The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline-based inquiry engaged in the construction of knowledge. The phrase ‘transforming the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in the theories and practices (...) of discipline-based communities of inquiry so as to become informed by the norms of the disciplines, not only to aspire to competence within the disciplines, but also to develop habits of self-correction for reconstructing those same norms when faced with novel problems and solutions, including those in the classroom. This has implications for science education and the role of educational philosophy in developing students' ability to think scientifically. But it also has broader implications for thinking critically within all key learning areas. Here we concentrate on science education. We present the parallels between philosophical inquiry and scientific inquiry that need to be realised to promote and engage with scientific inquiry in the classroom. We also discuss the conflicts between philosophical inquiry and the way inquiry science in the classroom is portrayed in the education literature. Based on philosophical and historical perceptions of science as inquiry, a practical approach to implementation of scientific inquiry in the science classroom is presented. (shrink)

This study explored the impact of implementing Philosophy, in the tradition of 'Philosophy for Children', on pedagogy. It employed an experimental design that included 59 primary teachers. The experimental group received an intervention of training in Philosophy and the comparison group received training in Thinking Tools (graphic organisers), a subset of the Philosophy training. Lessons were coded on variables of pedagogy, across the two groups, at three time-points. Teacher interviews were conducted to gather participants' perspectives. Between group analysis of variance (...) on several measures of pedagogy revealed that Philosophy significantly broadened teachers' pedagogical repertoire. (shrink)

Thinking skills pedagogies like those employed in a community of inquiry (COI) provide a powerful teaching method that fosters reconstruction of thinking in both teachers and students. This collaborative, dialogic approach enables teachers and students to think deeply about the thinking process within a supportive, structured learning environment, by fostering the transformative potential of lived experience. This paper explores the potential for cognitive dissonance (genuine doubt) during students’ experiences of inquiry to be transformed into impetus for the acquisition and improvement (...) of social and intellectual inquiry capabilities and thinking behaviours across the curriculum. (shrink)

Developing students’ skills to pose and respond to questions and actively engage in inquiry behaviours enables students to problem solve and critically engage with learning and society. The aim of this study was to analyse the impact of providing teachers with an intervention in inquiry pedagogy alongside inquiry science curriculum in comparison to an intervention in non-inquiry pedagogy alongside inquiry science curriculum on student questioning and other inquiry behaviours. Teacher participants in the comparison condition received training in four inquiry-based science (...) units and in collaborative strategic reading. The experimental group, the community of inquiry (COI) condition, received training in facilitating a COI in addition to training in the same four inquiry-based science units. This study involved 227 students and 18 teachers in 9 primary schools across Brisbane, Australia. The teachers were randomly allocated by school to one of the two conditions. The study followed the students across years 6 and 7 and students’ discourse during small group activities was recorded, transcribed and coded for verbal inquiry behaviours. In the second year of the study, students in the COI condition demonstrated a significantly higher frequency of procedural and substantive higher-order thinking questions and other inquiry behaviours than those in the comparison condition. Implementing a COI within an inquiry science curriculum develops students’ questioning and science inquiry behaviours and allows teachers to foster inquiry skills predicated by the Australian Science Curriculum. Provision of inquiry science curriculum resources alone is not sufficient to promote the questioning and other verbal inquiry behaviours predicated by the Australian Science Curriculum. (shrink)

This study explored the impact of facilitating collaborative philosophical inquiry, in the tradition of “Philosophy for Children,” on connectedness pedagogies. The study employed an experimental design that included 59 primary teachers in 2 groups. The experimental group received an intervention that comprised training in CPI and the comparison group received training in Thinking Tools, a subset of the CPI training. Lessons were coded on four variables of connectedness pedagogies, across the two groups, at three time-points. Teacher interviews were conducted to (...) gather participants’ perspectives. Between-groups analysis of variance on particular measures of pedagogy revealed that CPI significantly broadened teachers’ pedagogical repertoires, in ways that included drawing on students’ background knowledge and preparing a problem-based curriculum which connects students to the world beyond the classroom. (shrink)

