Looking at the Essene connection, the archaeology of Qumran, and the sectarian nature of the scrolls community, this work explores the different arenas, and ways, in which contesting theories of the scrolls do battle. In this context, it finds examples that exercise philosophers of science as well as the general public.

This book discusses two of the oldest and hardest problems in both science and philosophy: What is matter?, and What is mind? A reason for tackling both problems in a single book is that two of the most influential views in modern philosophy are that the universe is mental (idealism), and that the everything real is material (materialism). Most of the thinkers who espouse a materialist view of mind have obsolete ideas about matter, whereas those who claim that science supports idealism have not explained how the universe could have existed before humans emerged. Besides, both groups tend to ignore the other levels of existence—chemical, biological, social, and technological. If such levels and the concomitant emergence processes are ignored, the physicalism/spiritualism dilemma remains unsolved, whereas if they are included, the alleged mysteries are shown to be problems that science is treating successfully.

Philosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula. Drawing together a wide range of eminent scholars and practitioners in the field of educational philosophy, this anthology, the first of its kind, provides not only a historical narrative, but an opportunity to reflect on the insights and experiences of the authors that have made history. The collection is divided into three parts. The overarching theme of Part I is the early years of Philosophy for Children in Australia and how they informed the course that the ‘philosophy in schools movement’ would take. Part II focuses on the events and debates surrounding the development and production of new materials, including arguments for and against the suitability of the original Philosophy for Children curriculum. In Part III, key developments relating to teaching philosophy in schools are analysed. This collection of diverse views, critical appraisals, and different perspectives of historical currents is intended to stimulate thought-provoking questions about theory and practice, and to increase general awareness both nationally and internationally of the maturation of philosophy in schools in Australia. It is also intended to encourage readers to identify emerging ideas and develop strategies for their implementation.

Ethics and Public Policy:€A Philosophical Inquiry€is the first book to subject important and controversial areas of public policy, such as drugs, health and€gambling€to philosophical scrutiny.

Essential reading for anyone who seeks to prepare active citizens for the twenty-first century, this long-awaited book considers Philosophical Inquiry, an empowering teaching method that can lead to significant improvements in confidence and articulacy, and produce positive effects in other school activities and in interactions in the wider world. Readers are guided through the creation of a Community of Philosophical Inquiry (CoPI) in the kindergarten, the classrooms of primary and secondary schools, the community centre and beyond, with practical ideas to make CoPI work. With examples ranging from five year old children to underachieving teenagers, and even senior citizens, the book shows how participation in a CoPI develops: the skills of reasoning, critical and creative thinking concept formation and judgment the virtues of intellectual honesty and bravery. Including chapters on the theory and development of Philosophical Inquiry, the creation of a community, and using CoPI with groups of different ages, this book forms essential reading for teachers, professionals and community workers.

This book is an inquiry into particular matters concerning the nature, normativity, and aftermath of evil action. It combines philosophical conceptual analysis with empirical studies in psychology and discussions of historical events to provide an innovative analysis of evil action. The book considers unresolved questions belonging to metaethical, normative, and practical characteristics of evil action. It begins by asking whether Kant’s historical account of evil is still relevant for contemporary thinkers. Then it addresses features of evil action that distinguish it from mundane wrongdoing, thereby placing it as a proper category of philosophical inquiry. Next, the author inquires into how evil acts affect moral relationships and challenge Strawsonian accounts of moral responsibility. He then draws conceptual and empirical connections between evil acts such as genocide, torture, and slavery and collective agency, and asks why evil acts are often collective acts. Finally, the author questions both the possibility and propriety of forgiveness and vengeance in the aftermath of evil and discusses how individuals ought to cope with the pervasiveness of evil in human interaction. Evil Matters: A Philosophical Inquiry will be of interest to advanced students and researchers in philosophy working on the concept of evil, moral responsibility, collective agency, vengeance, and forgiveness.

First published in 1963, this title considers the philosophical problems encountered when attempting to provide a clear and general explanation of scientific principles, and the basic confrontation between such principles and experience. Beginning with a detailed introduction that considers various approaches to the philosophy and theory of science, Israel Scheffler then divides his study into three key sections – Explanation, Significance and Confirmation – that explore how these complex issues involved have been dealt with in contemporary research. This title, by one of America’s leading philosophers, will provide a valuable analysis of the theory and problems surrounding the Philosophy of Science.