Thought Reference And Experience
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Subjects of Experience
Author: E. J. Lowe
language: en
Publisher: Cambridge University Press
Release Date: 1996-02-15
In this innovative study of the relationship between persons and their bodies, E. J. Lowe demonstrates the inadequacy of physicalism, even in its mildest, non-reductionist guises, as a basis for a scientifically and philosophically acceptable account of human beings as subjects of experience, thought and action. He defends a substantival theory of the self as an enduring and irreducible entity - a theory which is unashamably committed to a distinctly non-Cartesian dualism of self and body. Taking up the physicalist challenge to any robust form of psychophysical interactionism, he shows how an attribution of independent causal powers to the mental states of human subjects is perfectly consistent with a thoroughly naturalistic world view. He concludes his study by examining in detail the role which conscious mental states play in the human subject's exercise of its most central capacities for perception, action, thought and self-knowledge.
Routledge Revivals: God, Literature and Process Thought (2002)
Originally published in 2002 God, Literature and Process Thought looks at the use of God in writing, as a part of the creative advance, immersed in the processes of reality and affected by events in the world. This edited collection outlines and promotes the novel view that there is much to be gained when those who value the insights of process thought ‘encounter’ the many and varied writers of literature and literary theory. It also celebrates the notion of process poesis, a fresh way of reflecting theologically and philosophically that takes account of literary forms and promises to transform creatively the very structure of process thought today.
How We Think
In "How We Think," John Dewey presents a profound exploration of the process of reflective thinking, which he delineates as a crucial component of effective learning and problem-solving. Dewey's literary style is characterized by clarity and accessibility, making complex philosophical concepts approachable for a broad audience. The text situates itself within the pragmatist tradition, challenging static notions of knowledge and emphasizing the dynamic interplay between thought and experience in an increasingly complex world. Through detailed analysis and practical examples, Dewey articulates methods for improving educational practices and enhancing critical and creative thinking skills. John Dewey (1859-1952) was a pivotal figure in American philosophy and education, known for his advocacy of experiential learning and democracy in education. His extensive career as a philosopher, psychologist, and educational reformer provided him with insights into the deficiencies of traditional pedagogical methods, which inform the core arguments of this work. Dewey's dedication to fostering a more interactive and engaged learning environment illuminated the necessity for a paradigm shift in both educational practices and the cultivation of intellectual habits. "How We Think" is an essential read for educators, students, and anyone interested in the cognitive processes underlying effective learning. Dewey's insightful analysis not only enhances one's understanding of thinking as a skill but also serves as a manifesto for a more thoughtful and engaged society. This book is an invaluable resource for developing the reflective skills needed in both personal and professional contexts.