"In this masterful and scholarly work Barbara Socor traces the development of the concept of self from its origins in Freud's works through the British School, the French School, and up to the current conceptualizations of the self. The book is an education in the history and evolution of psychoanalytic thinking and it contains a clarity, of thought about the elusive concept of the serf that has been absent in the literature." -- George Frank. DSW

"This is a scholarly tour de force, the likes of which are rarely seen in the academy."—José Ignacio Cabezón, Illif School of Theology "An exceptionally clear and detailed account of a central debate in Tibetan Buddhist scholastic philosophy."—Matthew Kapstein, University of Chicago "This is without question the finest and most complete discussion of the renowned Mind-Only school and its Tibetan context."—Anne C. Klein, author of Knowledge & Liberation, Path to the Middle "An important new contribution to our understanding of the development of Buddhist philosophical thought in Tibet."—Matthew T. Kapstein, author of The Tibetan Assimilation of Buddhism: Conversion, Contestation, and Memory

Efforts to make moral psychology a thoroughly empirical discipline have divided philosophers along methodological fault lines, isolating discussions that will profit more from intellectual exchange. This volume takes an even-handed approach, including essays from advocates of empirical ethics as well as those who are sceptical of some of its central claims.

Addresses adolescent identity issues and suggests practical approaches to facilitate development and adjustment.

Frederick Garber takes up in detail several problems of the self broached in his previous book, The Autonomy of the Self from Richardson to Huysmans (Princeton, 1982). Using patterns in Byron's canon as models, he focuses on the relations of self-making and text-making as a central Romantic issue. For Byron and many of his contemporaries, putting a text into the world meant putting a self there along with it, and it also meant that the difficulties of establishing the one inevitably reflect the parallel difficulties in the other. Professor Garber discusses some of Byron's key texts and shows how their development leads to an impasse involving both self and text. Byron's way out of these dilemmas was the mode of Romantic irony, of which he is one of the greatest exemplars. The study then moves into broader areas of Anglo-European literature, its ultimate purpose being to argue not only for the efficacy of such irony but for its position as something more than a mere alternative to Romantic organicism. Originally published in 1988. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

Although Kant was involved in the education debates of his time, it is widely held that in his mature philosophical writings he remained silent on the subject. In her groundbreaking Kant’s Conception of Pedagogy, G. Felicitas Munzel finds extant in Kant’s writings the so-called missing critical treatise on education. It appears in the Doctrines of Method with which he concludes each of his major works. In it, Kant identifies the fundamental principles for the cultivation of reason’s judgment when it comes to cognition, beauty, nature, and the exercise of morality while subject to the passions and inclinations that characterize the human experience. From her analysis, Munzel extrapolates principles for a cosmopolitan education that parallels the structure of Kant’s republican constitution for perpetual peace. With the formal principles in place, the argument concludes with a query of the material principles that would fulfill the formal conditions required for an education for freedom.