Professional Documents
Culture Documents
Full Download PDF of (Original PDF) Philosophy Here and Now: Powerful Ideas in Everyday Life 2nd Edition All Chapter
Full Download PDF of (Original PDF) Philosophy Here and Now: Powerful Ideas in Everyday Life 2nd Edition All Chapter
http://ebooksecure.com/product/philosophy-here-and-now-powerful-
ideas-in-everyday-life-3rd-edition-ebook-pdf/
http://ebooksecure.com/product/ebook-pdf-philosophy-here-and-now-
powerful-ideas-in-everyday-life-3rd-edition-by-lewis-vaughn/
http://ebooksecure.com/product/living-philosophy-a-historical-
introduction-to-philosophical-ideas-2nd-edition-ebook-pdf/
http://ebooksecure.com/product/ebook-pdf-psychology-in-everyday-
life-3rd-edition/
(eBook PDF) Communication in Everyday Life: Personal
and Professional Contexts
http://ebooksecure.com/product/ebook-pdf-communication-in-
everyday-life-personal-and-professional-contexts-2/
http://ebooksecure.com/product/ebook-pdf-communication-in-
everyday-life-personal-and-professional-contexts/
http://ebooksecure.com/product/ebook-pdf-communication-in-
everyday-life-the-basic-course-edition-with-public-speaking-2nd-
edition/
http://ebooksecure.com/product/ebook-pdf-social-psychology-the-
science-of-everyday-life-2nd-edition/
http://ebooksecure.com/product/original-pdf-sociologic-analysing-
everyday-life-and-culture/
BRIEF CONTENTS
PREFACE xxi
CHAPTER 1: PHILOSOPHY AND YOU 1
CHAPTER 2: GOD AND RELIGION 54
CHAPTER 3: MORALITY AND THE MORAL LIFE 130
CHAPTER 4: MIND AND BODY 196
CHAPTER 5: FREE WILL AND DETERMINISM 228
CHAPTER 6: KNOWLEDGE AND SKEPTICISM 262
CHAPTER 7: AESTHETICS 320
CHAPTER 8: THE JUST SOCIETY 337
CHAPTER 9: THE MEANING OF LIFE 389
APPENDIX A: ANSWERS TO EXERCISES 411
APPENDIX B: HOW TO WRITE A PHILOSOPHY PAPER 415
NOTES 425
GLOSSARY 431
CREDITS 435
INDEX of MARGINAL
QUOTATIONS 437
GENERAL INDEX 439
vii
CONTENTS
Preface xxi
Berkeley 287
BERKELEY: Of the Principles of Human
Knowledge 288
Hume 291
Philosophers at Work: David Hume 292
HUME: An Enquiry Concerning Human
Understanding 293
Writing to Understand: Critiquing Philosophical
Views 298
6.4 THE KANTIAN COMPROMISE 299
KANT: Critique of Pure Reason 300
Philosophers at Work: Immanuel Kant 301
Philosophy Now: Conceptualizing the World 304
Writing to Understand: Critiquing Philosophical
Views 307
6.5 A FEMINIST PERSPECTIVE
ON KNOWLEDGE 307
AINLEY: “Feminist Philosophy” 308
ANTONY: “Embodiment and Epistemology” 308
ANDERSON: “Feminist Epistemology and
Philosophy of Science” 309
COLE: Philosophy and Feminist Criticism 309
Philosophers at Work: Mary Wollstonecraft 312
Writing to Understand: Critiquing Philosophical
Views 314
REVIEW NOTES 314
Writing to Understand: Arguing Your
Own Views 317
KEY TERMS 317
FICTION: Lewis Carroll, Through the Looking-Glass 318
PROBING QUESTIONS 318
FOR FURTHER READING 319
This second edition of Philosophy Here and Now stays true to the aspirations and
character of the first. From the beginning the text has been designed to provide
an extraordinary amount of encouragement and guidance to students who are en-
countering philosophy for the first (and perhaps last) time. Its ambitious aim is to
get such students to take some big steps toward understanding, appreciating, and
even doing philosophy. Philosophy Here and Now thus tries to do a great deal more
than most other text readers. To foster a serious understanding of philosophy, it
includes solid coverage of critical thinking skills and argument basics as well as guid-
ance and practice in reading philosophical works. Students of course can appreciate
the point and power of philosophy as they comprehend philosophical writings, but
their appreciation blossoms when they see how philosophical issues and reasoning
play out in contemporary society and how philosophical insights apply to their own
lives. So the book’s coverage and pedagogical features help students grasp philoso-
phy’s relevance and timeliness. Students learn how to do philosophy—to think and
write philosophically—when they get encouragement and practice in analyzing and
critiquing their own views and those of the philosophers they study. To this end,
Philosophy Here and Now emphasizes philosophical writing, reinforced with step-
by-step coaching in how to write argumentative essays and supported by multiple
opportunities to hone basic skills.
