Utilizing a Pro versus Con presentation, this introductory text is structured around fundamental philosophical questions and covers many different philosophers.

First published over thirty years ago, "Classic Philosophical Questions" has presented decades of students with the most compelling classic and contemporary readings on the most enduring and abiding questions in philosophy. The anthology, topically arranged, uses debate and argument as vehicles to teach students the fundamentals of philosophy while also demonstrating that philosophy is a discourse spanning centuries. "James A. Gould" and "Robert J. Mulvaney" continue to provide students with interesting, intriguing essays from major philosophers in a distinctive presentation, often involving a pro/con format, to ensure that both the apparent and subtle points of argument are both meaningful and clear. Features of this new edition: Sections on epistemology and metaphysics introduced earlier in this edition New readings from Martha Nussbaum and Martin Luther King, Jr. Concise, student-friendly introductions to each philosopher and reading Helpful study and reflection questions focus students' reading and improve comprehension

Philosophical Questions: East and West is an anthology of source material for use in comparative courses in philosophy, religion, and the humanities. The readings--derived from the great works of the Indian, Chinese, Japanese, Islamic, and Western intellectual traditions--are presented as answers to some of the most enduring questions in philosophy. Discussions are arranged under the headings of epistemology, metaphysics, ethics, philosophy of religion, aesthetics, and the nature of human being. Each section begins with an introductory essay in which the leading questions and their responses from different traditions are presented in overview.Philosophical Questions raises the central questions of comparative philosophy and eloquently argues the need for discarding familiar cliches to make a fresh, unprejudiced study of these traditions.

The Exodus has a risky and combative character that links individuals to their unconscious, to the uncertainty of their reality, and to the possibility of the disturbing event of the incalculable arrival of the Other. This encounter with the unknown does not expect a messianic salvation but a human solution, which is aware that change requires the abandonment of self-referential identities. This eccentricity is more than evasive desertion or escapism, but an experiment with new modes of organizing community that grows on the responsibilities that go with it. This collected volume gathers contemporary philosophical perspectives on the Exodus, examining the story’s symbolic potentials and dynamics in the light of current social political events. The imagination of the Promised Land, the figure of the migrant, the provisional and precarious dwelling of the camp, the promise of a better future or the gradual estrangement from inherited habits are all challenges of our time that are already conceptualized in the Exodus. The authors reaffirm the pertinence of the story by addressing the fundamental link between the ancient narrative and the human condition of the 21st century.

Often we think of fairy tales as written for little children as entertainment. But fairy tales are much more and invite young and old alike to reflect on serious philosophical themes. This book offers readers opportunities to engage in philosophical dialogue over a range of important concepts such as truth, goodness, beauty, fairness, and many more. The prompts for these reflections will be fairy tales. In addition to offering guidelines for building a philosophical community with children and young people, the reader will read familiar stories with fresh eyes and encounter new ideas with surprising connections to contemporary issues and concerns. Parents will enjoy sharing a tale with their child and journeying into the big questions that fascinate children. Teens will relish the chance to revisit a favorite fairy tale but as now addressing their own questions and concerns. Finally, adults who are intrigued by philosophy can explore the power of stories, fairy tales, to bring forward serious questions of justice, identity, and meaning making. The values of doing philosophy are many: developing our critical thinking ability, learning how to question and explore alternative ideas, building good arguments for our positions, listening to those who may see the world differently than we do and learning to engage them in meaningful dialogue. The value of using fairy tales is their accessibility to a wide audience, their innate appeal to our imagination, and their magical ability to make us ponder.

Language and Philosophical Problems investigates problems about mind, meaning and mathematics rooted in preconceptions of language. It deals in particular with problems which are connected with our tendency to be misled by certain prevailing views and preconceptions about language. Philosophical claims made by theorists of meaning are scrutinized and shown to be connected with common views about the nature of certain mathematical notions and methods. Drawing in particular on Wittgenstein's ideas, Sren Stenlund demonstrates a strategy for tracing out and resolving conceptual and philosophical problems. By a critical examination of examples from different areas of philosophy, he shows that many problems arise through the transgression of the limits of the use of technical concepts and formal methods. Many prima facie different kinds of problems are shown to have common roots, and should thus be dealt and resolved together. Such an approach is usually prevented by the influence of traditional philosophical terminology and classification. The results of this investigation make it clear that the received ways of subdividing the subject matter of philosophy often conceal the roots of the problem.

In Classical Individualism, Tibor R. Machan argues that individualism is far from being dead. Machan identifies, develops and defends what he calls classical individualism - an individualism humanised by classical philosophy, rooted in Aristotle rather than Hobbes. This book does not reject the social nature of human beings, but finds that every one has a self-directed agent who is responsible for what he or she does. Machan rejects all types of collectivism, including communitarianism, ethnic solidarity, racial unity, and gender identity. The ideas expressed here have important social and political implications, and will be of interest to anyone concerned with the notion of individuality and individual responsibility.

Does the figure of Christ provide philosophical reason with its ultimate philosophical challenge? What can thought as thought say about the picture of Christ in the Gospels? Gilson argues that the forgotten hermeneutic of perfection provides the key to a re-thinking of the fundamental categories of reason and faith. From a strictly philosophic perspective Gilson examines the figure of Christ in the gospels as a unique essence no longer either traceable or reducible to any contributing influences; so unique as to transcend while incorporating all comparative genera; so unique as to carry within itself not its own self-evidence but its own inescapability. The Philosophical Question of Christ examines the fundamental ideas expressed in Christianity: the idea of the Man-God, the meaning of faith, the nature of Grace, death, resurrection, sin and forgiveness. The hermeneutic of perfection discoverable pre-thematically in the Greek tragedies, exemplified in Dostoyevsky, found methodologically in Anselm, Aquinas, Pascal and Kierkegaard is discussed in its epistemological and metaphysical nature. The alternative merely philosophical faith, as exemplified in Karl Jaspers and Eric Voegelin, is discussed, analyzed and shown to be deficient, both philosophically and theologically.

Reading as a Philosophical Practice asks why reading—everyday reading for pleasure—matters so profoundly to so many people. Its answer is that reading is an implicitly philosophical activity. To passionate readers, it is a way of working through, and taking a stand on, certain fundamental questions about who and what we are, how we should live, and how we relate to other things. The book examines the lessons that the activity of reading seems to teach about selfhood, morality and ontology, and it tries to clarify the sometimes paradoxical claims that serious readers have made about it. To do so, it proposes an original theoretical framework based on Virginia Woolf’s notion of the common reader and Alasdair MacIntyre’s conception of practice. It also asks whether reading can continue to play this role as paper is replaced by electronic screens.