The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline‐based inquiry engaged in the construction of knowledge. The phrase ‘transforming the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in the theories and practices (...) of discipline‐based communities of inquiry so as to become informed by the norms of the disciplines, not only to aspire to competence within the disciplines, but also to develop habits of self‐correction for reconstructing those same norms when faced with novel problems and solutions, including those in the classroom. This has implications for science education and the role of educational philosophy in developing students' ability to think scientifically. But it also has broader implications for thinking critically within all key learning areas. Here we concentrate on science education. We present the parallels between philosophical inquiry and scientific inquiry that need to be realised to promote and engage with scientific inquiry in the classroom. We also discuss the conflicts between philosophical inquiry and the way inquiry science in the classroom is portrayed in the education literature. Based on philosophical and historical perceptions of science as inquiry, a practical approach to implementation of scientific inquiry in the science classroom is presented. (shrink)

Teaching children to ask and answer questions is critically important if they are to learn to talk and reason effectively together, particularly during inquiry-based science where they are required to investigate topics, consider alternative propositions and hypotheses, and problem-solve together to propose answers, explanations, and prediction to problems at hand. This study involved 108 students (53 boys and 55 girls) from seven, Year 7 teachers’ classrooms in five primary schools in Brisbane, Australia. Teachers were randomly allocated by school to one (...) of two conditions: the metacognitive questioning condition (Trained condition) or the prescriptive questioning condition (Untrained condition). Data on students’ discourse and reasoning and problem-solving (RP-S) were collected across Times 1 and 2. The results showed that while there were significant differences in the discourse categories of the students in the two conditions at Time 1, the only significant difference was in questioning behaviour at Time 2 with the students in the trained condition continuing to ask more questions than their untrained peers. Given that these students had been taught to specifically ask ‘thinking’ questions that probed and interrogated information, these results are not surprising. A follow-up examination of students’ discourse during their small group discussions illustrated how these students interacted with each other to probe and interrogate information by providing explanations and reasons to make their thinking explicit and by using analogies to verbally represent concepts they were trying to express. Results on the follow-up reasoning and problem-solving (RP-S) tasks indicated that students in the Trained and Untrained conditions improved their scores from Time 1 to Time 2 although the change was not significantly different between conditions. (shrink)

Teaching students to ask and answer questions is critically important if they are to engage in reasoned argumentation, problem-solving, and learning. This study involved 35 groups of grade 6 children from 18 classrooms in three conditions (cognitive questioning condition, community of inquiry condition, and the comparison condition) who were videotaped as they worked on specific inquiry-based science tasks. The study also involved the teachers in these classrooms who were audio-taped as they interacted with the children during these tasks. The results (...) show that while there were no significant differences in the children's explanatory behaviour across the two time periods, there were significant differences in the total verbal interactions between the children in the cognitive questioning condition and their peers in the community of inquiry and comparison conditions. Furthermore, the children in the cognitive questioning condition obtained higher reasoning and problem-solving scores than peers in the other conditions. Interestingly, while there were no significant differences between the teachers’ basic and extended mediating behaviours in the three conditions at Times 1 and 2, there was a significant difference in extended mediation behaviours with the teachers demonstrating nearly three times more extended mediation to promote students’ learning at Time 2 than they did at Time 1. Teacher intervention in providing guidance in how to interact during cooperative, inquiry-based science appears to be critical to helping students engage in higher-level thinking and learning. (shrink)

This paper reports on a study that was conducted on the effects of training students in specific strategic and meta-cognitive questioning strategies on the development of reasoning, problem-solving, and learning during cooperative inquiry-based science activities. The study was conducted in 18 sixth grade classrooms and involved 35 groups of students in three conditions: the cognitive questioning condition; the Philosophy for Children condition; and the comparison condition. The students were videotaped as they worked on a specific inquiry-science task once each term (...) for two consecutive school terms. The results show that the students in all conditions demonstrated more helping discourses or discourses known to mediate learning than any other of the discourse categories. This outcome is encouraging because it is the helping discourses where students provide explanations, elaborations, and reasons that promote follow-up learning. (shrink)

It was about half a century ago that the mind–body problem, which like much else in serious metaphysics had been moribund for several decades, was resurrected as a mainstream philosophical problem. The first impetus came from Gilbert Ryle's The Concept of Mind , published in 1948, and Wittgenstein's well-known, if not well-understood, reflections on the nature of mentality and mental language, especially in his Philosophical Investigations which appeared in 1953. The primary concerns of Ryle and Wittgenstein, however, focused on (...) the logic of mental discourse rather than the metaphysical issue of how our mentality is related to our bodily nature. In fact, Ryle and Wittgenstein would have regarded, each for different reasons, the metaphysical problem of the mind-body relation as arising out of deplorable linguistic confusions and not amenable to intelligible discussion. There was C. D. Broad's earlier and much neglected classic, The Mind and Its Place in Nature , which appeared in 1925, but this work, although robustly metaphysical, failed to connect with, and shape, the mind–body debate in the second half of this century. (shrink)

