Interanimations

Rigorism and the new Kant -- Robert Brandom's Hegel -- John McDowell's Germans -- Slavoj Zizek's Hegel -- Axel Honneth's Hegelianism -- Alexander Nehamas's Nietzsche -- Bernard Williams on Nietzsche on the Greeks -- Heidegger on Nietzsche on nihilism -- Leo Strauss's Nietzsche -- The expressivist Nietzsche -- Alasdair Macintyre's modernity.

This volume, first published in 2000, is about the development of human thinking that stretches beyond the ordinary boundaries of reality. Various research initiatives emerged in the decade prior to publication exploring such matters as children's thinking about imaginary beings, magic and the supernatural. The purpose of this book is to capture something of the larger spirit of these efforts. In many ways, this new work offers a counterpoint to research on the development of children's domain-specific knowledge about the ordinary nature of things that has suggested that children become increasingly scientific and rational over the course of development. In acquiring an intuitive understanding of the physical, biological or psychological domains, even young children recognize that there are constraints on what can happen. However, once such constraints are acknowledged, children are in a position to think about the violation of those very same constraints - to contemplate the impossible.

Whether social, cultural, or individual, the act of imagination always derives from a pre-existing context. For example, we can conjure an alien's scream from previously heard wildlife recordings or mentally rehearse a piece of music while waiting for a train. This process is no less true for the role of imagination in sonic events and artifacts. Many existing works on sonic imagination tend to discuss musical imagination through terms like compositional creativity or performance technique. In this two-volume Handbook, contributors shift the focus of imagination away from the visual by addressing the topic of sonic imagination and expanding the field beyond musical compositional creativity and performance technique into other aural arenas where the imagination holds similar power. Topics covered include auditory imagery and the neurology of sonic imagination; aural hallucination and illusion; use of metaphor in the recording studio; the projection of acoustic imagination in architectural design; and the design of sound artifacts for cinema and computer games.

Conscious experience and thought content are customarily treated as distinct problems. This book argues that they are not. Part One develops a chastened empiricist theory of content, which cedes to experience a crucial role in rooting the contents of thoughts, but deploys an expanded conception of experience and of the ways in which contents may be rooted in experience. Part Two shows how, were the world as we experience it to be, our neurophysiology would be sufficient to constitute capacities for the range of intuitive thoughts recognized by Part One. Part Three argues that physics has shown that our experience is not veridical, and that this implies that no completely plausible account of how we have thoughts is comprehensible by humans. Yet this leaves thoughts not especially suspect, because such considerations also imply that all positive and contingent human conceptions of anything are false.

The Routledge International Handbook of Research on Dialogic Education provides a comprehensive overview of the main ideas and themes that make up the exciting and diverse field of Dialogic Education. With contributions from the world’s leading researchers, it describes underpinning theoretical approaches, debates, methodologies, evidence of impact, how Dialogic Education relates to different areas of the curriculum and ways in which work in this field responds to the profound educational challenges of our time. The handbook is divided into seven sections, covering: The theory of Dialogic Education Classroom dialogue Dialogue, teachers and professional development Dialogic Education for literacy and language Dialogic Education and digital technology Dialogic Education in science and mathematics Dialogic Education for transformative purposes Expertly written and researched, the handbook marks the coming of age of Dialogic Education as an important and distinctive area of applied educational research. Featuring chapters from authors working in different educational contexts around the world, the handbook is of international relevance and provides an invaluable resource for researchers and students concerned with the study of educational dialogue and allied areas of socio-cultural research. It will interest students on PhD programmes in Education Faculties, Master's level courses in Education and postgraduate teacher-training courses. The accounts of results achieved by high-impact research projects around the world will also be very valuable for policy makers and practitioners.

Language consists of dispositions, socially instilled, to respond observably to socially observable stimuli. Such is the point of view from which a noted philosopher and logician examines the notion of meaning and the linguistic mechanisms of objective reference. In the course of the discussion, Professor Quine pinpoints the difficulties involved in translation, brings to light the anomalies and conflicts implicit in our language's referential apparatus, clarifies semantic problems connected with the imputation of existence, and marshals reasons for admitting or repudiating each of various categories of supposed objects. He argues that the notion of a language-transcendent "sentence-meaning" must on the whole be rejected; meaningful studies in the semantics of reference can only be directed toward substantially the same language in which they are conducted.