This extraordinary collection contains all the major works of Georg Wilhelm Friedrich Hegel, including the criticism of his work, his biography and all other information necessary to understand and contemplate the works of the father of absolute idealism. Contents: Introduction: The Life and Work of Georg Wilhelm Friedrich Hegel Books: The Phenomenology of Mind The Science of Logic The Philosophy of Mind The Philosophy of Right The Philosophy of Law The Philosophy of Fine Art Lectures on the Philosophy of History Lectures on the History of Philosophy Lectures on the Proofs of the Existence of God The Criticism of Hegel's Work and Hegelianism: The Basis of Morality by Arthur Schopenhauer Beyond Good and Evil by Friedrich Nietzsche Key to Understanding Hegel by William Wallace

Showing the relevance of Hegel's arguments, this book discusses both original texts and their interpretations.

Mathematics curriculums used in progressive classrooms of the United States and in classrooms of the People’s Republic of China presuppose markedly different philosophies. Xie and Carspecken reconstruct different assumptions operating implicitly within mathematics curriculums developed by the Ministry of Education in China and NCTM in the United States. Each curriculum is constructed upon a deep structure holistically integrating presuppositions about the nature of the human self, society, learning processes, language, concepts, human development, freedom, authority and the epistemology and ontology of mathematical knowledge. Xie and Carspecken next present an extended discussion of the two main philosophical traditions informing these curriculums: dialectical materialism in the case of the Chinese mathematics curriculum, and Dewey’s instrumental pragmatism in the case of NCTM. Both philosophies were developed as movements out of Hegelian idealism while retaining the anti-dualist and anti-empiricist insights of Hegel’s thought. The history of dialectical materialism and Dewey’s instrumentalism is carefully examined by the authors to identify both similarities and sharp differences in the resulting mature philosophies. Drawing upon more recent philosophies of intersubjectivity (Brandom, Habermas) and dialectical materialist psychologies (Vygotsky, Luria), the authors conclude this book with arguments for overcoming the limitations of a purely instrumentalist framework and for expanding potentialities implicit within dialectical philosophies. This book will be of value to a broad audience, including mathematics educators, philosophers, curriculum theorists, social theorists, and those who work in comparative education and learning science.