It was about half a century ago that the mind–body problem, which like much else in serious metaphysics had been moribund for several decades, was resurrected as a mainstream philosophical problem. The first impetus came from Gilbert Ryle'sThe Concept of Mind, published in 1948, and Wittgenstein's well-known, if not well-understood, reflections on the nature of mentality and mental language, especially in hisPhilosophical Investigationswhich appeared in 1953. The primary concerns of Ryle and Wittgenstein, however, focused on the logic of mental (...) discourse rather than the metaphysical issue of how our mentality is related to our bodily nature. In fact, Ryle and Wittgenstein would have regarded, each for different reasons, the metaphysical problem of the mind-body relation as arising out of deplorable linguistic confusions and not amenable to intelligible discussion. There was C. D. Broad's earlier and much neglected classic,The Mind and Its Place in Nature, which appeared in 1925, but this work, although robustly metaphysical, failed to connect with, and shape, the mind–body debate in the second half of this century. (shrink)

ABSTRACT This article aims to elucidate a philosophical foundation of a post-labor paradigm through the transindividual technical-psychic-collective culture based on Gilbert Simondon and Bernard Stiegler. Simondon predicts that the problem of the alienation of labor due to mechanical industrialization can be overcome through the spread of post-industrial technical culture based on both technical mentality and information technology. In contrast, Stiegler claims that, along with information networks, hyper-industrialization rather than post-industrialization has arrived and that, in order to recover human values (...) in a machine empire devoid of caring, the strengthening of the ability for non-automation based on automaticity is necessary. However, Simondon’s technical culture beyond labor implies a posthumanistic vision in that it assumes the capacity of technology to mediate between the preindividual and the transindividual beyond technical instrumentalism, which is anthropocentric, and opens up transductive relationships among humans and non-humans. I will argue that Stiegler’s urgent proposal that seeks to save human life from the control of a techno-capital system, such as the reinvention of work transcending employment, must be concretized within the Simondonian posthumanistic project. RESUMO O objetivo deste artigo é elucidar a base filosófica do paradigma pós-laboral por meio da cultura técnica-psiquica-coletiva transindividual de Gilbert Simondon e Bernard Stiegler. Simondon prediz que o problema da alienação laboral surgido da industrialização mecânica pode ser vencido mediante a expansão da cultura técnica pós-industrial baseada tanto na mentalidade técnica quanto na tecnologia da informação. Em contraste, Stiegler afirma que, além das redes de informação, a hiper-industrialização se estabeleceu para além da pós-industrialização e que, para recuperar valores humanos em um império das máquinas sem carinho, é necessário o fortalecimento da capacidade de não automação baseada em automatismo. Entretanto, a cultura técnica além do trabalho de Simondon implica uma visão pós-humanista em que se presume a capacidade da tecnologia em mediar entre o pré-individual e o transindividual, que é antropocêntrico, e inaugura relações transdutivas entre humanos e não humanos. Defendo que a proposta urgente de Stiegler busca salvar a vida humana do controle de um sistema de tecno-capital, como a reinvenção do trabalho transcendendo o emprego deve ser concretizada dentro do projeto pós-humanista simondoniano. (shrink)

v. 1. Critical essays.--v. 2. Collected essays, 1929-1968.

Within paleoanthropology, the origin of behavioral modernity is a famous problem. Very large-brained hominins have lived for around half a million years, yet social lives resembling those known from the ethnographic record appeared perhaps 100,000 years ago. Why did it take 400,000 years for humans to start acting like humans? In this article, I argue that part of the solution is a transition in the economic foundations of cooperation from a relatively undemanding form, to one that imposed much more stress (...) on human motivational and cognitive mechanisms. The rich normative, ceremonial, and ideological lives of humans are a response to this economic revolution in forager lives; from one depending on immediate return mutualism to one depending on delayed and third-party reciprocation. (shrink)

Here, in English translation for the first time, is Gilbert Simondon's fundamental reconception of the mental image and the theory of imagination and invention. Drawing on a vast range of mid-twentieth-century theoretical resources, this book provides a comprehensive account of the mental image and adds a vital new dimension to the theory of psychical individuation in Simondon's earlier, highly influential work.

