“I can work best now while peeling potatoes. . . . It is for me what lens-grinding was for Spinoza.”—L. Wittgenstein
More than 250 years separate the publication of Baruch Spinoza’s Ethics and Ludwig Wittgenstein’s Tractatus Logico-Philosophicus. Both are considered monumental philosophical treatises, produced during markedly different times in human history, and notoriously challenging to interpret. In Peeling Potatoes or Grinding Lenses, Aristides Baltas contends that these works bear a striking similarity based on the idea of “radical immanence.” Each purports to understand the world, thought, and language from the inside and in a way leading to the dissolution of all philosophy. In that guise, both offer a powerful argument against fundamentalism of all sorts and kinds.
To Spinoza, God is just Nature. God is not above or separate from the world, humanity, or mere objects for, as Nature, He inheres in everything. To Wittgenstein, logic is not above or separate from language, thought, and the world. The hardness of the logical “must” inheres in states of affairs, facts, thoughts, and linguistic acts. Outside there are no truths or sense—only nonsense.
Through close readings of the texts based on lessons drawn from radical paradigm change in science, Baltas finds in both works a single-minded purpose, implacable reasoning, and an austerity of style that are rare in the history of philosophy. He analyzes the structure and content of each treatise, the authors’ intentions, the limitations and possibilities afforded by scientific discovery in their respective eras, their radical opposition to prevailing philosophical views, and draws out the particulars, as well as the implications, of the arresting match between the two.
Charles Taylor is one of the most important English-language philosophers at work today; he is also unique in the philosophical community in applying his ideas on language and epistemology to social theory and political problems. In this book Taylor brings together some of his best essays, including "Overcoming Epistemology," "The Validity of Transcendental Argument," "Irreducibly Social Goods," and "The Politics of Recognition." As usual, his arguments are trenchant, straddling the length and breadth of contemporary philosophy and public discourse.
The strongest theme running through the book is Taylor's critique of disengagement, instrumental reason, and atomism: that individual instances of knowledge, judgment, discourse, or action cannot be intelligible in abstraction from the outside world. By developing his arguments about the importance of "engaged agency," Taylor simultaneously addresses themes in philosophical debate and in a broader discourse of political theory and cultural studies. The thirteen essays in this collection reflect most of the concerns with which he has been involved throughout his career--language, ideas of the self, political participation, the nature of modernity. His intellectual range is extraordinary, as is his ability to clarify what is at stake in difficult philosophical disputes. Taylor's analyses of liberal democracy, welfare economics, and multiculturalism have real political significance, and his voice is distinctive and wise.
However exciting new technologies and educational tools may seem, they can become solely for entertainment unless their design, use, and evaluation are guided by principles of education and language development. Task-based Language Teaching (TBLT) provides an excellent approach for teachers who want to realize the potential of technology to engage learners and improve language learning inside and outside the classroom.
This practical guide shows teachers how to successfully incorporate technology into TBLT in the classroom and to develop technology-mediated materials. Whether the goal is to conduct a needs analysis, to develop classroom or homework materials, or to implement a new approach of student assessment, A Practical Guide to Integrating Technology into Task-Based Language Teaching will be a welcome resource for language teachers at all levels.
Designed for use in the classroom as well as for independent study, the book includes reflective questions, activities, and further reading at the end of each chapter. Examples of units in Chinese, Spanish, ESL, and the hospitality industry are provided.
Georgetown Digital Shorts—longer than an article, shorter than a book—deliver timely works of peer-reviewed scholarship for a fast-paced world. They present new ideas and original content that are easily digestable for students, scholars, and general readers.
Through close readings of nationalist newspapers and novels, the vernacular theater, and accounts of the 1896 anticolonial revolution, Rafael traces the deep ambivalence with which elite nationalists and lower-class Filipinos alike regarded Castilian. The widespread belief in the potency of Castilian meant that colonial subjects came in contact with a recurring foreignness within their own language and society. Rafael shows how they sought to tap into this uncanny power, seeing in it both the promise of nationhood and a menace to its realization. Tracing the genesis of this promise and the ramifications of its betrayal, Rafael sheds light on the paradox of nationhood arising from the possibilities and risks of translation. By repeatedly opening borders to the arrival of something other and new, translation compels the nation to host foreign presences to which it invariably finds itself held hostage. While this condition is perhaps common to other nations, Rafael shows how its unfolding in the Philippine colony would come to be claimed by Filipinos, as would the names of the dead and their ghostly emanations.
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