In this 2005 book, logic, mathematical knowledge and objects are explored alongside reason and intuition in the exact sciences.

The best introduction for the general reader to Georg Wilhelm Friedrich Hegel's Phenomenology of Spirit.

Collected here for the first time, this series of lectures delivered by Lonergan at Boston College in 1957 illustrates a pivotal time in Lonergan's intellectual history, marking both the transition from the faculty psychology still present in his work Insight to intentionality analysis and his initial differentiation of the existential level of consciousness. The lectures on logic deal with the general character of mathematical logic and its relation to truth, Scholasticism, and Aristotelian logic. Continuing Lonergan's long-standing interest in the foundations of thought, the lectures on existentialism offer a penetrating account of Husserl and his influence. They also deal with Jaspers, Heidegger, Sartre, and Marcel. They offer reflections on such topics as being oneself, dread, horizon, and the existential gap. Perhaps more dramatically than in any other work these papers reveal Lonergan's dual commitment to the rigor of scientific analysis (in the field of mathematical logic) and to the sensitivity of continental philosophies to existential issues.

Phenomenologists or Continental thinkers argue for the subject-object continuum. For phenomenology, subjectivity is of the object, and object is for the subject. This book applies that continuum to the holistic foundations of work or specialization. The author devotes a chapter to each of eight cultural applications of the subject-object continuum. Chapter One examines the specialist-generalist continuum meaning specialization for general education. That continuum comprises the framework for the remaining seven chapters. Those seven include production for community, design for user, automation for user, computing for society, taxation for society, information for manufacturing, and procedure for goal. These eight applications constitute the basis for a core curriculum. The core curriculum gives holistic meaning, order, or cosmos to all jobs and to all people. Cosmos is a Greek word meaning humanistic-scientific order, irreducible to physics. The core curriculum is fundamental cosmology. Each of the eight continuities follow in a logical, systematic manner from the analytic-subjective continuum meaning object for subjectivity. Phenomenology of education can become the human basis of a promising holistic logic, bringing together analytic and existential themes.

A new translation of the final work of French philosopher Jean Cavaillès. In this short, dense essay, Jean Cavaillès evaluates philosophical efforts to determine the origin—logical or ontological—of scientific thought, arguing that, rather than seeking to found science in original intentional acts, a priori meanings, or foundational logical relations, any adequate theory must involve a history of the concept. Cavaillès insists on a historical epistemology that is conceptual rather than phenomenological, and a logic that is dialectical rather than transcendental. His famous call (cited by Foucault) to abandon "a philosophy of consciousness" for "a philosophy of the concept" was crucial in displacing the focus of philosophical enquiry from aprioristic foundations toward structural historical shifts in the conceptual fabric. This new translation of Cavaillès's final work, written in 1942 during his imprisonment for Resistance activities, presents an opportunity to reencounter an original and lucid thinker. Cavaillès's subtle adjudication between positivistic claims that science has no need of philosophy, and philosophers' obstinate disregard for actual scientific events, speaks to a dilemma that remains pertinent for us today. His affirmation of the authority of scientific thinking combined with his commitment to conceptual creation yields a radical defense of the freedom of thought and the possibility of the new.