First published in 1949, Gilbert Ryle ’s The Concept of Mind is one of the classics of twentieth-century philosophy. Described by Ryle as a ‘sustained piece of analytical hatchet-work’ on Cartesian dualism, The Concept of Mind is a radical and controversial attempt to jettison once and for all what Ryle called ‘the ghost in the machine’: Descartes’ argument that mind and body are two separate entities. This sixtieth anniversary edition includes a substantial commentary by Julia Tanney and is essential (...) reading for new readers interested not only in the history of analytic philosophy but in its power to challenge major currents in philosophy of mind and language today. (shrink)

This interdisciplinary study fuses analysis of feminist literature and manifestos, radical political theory, critical vanguard studies, women's performance art, and popular culture to argue for the animal liberation movement as successor to the liberationist visions of the early twentieth-century avant-gardes, most especially the Surrealists. These vanguard groups are judiciously critiqued for their refusal to confront their own misogyny, a quandary that continues to plague animal activists, thereby disallowing for cohesion and full recognition of women's value within a culturally marginalized cause. (...) This volume is of interest to anyone who is concerned about the continued--indeed, escalating--violence against nonhumans. More broadly, it will interest those seeking new pathways to challenge the dominant power constructions through which oppression of humans, nonhumans, and the environment thrives. Women, Destruction, and the Avant-Garde ultimately poses the animal liberation movement as having serious political and cultural implications for radical social change, destruction of hierarchy and for a world without shackles and cages, much as the Surrealists envisioned. (shrink)

The common view is that no novel IS an argument, though it might be reconstructed as one. This is curious, for we almost always feel the need to reconstruct arguments even when they are uncontroversially given as arguments, as in a philosophical text. We make the points as explicit, orderly, and (often) brief as possible, which is what we do in reconstructing a novel’s argument. The reverse is also true. Given a text that is uncontroversially an explicit, orderly, and brief (...) argument, in order to enhance plausibility, our first instinct is to flesh it out with illustrations and relationships to everyday life. If this process is fictive (e.g., with “thought experiments”) and orderly, it is story-telling. This paper investigates whether there is a principled way of determining a novel’s argument, which should contribute as much to understanding arguments as to understanding novels. (shrink)

What can make storytelling “evil” in the sense that the storytelling leads to accepting a view for no good reason, thus allowing ill-reasoned action? I mean the storytelling can be argumentatively evil, not trivially that (e.g.) the overt speeches of characters can include bad arguments. The storytelling can be argumentatively evil in that it purveys false premises, or purveys reasoning that is formally or informally fallacious. My main thesis is that as a rule, the shorter the fictional narrative, the greater (...) the potential for argumentative evil. Here, the notion of length is to be understood such that it is generally a proxy for more abstract features such as how complex and nuanced the piece is. In other argumentative contexts, length generally appears to make no comparable difference. This feature would put fictional narrative arguments in a special class beyond what is determined by obvious features, such as the definitional fact that they in some way(s) collapse two of the four traditional types of discourse: exposition, description, narration, and argument. The nonobvious features that distinguish this class have been a source of puzzlement and inquiry. (shrink)

Completely revised and updated in its Second Edition, Language and Reality provides students, philosophers and cognitive scientists with a lucid and provocative introduction to the philosophy of language.

“Ethical criticism” is an approach to literary studies that holds that reading certain carefully selected novels can make us ethically better people, e.g., by stimulating our sympathetic imagination (Nussbaum). I try to show that this nonargumentative approach cheapens the persuasive force of novels and that its inherent bias and censorship undercuts what is perhaps the principal value and defense of the novel—that reading novels can be critical to one’s learning how to think.

This book is not a conventional introduction to the philosophy of mind, nor is it a contribution to the physicalist/ dualist debate. Instead The Representational Theory of Mind demonstrates that we can construct physicalist theories of important aspects of our mental life. Its aim is to explain and defend a physicalist theory of intelligence in two parts: the first six chapters consist of an exposition, elaboration and defence of human sentience (the functionalist theory of mind), and the second part considers (...) rivals and objections to this theory. Kim Sterelny aims to introduce people to this area of philosophy by exemplifying it, to show that philosophical and empirical investigations can be synthesized to the benefit of both. --From publisher's description. (shrink)

La religion ne serait-elle que déraison ?

