Dr. Richard I. Evans interviews Jung about his relationship to Freud and his differences with Freudian theory, his views of the unconscious, introversion-extroversion theories, his concept of archetypes, and his responses to some of the contemporary challenges to psychology.

In Knowledge Triumphant, Franz Rosenthal observes that the Islamic civilization is one that is essentially characterized by knowledge ('ilm), for 'ilm is one of those concepts that have dominated Islam and given Muslim civilization its distinctive shape and complexion.' There is no branch of Muslim intellectual and daily life that remained untouched by the all-pervasive attitude towards 'knowledge' as something of supreme value for Muslim being. With a new foreword by Dimitri Gutas.

This is an era when the Islamic World is making a range of attempts to redefine itself and to grapple with the challenges of modernity. Many schools of thought have emerged which seek to position modern Islam within the context of a rapidly changing contemporary world. Exploring and defining the relationship between religion and knowledge, Ismail Rafi Al-Faruqi, a distinguished 20th century Arab-American scholar of Islam, formulated ideas which have made substantial contributions to the Islam-and-modernity discourse. His review of the interaction between Islam and knowledge examines the philosophy behind this relationship, and the ways in which Islam can relate to our understanding of science, the arts, architecture, technology and other knowledge-based fields of enquiry. This book includes contributions from Seyyed Hossein Nasr, John Esposito, Charles Fletcher and others, and will prove an essential reference point for scholars of Islam and students of philosophy and comparative religion.

The Theory of Knowledge: An Islamic Perspective is a translation of the Persian book Mas’aleh-ye Shinakht by the great Muslim thinker and reformer, Ayatollah Murtada Mutahhari. Mutahhari authored this book as a rebuttal to a manifesto issued in the seventies by young Muslim activists who were deeply inuenced by Marxist theories. With ample citations from the Qur’an and other traditional Islamic texts, Mutahhari discusses the concept of knowing from an Islamic perspective. Mutahhari does not limit himself to the Islamic source texts and continuously engages with the views of a wide range of philosophers including Ghazali, Ibn Sina, Kant, and Hegel. Mutahhari’s epistemological discussion covers a range of issues, including whether it is possible to know, the nature of knowledge, stages of knowing, the unconscious mind, and truth. He also examines materialism and provides a spiritual approach to some of these questions about knowledge which are vital to the human experience.

Despite the disastrous failure of his one practical attempt to create a perfect school, Russell constantly strove to invent a system of education free from repression. Here Russell dissects the motives behind much educational theory and practice - and attacks the influence of chauvanism, snobbery and money. Energetically discussed and debated are discipline, natural ability, competition, class distinction, bureaucracy, finance, religion, sex education, state versus private schools, education in Russia, indoctrination, the home environment and many other topics. Described by reviewers as 'brilliant', 'provocative', 'sane', 'stimulating', 'practical', and 'original', this book contains the essence of Russell's thought on education and society.