Locke's Education for Liberty presents an analysis of the crucial but often underestimated place of education and the family within Lockean liberalism. Nathan Tarcov shows that Locke's neglected work Some Thoughts Concerning Education compares with Plato's Republic and Rousseau's Emile as a treatise on education embodying a comprehensive vision of moral and social life. Locke believed that the family can be the agency, not the enemy, of individual liberty and equality. Tarcov's superb reevaluation reveals to the modern reader a breadth and unity heretofore unrecognized in Locke's thought.

This analysis of all of Locke's publications quickly became established as the standard edition of the Treatises as well as a work of political theory in its own right.

In John Locke's Theology: An Ecumenical, Irenic, and Controversial Project, Jonathan S. Marko offers the closest work available to a theological system derived from the writings of John Locke. Marko argues that Locke's intent for The Reasonableness of Christianity, his most noted theological work, was to describe and defend his version of the fundamental doctrines of Christianity and not his personal theological views. Locke, Marko says, intended the work to be an ecumenical and irenic project during a controversial time in philosophy and theology. Locke described what qualifies someone as a Christian in simple and irenic terms, and argued for the necessity of Scripture and the reasonableness of God's means of conveying his authoritative messages. The Reasonableness of Christianity could be construed as personal, but mainly in the sense that it puts the burden of understanding Scripture and arriving at theological convictions on the autonomous individual, rejecting the notion that one should base one's doctrinal opinions on so-called authorities. His work was inadvertently controversial partly because then, like today, readers typically failed to make a distinction between Locke's personal and programmatic positions. Marko also points to places in Locke's corpus where he avoids advocating for a particular sectarian position in his treatment of theological doctrines. What is more, it shows why attempting to categorize Locke--a philosopher, theologian, and political scientist all at once--according to traditional Christian paradigms is a dangerous misstep and a difficult scholarly feat.

John Locke’s An Essay Concerning Human Understanding begins with a clear statement of an epistemological goal: to explain the limits of human knowledge, opinion, and ignorance. The actual text of the Essay, in stark contrast, takes a long and seemingly meandering path before returning to that goal at the Essay’s end—one with many detours through questions in philosophy of mind, metaphysics, and philosophy of language. Over time, Locke scholarship has come to focus on Locke’s contributions to these parts of philosophy. In Locke’s Science of Knowledge, Priselac refocuses on the Essay’s epistemological thread, arguing that the Essay is unified from beginning to end around its compositional theory of ideas and the active role Locke gives the mind in constructing its thoughts. To support the plausibility and demonstrate the value of this interpretation, Priselac argues that—contrary to its reputation as being at best sloppy and at worst outright inconsistent—Locke’s discussion of skepticism and account of knowledge of the external world fits neatly within the Essay’s epistemology.

John Locke's Essay Concerning Human Understanding is a classic text, which laid out the basic principles of the Empiricism that was to characterise British Philosophy for centuries to come. This work explains the philosophical background against which the book was written and the key themes inherent in the text.