A little girl creates a colored chalk drawing on her driveway.

Thomas Henry Huxley (1825-1895) was one of the intellectual giants of Victorian England. A surgeon by training, he became the principal exponent of Darwinism and popularizer of "scientific naturalism." Huxley was a prolific essayist, and his writings put him at the center of intellectual debate in England during the later half of the nineteenth century. The Major Prose of Thomas Henry Huxley fills a very real and pressing chasm in history of science books, bringing together almost all of Huxley's major nontechnical prose, including Man's Place in Nature and both "Evolution in Ethics" and its "Prolegomena."

Seminar paper from the year 2010 in the subject American Studies - Literature, grade: Undergraduate 300 Level, The University of North Carolina at Wilmington, language: English, abstract: English writer G.K. Chesterton gives readers a new outlook on beauty in his two essays, A Piece of Chalk and On Chasing One’s Hat. The author uses irony, imagery and juxtaposition to persuade his audience that beauty is in the eye of the beholder. To Chesterton, even the most typical objects or situations can be enjoyed immensely if the audience chooses a more enlightened perspective.

Making Sense of Heidegger presents a radically new reading of Heidegger’s notoriously difficult oeuvre. Clearly written and rigorously grounded in the whole of Heidegger’s writings, Thomas Sheehan’s latest book argues for the strict unity of Heidegger’s thought on the basis of three theses: that his work was phenomenological from beginning to the end; that “being” refers to the meaningful presence of things in the world of human concerns; and that what makes such intelligibility possible is the existential structure of human being as the thrown-open or appropriated “clearing.” Sheehan offers a compelling alternative to the classical paradigm that has dominated Heidegger research over the last half-century, as well as a valuable retranslation of the key terms in Heidegger's lexicon. This important book opens a new path in Heidegger research that will stimulate dialogue not only within Heidegger studies but also with philosophers outside the phenomenological tradition and scholars in theology, literary criticism, and existential psychiatry.

The philosophical problem of identity and the related problem of change go back to the ancient Greek philosophers and fascinated later figures including Leibniz, Locke, and Hume. Heraclitus argued that one could not swim in the same river twice because new waters were ever flowing in. When is a river not the same river? If one removes one plank at a time when is a ship no longer a ship? What is the basic nature of identity and persistence? In this book, André Gallois introduces and assesses the philosophical puzzles posed by things persisting through time. Beginning with essential historical background to the problem he explores the following key topics and debates: mereology and identity, including arguments from 'Leibniz's Law' the constitution view of identity the 'relative identity' argument concerning identity temporary identity four-dimensionalism, counterpart and multiple counterpart theory supervenience the problem of temporary intrinsics the necessity of identity Indeterminate identity presentism criteria of identity conventionalism about identity. Including chapter summaries, annotated further reading and a glossary, this book is essential reading for anyone seeking a clear and informative introduction to and assessment of the metaphysics of identity.

In this book, the follow-up to the best-sellingPhilosophy for Kids, Dr. David White delves deeper into the philosophical questions kids (and adults) care about deeply. Through vibrant discussions and debate, the book offers ways teachers can help students grapple with age-old questions about the nature of friendship (Aristotle), time (Augustine), knowledge (Plato), existence of God (Aquinas), perception (Berkeley), freedom and society (Rousseau), and many more. The book is divided into three sections. Part 1 presents primary source readings that will encourage discussion and debate; Part 2 offers easy-to-use activities that focus on the direct application of philosophy to areas such as critical thinking, language, and the arts; and Part 3 offers a unique perspective just for teachers—a philosophical look at how teachers can become more reflective philosophers themselves. This is an excellent teachers' handbook for using advanced philosophy in the classroom. Grades 7-12