Thinking The Event

The author of The Origins of Responsibility presents “a major contribution to philosophical scholarship on . . . the very idea of the event” (Edward S. Casey, author of The World on Edge). In Thinking the Event, continental philosopher François Raffoul explores the question of what constitutes an event as an event: not what happens or why it happens, but what “happening” means. If it’s true that nothing happens without a reason, as Leibniz famously posited, then does this principle of reason have a reason? Bringing together philosophical insights from Martin Heidegger, Jacques Derrida, Jean-Luc Nancy, and Jean-Luc Marion, Raffoul shows how the event, in its disruptive unpredictability, always exceeds causality, subjectivity, and reason. He then goes on to examine the inappropriability of this “pure event” and how this inappropriability may inform ethical and political considerations. In the wake of the exhaustion of traditional metaphysics, the notion of the event comes to the fore, with key implications for philosophy, ontology, ethics, and theories of selfhood. Raffoul’s Thinking the Event is essential reading on this fascinating topic.

The Event (Complete Works, volume 71) is part of a series of Heidegger's private writings in response to Contributions.

Authors Peter Seixas and Tom Morton provide a guide to bring powerful understandings of these six historical thinking concepts into the classroom through teaching strategies and model activities. Table of Contents Historical Significance Evidence Continuity and Change Cause and Consequence Historical Perspectives The Ethical Dimension The accompanying DVD-ROM includes: Modifiable Blackline Masters All graphics, photographs, and illustrations from the text Additional teaching support Order Information: All International Based Customers (School, University and Consumer): All US based customers please contact [email protected] All International customers (exception US and Asia) please contact Nelson.international@ne lson.com

How can educators bridge the gap between "big" ideas about teaching students to think and educational practice? This book addresses this question by a unique combination of theory, field experience and elaborate educational research. Its basic idea is to look at science instruction with regard to two sets of explicit goals: one set refers to teaching science concepts and the second set refers to teaching higher order thinking. This book tells about how thinking can be taught not only in the rare and unique conditions that are so typical of affluent experimental educational projects but also in the less privileged but much more common conditions of educational practice that most schools have to endure. It provides empirical evidence showing that students from all academic levels actually improve their thinking and their scientific knowledge following the thinking curricula, and discusses specific means for teaching higher order thinking to students with low academic achievements. The second part of the book addresses issues that pertain to teachers' professional development and to their knowledge and beliefs regarding the teaching of higher order thinking. This book is intended for a very large audience: researchers (including graduate students), curricular designers, practicing and pre-service teachers, college students, teacher educators and those interested in educational reform. Although the book is primarily about the development of thinking in science classrooms, most of it chapters may be of interest to educators from all disciplines.

This volume explores the relations between the work of Gilles Deleuze, Alfred North Whitehead and Henri Bergson. It examines the articulation between their concepts, methods and modes of philosophy. Themes are examined in the context of the contrasts, differences and conjunctions - the rhizomatic connections - between their shared concepts.

This book presents the latest developments of Systems Thinking in Practice to the analysis and design of complex sociotechnical systems. The Event Analysis of Systemic Teamwork (EAST) method is applied to micro, meso and macro systems. Written by experts in the field, this text covers a diverse range of domains, including: automation, aviation, energy grid distribution, military command and control, road and rail transportation, sports, and urban planning. Extensions to the EAST method are presented along with future directions for the approach. Illustrates a contemporary review of the status of Distributed Cognition (DCOG) Presents examples of the application of Event Analysis of Systemic Teamwork (EAST) method Presents examples of the application of Event Analysis of Systemic Teamwork (EAST) method Discusses the metrics for the examination of social, task, and information networks Provides comparison of alternative networks with implications for design of DCOG in systems

Despite occupying a central role and frequently being used in the study of international politics, the concept of the "event" remains in many ways unchallenged and unexplored. By combining the philosophy of Gilles Deleuze and his concept of the event with the example of 9/11 as an historical event, this book problematises the role and meaning of "events" in international politics. Lundborg seeks to demonstrate how the historical event can be analysed as a practice of inscribing temporal borders and distinctions. Specifically he shows how this practice relies upon an ongoing process of capturing various movements – of thought, sense, experience and becoming. However the book also demonstrates how these same movements express a life and reality that elude complete capture, highlighting the potential for alternative encounters with the event, encounters that constantly threaten to undermine the limits and imaginary completeness of the historical event. This book offers an exciting new way of thinking about the politics of encountering events, arguing that at the heart of such encounters there are always elements of uncertainty and contingency that cannot be fully resolved or fixed. It will be of great interest to students and scholars of international relations, cultural studies and history.

Opposing a long-standing orthodoxy of the Western philosophical tradition running from ancient Greek thought until the late nineteenth century, Frege argued that psychological laws of thought—those that explicate how we in fact think—must be distinguished from logical laws of thought—those that formulate and impose rational requirements on thinking. Logic does not describe how we actually think, but only how we should. Yet by thus sundering the logical from the psychological, Frege was unable to explain certain fundamental logical truths, most notably the psychological version of the law of non-contradiction—that one cannot think a thought and its negation simultaneously. Irad Kimhi’s Thinking and Being marks a radical break with Frege’s legacy in analytic philosophy, exposing the flaws of his approach and outlining a novel conception of judgment as a two-way capacity. In closing the gap that Frege opened, Kimhi shows that the two principles of non-contradiction—the ontological principle and the psychological principle—are in fact aspects of the very same capacity, differently manifested in thinking and being. As his argument progresses, Kimhi draws on the insights of historical figures such as Aristotle, Kant, and Wittgenstein to develop highly original accounts of topics that are of central importance to logic and philosophy more generally. Self-consciousness, language, and logic are revealed to be but different sides of the same reality. Ultimately, Kimhi’s work elucidates the essential sameness of thinking and being that has exercised Western philosophy since its inception.