Israel Scheffler Book order

Focusing on the philosophical challenges of explaining scientific principles, the book delves into the tension between these principles and real-world experience. It begins with a comprehensive introduction that outlines different approaches to the philosophy and theory of science. The study is structured into three main sections, each examining how contemporary research addresses these intricate issues, providing a thorough analysis of the intersection between philosophy and scientific inquiry.

The book features contributions from various experts, providing diverse perspectives and insights. Each contributor brings unique knowledge and experiences to the subject matter, enriching the overall narrative. The collaborative effort aims to foster a deeper understanding of the topic, making it accessible to a wide audience. Through their combined expertise, the contributors highlight key themes and encourage thoughtful discussion.

Focusing on critical thought and independent judgment, this collection of essays by Israel Scheffler explores key concepts in educational philosophy. Originally published in 1973, the work serves as a comprehensive resource for understanding the interplay between philosophy and education. It is particularly valuable for philosophy students seeking foundational insights into the criticisms and theories that shape educational practices. This reissue highlights Scheffler's significant contributions to the field.

Focusing on the contributions of four key pragmatist philosophers, this critical introduction explores the ideas of Charles Sanders Peirce, William James, George Herbert Mead, and John Dewey. It delves into their unique perspectives and philosophical approaches, offering insights into their significance within the pragmatist tradition. First published in 1974, the book serves as a foundational resource for understanding these influential thinkers and their impact on philosophy.

The exploration of potential reveals its significance in shaping human nature, yet the author critiques its traditional interpretations that hinder social and educational practices. By demythologizing the concept, first introduced in 1985, Israel Scheffler uncovers its true roots while dismantling outdated philosophical beliefs. His analytical reconstruction enhances the theoretical understanding and practical application of potential, offering a fresh perspective for parents, educators, and planners.

Exploring the pervasive features of ambiguity, vagueness, and metaphor in language, this philosophical study challenges the notion that these elements are merely obstacles to clear communication. First published in 1979, it systematically analyzes each feature and examines their interrelations, advocating for their significance in understanding language rather than viewing them as deviations from ideal forms. The work encourages a deeper appreciation of the complexities inherent in linguistic expression.

Focusing on the concept of potential, the book critiques its traditional interpretations in social and educational contexts. It highlights how these interpretations can lead to misconceptions about human nature. Israel Scheffler, through analytical reconstruction, seeks to demythologize potential, revealing its genuine roots while discarding outdated philosophical beliefs. This approach enhances both the theoretical understanding and practical application of the concept, making it more relevant for parents, educators, and planners.

Challenging conventional views on education and rationality, this collection of fourteen essays emphasizes the importance of critical thought. The author defends rationality as the ability to understand principles and evaluate them based on relevant reasons, rather than merely as a cognitive function. Covering diverse topics like the role of computers in education, mathematics, metaphor, and morality, the essays collectively advocate for a deeper understanding of rationality's role in educational practices.

The book presents a personal reflection on the author's interactions with notable scholars in philosophy and education over a fifty-year span, primarily at Harvard University. It aims to celebrate the joy of these relationships, examine their educational influence, and address the fading memory of past scholars' contributions to academia. The author acknowledges various individuals who provided feedback and support throughout the writing process, emphasizing the collaborative nature of this retrospective endeavor.