Bøger af Paul Fairfield

This book examines the transitional periods of archaic Greece and late antiquity, the ostensible birth and death of the ancient west. The author argues that an interpretation of the social, political, and intellectual history of these important turning points brings to light some philosophical understanding of the dynamics of change itself.

This book is a phenomenological and hermeneutical investigation into the nature of historical imagination. Carefully defining historical imagination, the book probes the relationship between the imaginative and the empirical, as well as the relationship between historical understanding and self-understanding

This book comprises the complete essays from the Philosophy Crush podcast, a miscellany of reflections and intellectual venturings that hold some relevance for our times. With topics ranging from "Philosophy as a way of life" to "Bring back the existentialists," "The importance of reading books," "Free speech 101," "What makes innovation possible?," "The individual against the mass," "Where are we going?," "The search for meaning," and "Why is Bob Dylan the greatest songwriter?," the 75 essays that make up this book are "essais" in Montaigne's sense-"attempts," with an emphasis on brevity, subjectivity, and accessibility to a general audience.

Drawing upon a range of insights from Plato and Aristotle to Gadamer and Ingarden, this phenomenological study examines the nature of artistic creation. Mitscherling and Fairfield also draw heavily upon many artists' statements regarding their own creative process.

In Public/Private, Fairfield examines the ethical-political significance as well as the policy implications of a right to privacy. Discussing the different applications of privacy laws, technology,property, relationships, Fairfield writes in a style accessible to specialists and students alike.

Addresses the themes of community, culture, national identity, and universal human rights. This title argues that nations compelled to cope with increasing demands for group recognition may do so in a broadly liberal spirit and without succumbing to the dangers associated with an illiberal, adversarial multiculturalism.

Deep disagreements exist regarding what thinking and critical thinking are and to what extent they are teachable. Thinking is learned in some measure by all, but not everything that is learnable is also teachable in an institutional setting. In questioning the relationship between teachability and learnability, Fairfield investigates the implications of thinking as inquiry, education as the cultivation of agency, and self-education. By challenging some of the standard conceptions of thinking, the author explores the limits of teachability and advances critiques of standardized tests, digital learning technologies, and managerialism in education.

Beginning with a wide-ranging discussion of liberal philosophers, Fairfield proposes that liberalism requires a complete reconception of moral selfhood, one that accommodates elements of the contemporary critiques without abandoning liberal individualism.