In addition to these core elements, Philosophy Here and Now further engages
today’s learners with abundant illustrations and color graphics; marginal notes,
questions, and quotes; profiles of a diverse array of philosophers; and ample represen-
tation of non-Western and nontraditional sources.
in the chapters. They include some classic stories such as “The Good Brahmin”
by Voltaire, “The Ones Who Walk Away from Omelas” by Ursula Le Guin, and
“They’re Made Out of Meat” by Terry Bisson, as well as lesser known fiction by no-
table writers like Arthur C. Clarke and William Golding. Each story is accompanied
by discussion/essay questions designed to draw out its philosophical implications.
MAIN FEATURES
• A comprehensive introductory chapter that lays the groundwork for philo-
sophical thinking—Through examples drawn from philosophical literature and
everyday life, this chapter explains clearly the nature and scope of philosophy
and how it relates to students’ lives. This much, of course, is what any good text
in this field should do. But this first chapter also shows how to devise and evalu-
ate arguments and guides students in critically thinking, reading, and writing
about philosophical issues.
• Critical thinking questions that correspond to relevant passages in the main
text or readings—These questions, located in the margins of the text, invite
students to ponder the implications of the material and to think critically about
the assumptions and arguments found there. The questions are numbered and
highlighted and easily lend themselves to both writing assignments and class
discussion. The point of their marginal placement is to prompt students to think
carefully and analytically as they read.
• Six engaging types of text boxes demonstrate the value and relevance of
philosophy:
• “Philosophy Now”—These boxes contain news items and research reports
that illustrate how each chapter’s philosophical issues permeate everyday life.
They demonstrate that philosophical concerns arise continually in science,
society, ethics, religion, politics, medicine, and more. Each box ends with
questions that prompt critical thinking and philosophical reflection.
• “What Do You Believe?”—Prompting student engagement and reflection,
these boxes explore issues related to the chapter’s topics and challenge stu-
dents’ beliefs.
• “Writing to Understand: Critiquing Philosophical Views”—These boxes
appear at the end of each section and consist of essay questions that prompt
students to critically examine the strengths and weaknesses of the views dis-
cussed in the sections. Students can hark back to what they learned in an-
swering the preceding marginal questions, and they can get plenty of writing
help in Appendix B, “How to Write a Philosophy Paper.”
• “Writing to Understand: Arguing Your Own Views”—These boxes appear
at the end of each chapter and ask students to explain and defend their own
views on the chapter’s topics in short essays.
• “Philosophers at Work”—These boxes profile the lives and work of com-
pelling figures in philosophy, past and present, Western and non-Western or
Preface xxiii
nontraditional, male and female. Some feature philosophers from the past
whose story adds a human and historical dimension to the ideas discussed in
the chapter, and some profile contemporary thinkers who are grappling with
the important issues of the day. The point of these features is, of course, to
show that philosophy is very much a living, relevant enterprise.
• “Philosophy Lab”—These boxes present simple thought experiments chal-
lenging students to think through scenarios that can reveal deeper philo-
sophical insights or perspectives.
• A final chapter, “The Meaning of Life”—This chapter discusses how philoso-
phers have clarified and explored the topic of life’s meaning. It covers the main
philosophical perspectives on the subject and samples the views of philosophers
past and present.
