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Theoretische und praktische Perspektiven
Der Band befasst sich mit dem ontologischen, epistemologischen, normativen und juristischen Status kollektiver Personen. Folgende Fragen werden dabei diskutiert: Wie existieren kollektive Personen, falls sie überhaupt existieren? Worin besteht die Identität kollektiver Personen? Können kollektive Personen etwas wissen? Inwiefern können kollektive Personen handeln und zur Rechenschaft gezogen werden? Wie ist kollektives Handeln im Sinne der Mensch-Maschine-Interaktion zu verstehen?
Johann Albrecht Widmanstetter (1506–1557), humanist and privy councillor to popes and kings, has remained an enigmatic figure among Christian Hebraists whose views were little understood. This study leverages Widmanstetter's remarkable collection consisting of hundreds of Jewish manuscripts and printed books, most of which survive to this day. Explore in the first half the story of Jewish book production and collecting in sixteenth-century Europe through Widmanstetter's book acquisitions, librarianship, and correspondence. Delve into his unique perspective on Jewish literature and Kabbalah as the latter half of the study contextualizes the marginal notes in his library with his published works.
Various forms of control play a central role in our lives. However, the nature of control is a difficult conundrum to probe. Believing we "control" ourselves, nature or others may seem like a sign of autonomy, power and self-determination, but it is often an illusion and not always desirable. Art practices help us make sense of the questions and paradoxes related to the enhancing interplay between control and non-control by putting them on display. What happens if this interplay between the two poles collapses? What are the consequences for our forms of life?
Anglican-Episcopal Theology and History covers aspects of the Anglican-Episcopal tradition from the Reformation to the present, in both its historical and theological forms, including historical theology. The volumes in the series comprise monographs, themed collected studies and rigorously revised doctoral dissertations. All proposed works will be peer-reviewed. Publications are in paperback and electronic format.

This is a new series with an average of one volume per year.
Event and Subjectivity presents a rich phenomenological analysis of the event in contemporary phenomenology by focussing on the work of Claude Romano and Jean-Luc Marion. Although the event is a major topic of contemporary philosophy, its centrality has not been acknowledged enough in the phenomenological movement. The book starts with the idea that the event cannot find a proper place in Husserl’s transcendental phenomenology and Heidegger’s existential phenomenology.
It proposes a phenomenological version of the event that transforms the definition of phenomenon, subjectivity and phenomenology itself in order to do justice to the phenomenality of the event.
At the same time, Event and Subjectivity is the first book on Claude Romano’s understanding of phenomenology in English. It also offers a fresh reading of the phenomenology of Jean-Luc Marion by highlighting the phenomenon of the event.
Philosophical Analysis for Educational Problems
Conceptual engineering has taken off as a philosophical methodology. This book asks what happens when conceptual engineering is applied to philosophy of education. The first section of the book deals with the question of whether conceptual engineering is a suitable methodology for philosophers of education. Arguments for and also some critical arguments against this method are presented. The second section comprises of chapters that illustrate what conceptual engineering looks like in practice, when applied to educational issues. The end result is an exploration of conceptual engineering in relation to education and simultaneously of what it means to engage in analytic philosophy of education more generally. With contributions from philosophers of education and from other related fields, this book provides an in-depth exploration of the nature and value of conceptual engineering in education. It touches on applied questions about mental health, indoctrination, safety in the classroom and educational justice.