An adamant fan of Darwin, F.W. Headley attempts to argue the difficulties of believing in Socialism and Darwinism simultaneously and highlights issues which could prevent Socialism from being put into practice. Originally published in 1909, this study uses examples of communities in countries such as England and India to illustrate Headley’s key belief that societies only function well if they do not interfere with the fight for existence and natural selection. This title will be of interest to students (...) of Philosophy, Sociology and Anthropology. (shrink)

On the History of Modern Philosophy is a key transitional text in the history of European philosophy. In it, F. W. J. Schelling surveys philosophy from Descartes to German Idealism and shows why the Idealist project is ultimately doomed to failure. The lectures trace the path of philosophy from Descartes through Spinoza, Leibniz, Kant, Fichte, Jacobi, to Hegel and Schelling's own work. The extensive critiques of Hegel prefigure many of the arguments to be found in Feuerbach, Kierkegaard, Marx, Nietzsche, Heidegger, (...) and Derrida. This is the first English translation of On the History of Modern Philosophy. In his introduction Andrew Bowie sets the work in the context of Schelling's career and clarifies its philosophical issues. The translation will be of special interest to philosophers, intellectual historians, literary theorists, and theologians. (shrink)

This is an English translation of Schelling's Ideas for a Philosophy of Nature (first published in 1797 and revised in 1803), one of the most significant works in the German tradition of philosophy of nature and early nineteenth-century philosophy of science. It stands in opposition to the Newtonian picture of matter as constituted by inert, impenetrable particles, and argues instead for matter as an equilibrium of active forces that engage in dynamic polar opposition to one another. In the revisions of (...) 1803 Schelling incorporated this dialectical view into a neo-Platonic conception of an original unity divided upon itself. The text is of more than simply historical interest: its daring and original vision of nature, philosophy, and empirical science will prove absorbing reading for all philosophers concerned with post-Kantian German idealism, for scholars of German Romanticism, and for historians of science. (shrink)

Schelling’s masterpiece investigating evil and freedom.

From what has already been said it will be clear that Alcaeus of Messene, like the anonymous author of Anth. Pal. xvi. 6, was a supporter of Philip V at least until 201 B.C., that is, until the Second Macedonian War. The view that his breach with Philip followed the Messenian events of 215–214 has, however, been so frequently upheld that it deserves consideration. It appears to be based on one or more of the following assumptions. Philip's activities in Messene (...) resulted in driving that state into the Aetolo-Spartan camp: Alcaeus, as a loyal Messenian, will have followed the official Messenian policy. Further, Alcaeus wrote a poem accusing Philip of poisoning his guests: this is to be connected with the death of Aratus, in which the Achaean himself professed to see the hand of Philip. Finally, it is assumed that Alcaeus had already started his literary career at the time of the Messenian events of 215–214, since he has left an epigram celebrating the threefold victory at the Isthmus of the famous Cleitomachus of Thebes, whose floruit, it is claimed, was 216–212 . None of these arguments is really cogent: a very good case can be, and has been, made out for dating Cleitomachus’ success towards the end of the third century; the poisoning referred to is undoubtedly that of Callias and Epicrates which, being itself undated, cannot be used as a chronological index; and politically Alcaeus, as we shall see, was far from being an orthodox Messenian. (shrink)

Part novella, part philosophy, Clara was Schelling's most popular work during his lifetime, and appears here in English for the first time.

Originally published in 1920 as part of a series of handbooks for teachers, this book of advice to history teachers is still full of practical information on the use of historical sources and possible classroom exercises designed to engage children with the study of the past. This book will be useful to anyone with an interest in the history of education, historical education in particular.