All these features are supplemented with other elements to make the material
even more engaging and accessible:
• Marginal quotes—These pithy, compelling quotes from an array of philoso-
phers appear throughout the text, inviting students to join the ongoing conversa-
tion of philosophy.
• Key terms, marginal definitions, and end-of-book glossary—Key terms in
each chapter appear in boldface at their first appearance in a chapter, and a
marginal definition helps students learn the term within its immediate context.
A list of the chapter’s Key Terms appears at the end of each chapter, along with
the page numbers on which the term and its definition first appear. Finally, a
Glossary of those Key Terms and definitions provides an essential reference for
students as they review and prepare for tests as well as draft their own philosophi-
cal essays and arguments.
• Chapter objectives—This list at the beginning of each chapter helps to scaffold
student learning by providing both structure and support for previewing, note-
taking, and retention of content.
• End-of-chapter reviews—Concluding each chapter, this feature revisits the
Chapter Objectives, encouraging students to reflect and review.
• An index of marginal quotes—This supplemental index helps students locate
the words of philosophers that seem especially insightful or inspiring to them.
• “For Further Reading”—Located at the end of each chapter, these useful refer-
ences point students to sources that will enhance their understanding of chapter
issues and arguments.
• Timeline—Featuring philosophers’ lives and important events, this visual learn-
ing tool helps students appreciate the historic significance of philosophical ideas
by placing them within a larger context.
• Charts, tables, and color photos—Appearing throughout the book, these have
been selected or created to deepen student engagement with and understanding
of complex ideas and abstract concepts. In addition, captions for these images
include brief and open-ended questions to help students “read” visuals with the
same critical attention they learn to bring to written texts.
xxiv Preface
ANCILLARIES
• The Oxford University Press Ancillary Resource Center (ARC) (www.oup-arc
.com/vaughn-philosophy-here-and-now) houses a wealth of Instructor Resources,
including an Instructor’s Manual with sample syllabi, reading summaries, essay/
discussion questions, suggested Web links, and a glossary of key terms from the
text; a Computerized Test Bank with fifty or more multiple-choice and true/
false questions per chapter (also available as a traditional “pencil-and-paper” Test
Bank in the Instructor’s Manual); and PowerPoint lecture outlines.
• A Companion Website (www.oup.com/us/vaughn) contains study materials for
students, including level-one and level-two practice quizzes with multiple-choice
and true/false questions taken from the Test Bank, essay/discussion questions,
reading summaries, flashcards of key terms from the text, and suggested Web links.
• Student resources are also available on Dashboard (www.oup.com/us/dashboard),
an intuitive, integrated, auto-graded homework system that analyzes students’
specific strengths and problem areas. The Philosophy Here and Now Dashboard
includes the level-one and level-two self-quiz questions from the Companion
Website, each linked to a specific chapter objective, flashcards of key terms from
the text, and a glossary. Access to Dashboard can be packaged with the text at a
Another random document with
no related content on Scribd:
Mikko Tiukkatuuli ja Drea menivät yhdessä keittiöön. Siellä keittäjä
Jaana mutisi:
— Lihapalleroita!
Oikein mieliruokaa.
*****
Joku kysyi, miksi hän siinä seisoi? Hän sanoi syyksi mitä
milloinkin. Luokkahuoneet täyttyivät, melu nousi, kustakin luokasta
kuului erilaista mellakkaa.
— Minne — — —
— No, sitten olet oikeassa — ei sitä voi enää etsiä! Saat ostaa
itsellesi uuden.
Eihän tuo niin kovin vaikeaakaan ollut, piti vaan lukea ahkerasti
kotona.
Oi, jos rehtori olisi tiennyt hänen valehtelevan, että kirje oli
poltettu, eikä isä saanut nähdäkään sitä!
Mahdotonta.
*****
— Kandidaatti Winther.
— Kyllä.
Mutta hän oli ollut niin kankeasti peloissaan silloin, eikä hän voinut
tietää, mitä siinä olikaan!
