Concentric Space As A Life Principle Beyond Schopenhauer Nietzsche And Ricoeur

Concentric Space as a Life Principle beyond Schopenhauer, Nietzsche and Ricoeur invites a fresh vision of human experience and search for life meanings in terms of potential openings through relational space. Offering a radical spatial rereading of foundational ideas of influential thinkers Schopenhauer, Nietzsche and Ricoeur, it argues that these ideas can be rethought for a more fundamental understanding of life, self and other. This book offers a radical reconceptualisation of space as an animating principle for life through common, although previously hidden, features across the thought of Schopenhauer, Nietzsche and Ricoeur. It offers a fresh spatial interpretation of key themes in these thinkers’ works, such as compassion, will to life, Dionysian rapture, will to power, selfovercoming, re-valuation of values, eternal recurrence, living metaphor and intersubjectivity. It proposes a spatial restructuring of experience from diametric spaces of exclusion towards concentric spaces of inclusion for an experiential restructuring towards unifying modes of experience. This spatial rereading of these major figures in philosophy directly challenges many previous understandings, to offer a distinctive spatial-phenomenological framework for examining a life principle. This book will appeal to academics, researchers and postgraduates engaged in the study of philosophy, wellbeing, education and human development. The book’s interdisciplinary scope ensures that it is also of interest for those in the fields of psychology, anthropology, psychoanalysis and culture studies.

This novel contribution examines the lived experiences of migrants in education in various international contexts, exploring common school system features that promote students’ inclusion and challenge their exclusion. With a range of international contributions and case studies from Canada, the US, Hong Kong, Japan and Europe, the book offers critical, theoretically innovative understandings examining national policies and practices to develop reforms, focusing on agency, heterogeneity and systems of relational spaces for migrant youth. Chapters engage with discussions around differentiated needs of marginalised and vulnerable groups, as well as the importance of superdiversity in studying and developing inclusive systems for migrant youth in education. Offering unique insights, the book outlines a framework for the promotion of inclusive school systems that ultimately look to create quality learning environments that prevent discrimination, and support students’ holistic needs. It will be of great interest to researchers, academics and postgraduate students in the fields of sociology of education, philosophy of education, psychology of education, teacher education and social policy.

Providing a cornerstone to the global debate on equity and inclusion within education, this handbook explores equity issues pertaining to poverty and social class, race, ethnicity, sociocultural, sociolinguistic exclusion in education and recognises intersectionality and gender across these dimensions. This carefully curated collection of essays written by international experts promotes inclusive systems in education that explicitly recognise the voices of learners who may be at risk of marginalisation, exclusion or underachievement. Developing a multilayered innovative conceptual framework involving spatial, emotional-relational and dialogical 'turns' for education, it emphasises key system points for reform, including building strategic bridges between health and education for vulnerable groups and shifts in focus for initial teacher education and the wider curriculum. The handbook is organised into the following key parts: Theoretical Frameworks Funding Models and Structures for Equity and Inclusive Systems Exclusion and Discrimination Bridging Health and Education Agency and Empowerment Outreach and Engagement The Routledge International Handbook of Equity and Inclusion in Education will be of great value to academics operating in the areas of education, psychology, sociology, social policy, ethnography, cultural studies; researchers in university research centres and in policy institutes pertaining to education, poverty, social inclusion as well as international organisations involved with inclusion in education.

This book is about the promotion and development of digital solutions for inclusive education, including a variety of hardware, software, digital learning materials, and digital learning content currently available on the market. All of these technological solutions serve as support materials and building blocks for inclusive learning environments but, at the same time, can involve hidden risks which may inadvertently create even greater gaps in inclusive education. This book provides strategies and methodologies that promote the development of opportunities for using digital technologies to support inclusive education. It provides an, understanding how to close the current digital gap while ensuring that the digital technologies selected do not support new risks of exclusion from the digital learning environment, strengthening and augmenting the already existing digital divide.

Gunther Anders' Philosophy of Technology is the first comprehensive exploration of the ground-breaking work of German thinker Gunther Anders. Anders' philosophy has become increasingly prescient in our digitised, technological age as his work predicts the prevalence of social media, ubiquitous surveillance and the turn to big data. Anders' ouevre also explored the technologies of nuclear power and the biotech concerns for the human and transhuman condition which have become so central to current theory. Babette Babich argues that Anders offers important resources on streaming digital media through his writings on radio, television and film and is, unusually, both a comprehensive and profound thinker. Anders' relationship with key philosophers like Hannah Arendt and Walter Benjamin and his thinking on Goethe, Nietzsche and Rilke is also explored with a focus on the deep impact he made on his peers. It reflects specifically on the intersection of Anders' thought Heidegger and the Frankfurt school and how influential a figure he was on the landscape of 20th century philosophy. A compelling rehabilitation of a thinker with profound contemporary relevance.

J.L. Chretien is a French public intellectual, philosopher and poet, widely published and revered in his home country and in academic circles worldwide. This translation makes his work available to an English-language audience for the first time and a crucial contribution to our understanding of the phenomenology of religious experience.

This book pushes nihilism to its ultimate conclusion by linking revisionary naturalism in Anglo-American philosophy with anti-phenomenological realism in French philosophy. Contrary to the 'post-analytic' consensus uniting Heidegger and Wittgenstein against scientism and scepticism, this book links eliminative materialism and speculative realism.

The Visible and the Invisible contains the unfinished manuscript and working notes of the book Merleau-Ponty was writing when he died. The text is devoted to a critical examination of Kantian, Husserlian, Bergsonian, and Sartrean method, followed by the extraordinary "The Intertwining--The Chiasm," that reveals the central pattern of Merleau-Ponty's own thought. The working notes for the book provide the reader with a truly exciting insight into the mind of the philosopher at work as he refines and develops new pivotal concepts.