Gilbert Ryle; Intelligence and the Logic of the Nature-Nurture Issue Reply to J. P. White, Journal of Philosophy of Education, Volume 8, Issue 1, 30 May 2006, P.

The transcendental approach to understanding narrative argument derives from the idea that for any believable fictional narrative, we can ask—what principles or generalizations would have to be true of human nature in order for the narrative to be believable? I address two key issues: whether only realistic or realist fictional narratives are believable, and how could it be established that we have an intuitive, mostly veridical grasp of human nature that grounds believability?

In many traditional, small-scale societies, death and other misfortunes are commonly explained as a result of others’ malign occult agency. Here, we call this family of epistemic tendencies “the agential view of misfortune.” After reviewing several ethnographic case studies that illustrate this view, we argue that its origins and stability are puzzling from an evolutionary perspective. Not only is the agential view of misfortune false; it imposes costs on individuals and social groups that seem to far outweigh whatever benefits the (...) view might provide. We thus doubt that the agential view of misfortune is explainable in terms of adaptive effects. However, neither does it seem readily explainable as a consequence of belief formation strategies that are on the whole adaptive (as is plausibly the case for certain other of our false beliefs, including some that are costly). Accordingly, we contend that the commonness of the agential view of misfortune demands a special evolutionary explanation of some kind. We provide a partial explanation of this phenomenon by highlighting the adaptive benefits that often flow to occult specialists in environments where the agential view of misfortune is entrenched. What this does not explain, however, is the general lack of resistance we observe in response to occultists’ exploitative behaviours over (cultural) evolutionary timescales. We conclude by canvassing a few possible explanations for this puzzling lack of resistance, and while we commit ourselves to none, we do find one option more promising than the others. (shrink)

Expressing a widely-held view, David Hitchcock claims that "an enthymematic argument ... assumes at least the truth of the argument's associated conditional ... whose antecedent is the conjunction of the argument's explicit premises and whose consequent is the argument's conclusion." But even definitionally, this view is problematic, since an argument's being "enthymematic" or incomplete with respect to its explicit premises means that the conclusion is not implied by these premises alone. The paper attempts to specify the ways in which the (...) view is incorrect, as well as seemingly correct (e.g., the case of a Modus Ponens wherein the major premise is implicit). -/- . (shrink)

Baumard et al. argue that partner choice leads to fairness and mutualism, which then form the basis for morality. I comment that mutualism takes us only so far, and I apply the theory of competitive altruism in arguing how strategic investment in behaviours which make one a desirable partner may drive moral conduct.

Social service professionals use a unique set of principles to guide their decisions within a broad and complex array of situations. Straight Talk about Professional Ethics provides readers with the guidelines that will help them make decisions in a manner that is clinically and ethically effective. This book explains the seven core concepts that guide ethical practice in the helping professions: self-determination, informed consent, competence, confidentiality and privacy, attention to conflicts of interest, maintenance of professional boundaries, and professionalism and integrity. (...) Developing a commitment to the ethics of a profession and an understanding of how those ethics apply to commonly occurring workplace situations is a major element of professional preparation. (shrink)

Suppositional reasoning can seem spooky. Suppositional reasoners allegedly (e.g.) “extract knowledge from the sheer workings of their own minds” (Rosa), even where the knowledge is synthetic a posteriori. Can literary fiction pull such a rabbit out of its hat? Where P is a work’s fictional ‘premise’, some hold that some works reason declaratively (supposing P, Q), imperatively (supposing P, do Q), or interrogatively (supposing P, Q?), and that this can be a source of knowledge if the reasoning is good. True, (...) I will argue, although only within the context of judicious critical interpretation. Further evident constraints include that the form of the suppositional reasoning needs to be declarative or imperative, and that the fictional ‘premise’ of the work needs to be a metaphysical counterfactual possibility, not merely a temporal counterfactual and not merely an epistemic possibility or probabilistic supposition. (shrink)

I argue against the skeptical epistemological view exemplified by the Groarkes that “all theories of informal argument must face the regress problem.” It is true that in our theoretical representations of reasoning, infinite regresses of self-justification regularly and inadvertently arise with respect to each of the RSA criteria for argument cogency (the premises are to be relevant, sufficient, and acceptable). But they arise needlessly, by confusing an RSA criterion with argument content, usually premise material.

