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Learning to Unlearn: Decolonial Reflections from Eurasia and the Americas is a complex, multisided rethinking of the epistemic matrix of Western modernity and coloniality from the position of border epistemology. Colonial and imperial differences are the two key concepts to understanding how the logic of coloniality creates ontological and epistemic exteriorities. Being at once an enactment of decolonial thinking and an attempt to define its main grounds, mechanisms, and concepts, the book shifts the politics of knowledge from “studying the other” (culture, society, economy, politics) toward “the thinking other” (the authors).

  Addressing areas as diverse as the philosophy of higher education, gender, citizenship, human rights, and indigenous agency, and providing fascinating and little-known examples of decolonial thinking, education, and art, Madina V. Tlostanova and Walter D. Mignolo deconstruct the modern architecture of knowledge—its production and distribution as manifested in the corporate university. In addition, the authors dwell on and define the echoing global decolonial sensibilities as expressed in the Americas and in peripheral Eurasia.   The book is an important addition to the emerging transoceanic inquiries that introduce decolonial thought and non-Western border epistemologies not only to update or transform disciplines but also to act and think decolonially in the global futures to come.

Bernard Lonergan's ambitious study of human knowledge, based on his theory of consciousness, is among the major achievements of twentieth-century philosophy. He challenges the principles of contemporary intellectual culture by finding norms and standards not in external perceptions or reified concepts, but in the dynamism of consciousness itself.

Lonergan and the Philosophy of Historical Existence explores the implications of Lonergan's approach to the philosophy of history in a number of distinct but related contexts, covering a variety of intellectual disciplines. Each chapter can be read independently, but the series of chapters provides a coherent unfolding of Lonergan's case that the norms of inquiry endure as a standard of human thought and action amid continuous changes and fluctuations in politics, morals, religion, science, and scholarship. The book explains how Lonergan's idea of development follows from his theory of consciousness and how his treatment of human development inevitably focuses on historical development. The central theme of the book is that Lonergan's philosophy of history makes a pronounced distinction between historicity and historicism.

McPartland relates Lonergan's work to existentialist themes and, in the last chapters, to the work of Eric Voegelin. The book addresses the existentialist themes of dread, suffering, guilt, shame, and ressentiment—within overall themes of history, philosophy, and religion. McPartland argues that Lonergan's unique perspective on scientific method, epistemology, metaphysics, and critical theory can illuminate what seem to be the quite alien topics of reason as religious experience, the anxiety of existence, the existential roots of bias, and mythopoesis and mystery. Here there is a remarkable parallel to the philosophy of history of Eric Voegelin. The concluding chapters of the book show how the equivalence of the two philosophies offers a mutually enriching dialogue between Lonergan's critical realism and Voegelin's existential exegesis.