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First published in 1974, this book is a critical introduction to the work of four quintessential pragmatist philosophers: Charles Sanders Peirce, William James, George Herbert Mead and John Dewey.

Ambiguity, vagueness and metaphor are pervasive features of language, deserving of systematic study in their own right. This book presents a study of these features from a philosophical point of view, providing analyses of each and treating their relations to one another. It analyzes several varieties of ambiguity.

First published in 1991, In Praise of Cognitive Emotions comprises fourteen of Scheffler's most recent essays - all of which challenge contemporary notions of education and rationality. While defending the ideal of rationality, he insists that rationality not be identified with a mental faculty or a mechanism of inference but taken rather as the capactity to grasp principles and purposes and to evaluate them in the light of relevant reasons. E...

The concept of potential plays a prominent role in the thinking of parents, educators and planners. This book aims to demythologize the concept of potential. It shows the roots of potential in genuine aspects of human nature, and offers an interpretation of policy-making in education.

Examining a broad range of issues - from computers in school to math education, from metaphor to morality - these essays are unified by Scheffler's conviction of the primacy of critical thought in education.

Ambiguity, vagueness and metaphor are pervasive features of language, deserving of systematic study in their own right. Yet they have frequently been considered mere deviations from ideal language or obstacles to be avoided in the construction of scientific systems. First published in 1979, Beyond the Letter offers a consecutive study of these features from a philosphical point of view, providing analyses of each and treating their relations t...

This title brings together a variety of papers by Israel Scheffler, one of America's leading educational philosophers. The essays each stress the importance of critical thought and independent judgement to the organization of educational activities.

Israel Scheffler considers the philosophical problems encountered when attempting to provide a clear and general explanation of scientific principles, and the basic confrontation between such principles and experience.

About the Contributor(s): Israel Scheffler is Victor S. Thomas Professor of Education and Philosophy Emeritus at Harvard University. He taught philosophy at Harvard from 1952 to 1992 and, from 1983 to 2003, was codirector, then director of the Philosophy of Education Research Center there. He is a Fellow of the American Academy of Arts and Sciences, a founding member of the National Academy of Education, and a past president of both the Philo...

Having spent forty years teaching education and philosophy at Harvard, and publishing widely on these topics during this period, Israel Scheffler has now written a more personal book, looking at education through the prism of his own early experience, primarily of religious learning. The book consists mainly of portraits of his early teachers, most of whom belonged to a transitional generation of immigrant Hebrew scholars -- unsung heroes of...

Having spent forty years teaching education and philosophy at Harvard, and publishing widely on these topics during this period, Israel Scheffler has now written a more personal book, looking at education through the prism of his own early experience, primarily of religious learning. The book consists mainly of portraits of his early teachers, most of whom belonged to a transitional generation of immigrant Hebrew scholars -- unsung heroes of...

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This book examines the relations among work, education and leadership in philosophical and practical perspective. Among the topics included are the concepts of education and training, the nature of vocational education, the relations of art and utility in schooling, and the roles of leadership in education and work. This book draws together influences from the American Pragmatist, John Dewey, and the British Idealist R. G. Collingwood.

Keine Beschreibung.

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This text is a critical introduction to the work of four philosophers: Charles Sanders Peirce, William James, George Herbert Mead and John Dewey. Alongside providing a biographical account of the pragmatist movement, the work offers a critical response to the philosophical doctrines of the four thinkers of the pragmatist movement.

Worlds of Truth: A Philosophy of Knowledge" explicates and builds upon a half century of philosophical work by the noted philosopher Israel Scheffler.Propounds a new doctrine of "plurealism" which maintains the existence of multiple real worldsOffers a defense of absolute truth, which denies certainty and eschews absolutism, and defends systematic relativity, objectivity, and fallibilismEmphasizes a wide range of pragmatic interests: epistemol...

This book offers a personal account of scholars in philosophy and education with whom I have had the good fortune to interact during the course of my half century at Harvard University and elsewhere. My aim in writing this account is threefold: ?rst, to recapture for myself the pleasure of their memorable company for its own sake, secondly, to have occasion to re?ect on the educational impact of their teaching, and, ?nally, to counteract the p...