhD in English and comparative literature, serve as director of Columbia’s Center for the Core Curriculum, and start a Great Books program for low-income high school students who aspire to be the first in their families to attend college. Weaving together memoir and literary reflection, Rescuing Socrates describes how four authors—Plato, Augustine, Freud, and Gandhi—had a profound impact on Montás’s life. In doing so, the book drives home what it’s like to experience a liberal education—and why it can still remake lives.

“No Dog Should Die Alone” was the attention-grabbing — and heart-stirring — headline of journalist Laura T. Coffey’s TODAY show website story about photographer Lori Fusaro’s work with senior shelter pets. While generally calm, easy, and already house-trained, these animals often represent the highest-risk population at shelters. With gorgeous, joyful photographs and sweet, funny, true tales of “old dogs learning new tricks,” Coffey and Fusaro show that adopting a senior can be even more rewarding than choosing a younger dog. You’ll meet endearing elders like Marnie, the irresistible shih tzu who has posed for selfies with Tina Fey, James Franco, and Betty White; Remy, a soulful nine-year-old dog adopted by elderly nuns; George Clooney’s cocker spaniel, Einstein; and Bretagne, the last known surviving search dog from Ground Zero. They may be slower moving and a tad less exuberant than puppies, but these pooches prove that adopting a senior brings immeasurable joy, earnest devotion, and unconditional love.

What is law? What is the source of law? What is the law for? How does law differ from other norms or codes of conduct? What is the difference between law and morality? Who is obligated to follow the law and why? What is the difference between moral and legal obligation? This book addresses these foundational questions about the law in general, and seeks to reorient our thoughts to the specific nature of law in India, the India of today, and the possible India of the future. This volume: covers relevant foundational elements, concepts and questions of the discipline; brings the uniqueness of Indian Philosophy of Law to the fore; critically analyzes the major theories of jurisprudence; examines legal debates on secularism, rationality, religion, rights and caste politics; and presents useful cases and examples, including free speech, equality and reservation, queer law, rape and security, and the ethics of organ donation. Lucid and accessible, the book will be indispensable to students, teachers and scholars of law, philosophy, politics as well as philosophy of law, sociology of law, legal theory and jurisprudence.

The Dialogue of Love is written from the perspective of an evangelical Catholic Ecumenist. Raised Catholic, but having responded to the Gospel at L'Abri Fellowship in 1970, Eduardo J. Echeverria's journey took the paths of Reformed and then Anglo-Catholic Christianity on his way back to full communion with the Catholic Church in 1992. Engaging in ecumenical conversation as a committed Roman Catholic whose views have been shaped by, among others, Romano Guardini, John Paul II, and Joseph Ratzinger (Benedict XVI), the author discusses in an articulate, bracing, and constructive manner, the positions of representative thinkers in the Dutch neo-Calvinist tradition of Reformed Christianity: Herman Bavinck, G. C. Berkouwer, and Herman Dooyeweerd. Fundamental issues of ecclesiology, meaning and truth, sacramental theology, the relation between the Church and the world, nature and grace, and issues on the relation of faith and reason are examined with the aim of achieving clarification and understanding. Readers will experience ecumenical "Dialogue . . . not simply [as] an exchange of ideas," but also as "an 'exchange of gifts'," indeed, "a dialogue of love" (John Paul II).

Epiphanies is a philosophical exploration of epiphanies, peak experiences, 'wow moments', or ecstasies as they are sometimes called. What are epiphanies, and why do so many people so frequently experience them? Are they just transient phenomena in our brains, or are they the revelations of objective value that they very often seem to be? What do they tell us about the world, and about ourselves? How, if at all, do epiphanies fit in with our moral systems and our theories of how to live? And how do epiphanic experiences fit in with the rest of our lives? These are Sophie Grace Chappell's questions in this ground-breaking new study of an area of inquiry that has always been right under our noses, but remains surprisingly under-explored in contemporary philosophy.

Since its publication, The Critical Pedagogy Reader has firmly established itself as the leading collection of classic and contemporary essays by the major thinkers in the field of critical pedagogy. While retaining its comprehensive introduction, this thoroughly revised fourth edition includes updated section introductions, expanded bibliographies, and up-to-date classroom questions. The book is arranged topically around such issues as class, racism, gender/sexuality, language and literacy, and classroom issues for ease of usage and navigation. New reading selections cover topics such as youth activism, agency and affect, and practical implementations of critical pedagogy. Carefully attentive to both theory and practice, this new edition remains the definitive source for teaching and learning about critical pedagogy.