Gilbert Ryle was one of the most important and yet misunderstood philosophers of the Twentieth Century. Long unavailable, _Collected Essays 1929-1968: Collected Papers Volume 2_ stands as testament to the astonishing breadth of Ryle’s philosophical concerns. This volume showcases Ryle’s deep interest in the notion of thinking and contains many of his major pieces, including his classic essays ‘Knowing How and Knowing That’, ‘Philosophical Arguments’, ‘Systematically Misleading Expressions’, and ‘A Puzzling Element in the Notion of Thinking’. He ranges over (...) an astonishing number of topics, including feelings, pleasure, sensation, forgetting and concepts and in so doing hones his own philosophical stance, steering a careful path between behaviourism and Cartesianism. Together with the _Collected Papers Volume 1 _and the new edition of _The Concept of Mind_, these outstanding essays represent the very best of Ryle’s work. Each volume contains a substantial preface by Julia Tanney, and both are essential reading for any student of twentieth-century philosophies of mind and language. _Gilbert Ryle_ was Waynflete Professor of Metaphysics and Fellow of Magdalen College Oxford, an editor of _Mind_, and a president of the Aristotelian Society. _Julia Tanney_ is Senior Lectuer at the University of Kent, and has held visiting positions at the University of Picardie and Paris-Sorbonne. (shrink)

Gilbert Ryle was one of the most important and controversial philosophers of the Twentieth century. Long unavailable, Critical Essays: Collected Papers Volume 1 includes many of Ryle’s most important and thought-provoking papers. This volume contains 20 critical essays on the history of philosophy, with writing on Plato, Locke and Hume as well as important chapters on Russell and Wittgenstein. It also includes three essays on phenomenology, including Ryle’s famous review of Martin Heidegger’s Being and Time first published in 1928. (...) Although Ryle believed phenomenology ‘will end in self-ruinous subjectivism or in a windy mysticism’ his review also acknowledged that Heidegger was a thinker of great originality and importance. While surveying the developments in the philosophy of language and philosophical logic, Ryle sets out his own conception of the philosophers’ role against that of his predecessors and contemporaries. Together with the second volume of Ryle’s collected papers Collected Papers Volume 2 and the new edition of The Concept of Mind , all published by Routledge, these outstanding essays represent the very best of Ryle’s work. Each volume contains a substantial introduction by Julia Tanney, and both are essential reading for any student of twentieth-century philosophies of mind and language. Gilbert Ryle (1900 -1976) was Waynflete Professor of Metaphysics and Fellow of Magdalen College Oxford, an editor of Mind , and a president of the Aristotelian Society. Julia Tanney is Senior Lecturer at the University of Kent, and has held visiting positions at the University of Picardie and Paris-Sorbonne. (shrink)

Gilbert Ryle was one of the most important and controversial philosophers of the Twentieth century. Long unavailable, _Critical Essays: __Collected Papers Volume 1 _includes many of Ryle’s most important and thought-provoking papers. This volume contains 20 critical essays on the history of philosophy, with writing on Plato, Locke and Hume as well as important chapters on Russell and Wittgenstein. It also includes three essays on phenomenology, including Ryle’s famous review of Martin Heidegger’s _Being and Time_ first published in 1928. (...) Although Ryle believed phenomenology ‘will end in self-ruinous subjectivism or in a windy mysticism’ his review also acknowledged that Heidegger was a thinker of great originality and importance. While surveying the developments in the philosophy of language and philosophical logic, Ryle sets out his own conception of the philosophers’ role against that of his predecessors and contemporaries. Together with the second volume of Ryle’s collected papers _Collected Papers Volume 2 _and the new edition of _The Concept of Mind_, all published by Routledge, these outstanding essays represent the very best of Ryle’s work. Each volume contains a substantial introduction by Julia Tanney, and both are essential reading for any student of twentieth-century philosophies of mind and language. _Gilbert Ryle_ was Waynflete Professor of Metaphysics and Fellow of Magdalen College Oxford, an editor of _Mind_, and a president of the Aristotelian Society. _Julia Tanney_ is Senior Lecturer at the University of Kent, and has held visiting positions at the University of Picardie and Paris-Sorbonne. (shrink)