Pahinta oli se, että kotona laskettavien esimerkkien piti olla oikein
joka kerta. Nehän opettaja Winther oli tarkastanut! Koulussa
suoritettavat esimerkit ja muut tehtävät ja jokapäiväiset läksyt kyllä
selviäisivät.
Mutta hän ei tullut sitä tehneeksi. Antti Bech oli niin avonainen,
suora ja rehti poika — hänelle ei sopinut kertoa poltetusta kirjeestä,
valheesta, eikä muusta halpamaisuudesta.
Yksin hän siis kantoi kaiken. Sekin tuntui pahalta, että isäkin oli
tavallansa sekoitettu hänen asioihinsa; olisihan hänen pitänyt saada
rehtorin kirje. Joka ilta, kun isä ja äiti tulivat kävelyltä illallisen
jälkeen, oli Mikko Tiukkatuulen vatsa kipeä pelosta, ja hän tarkasti ja
vilkkui isiinsä kasvoja — oliko hän mahdollisesti tavannut rehtorin ja
puhe ollut kirjeestä.
Joka aamu, joka tunti koulussa vaivasi häntä tuo ainainen pelko.
Jos rehtori sattui tulemaan sisään tunnin kuluessa, jähmistyi hän
kauhusta ja pelko sävähti kuin leimaus hänen lävitsensä — nyt voisi
tulla hänen vuoronsa — kirje, opettaja Winther, Antti Bechin vihko…
— E — enhän minä!
— — - Neljä viikkoa oli kulunut näin; nyt oli perjantai. Kun Antti
Bech ja Mikko Tiukkatuuli menivät yhdessä kotiin, niinkuin heidän
tapansa oli ollut viime aikoina, sanoi Antti Bech:
No, sehän oli yhdentekevä, tietysti! Oli kiire, eikä hän joutunut
enää etsimään omaa vihkoaan!
Niin nopeaan, kuin kynästä irti pääsi, jäljensi hän, ja ennen kuin
kello löi kahdeksan, oli kaikki valmiina, uusi lappu Antin vihossa ja
molemmat, Simo Selmerin ja Antin, vihot tallessa opettajan
pöytälaatikossa.
— Minä olin.
Äkkiä Antti Bech nousi reippaasti, Hän heitti päätään, se oli hänen
tapansa — melkein uhallisesti:
— Minä koetin kauan olla uskomatta. Minusta oli kovin ikävää, että
sinä Antti olit käyttänyt Simo Selmerin vihkoa — mutta kun sinä nyt
valehtelet, on se minusta paljon, paljon ikävämpää. Istu, poikaseni!
Sitten Lange jakoi vihot kaikille ympäri luokkaa. Ja jokaiselle, kellä
vaan virhe oli, osoitti hän sen ja selitti. Hän ei enää ollut
huomaavinaan Antti Bechiä, joka hetken kuluttua otti vihkonsa
lattialta ja istui tarkastamaan omaa laskuaan.
— Niin, minä olen nytkin antanut sinulle 1, minä otaksun, että sinä
itsekin olet tehnyt työtä laskujeni suorituksessa!
Opettaja Lange poistui.
Kun opettaja Lange oli saanut jaettua kaikki vihot, alkoi hän
kuulustella. Ensiksi kysyi hän Simo Selmeriltä.
Kun soitettiin, menivät pojat kovin sävyisästi ulos. Antti Bech kulki
muiden keskellä, mutta toiset ikäänkuin väistyivät hänen tieltään.
Luokassa oli kaksi puoluetta, toinen oli Antti Bechin ja toinen Simo
Selmerin; vanhoista ajoista oli ollut niin. Tietysti oli luokalla
sellaisiakin, jotka eivät kuuluneet mihinkään puolueeseen. Noilla
kahdella oli kumminkin joukkonsa.
Antin oli pienempi. Hän oli pohjaltaan ylpeä, Antti Bech. Ainakin oli
hyvin vaikea saada häntä myöntymään petoksiin tai muihin sellaisiin.
— No, mitä?
— Hyvä mies, älä nyt noin kauhistu! Kai sinä tiedät, etten minä ole
pettänyt ja jäljentänyt — Kilvoittelijaa!
— En.
— Vai niin!