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Moving beyond test scores and outcomes, this volume redefines what it means to learn by intertwining ideas from philosophy, mathematics, and social theory.

What does it mean to learn? In On Learning, Volume 3: Knowledge, Curriculum and Ethics, David Scott probes the intricate relationship between knowledge and learning, questioning reductionist and empiricist perspectives that dominate contemporary education. This volume, like the first two in the series, critically analyzes the philosophical and ethical dimensions of learning, pushing beyond simplified notions of curriculum and assessment. Scott ties in a range of key concepts, including epistemology and critical realism, to offer a profound rethinking of what it means to know and engage with the world.

At the heart of this book is a call to recognize that learning is not merely a mechanical process or a set of measurable outcomes but a deeply human and ethical endeavor. On Learning, Volume 3 urges readers to reconsider the structures that shape education today and invites us to rethink how we understand knowledge and learning, and the values that underpin them.

Beyond language and pragmatics, an argument for communication as a philosophical force in its own right.

Philosophy has long grappled with questions of meaning and human connection, yet communication itself remains an underexplored concept in the field. Claude Mangion shifts the focus by examining how communication has shaped debates on intersubjectivity and ethics.

By tracing its role across key philosophical discussions, this book offers a new outlook on how dialogue informs our understanding of self and society. Accessible and rigorously argued, it bridges the gap between philosophy and communication theory, making it a useful reference for students and scholars alike. This work provides a compelling argument for thinking about communication as a philosophical practice, whether you’re exploring community, the ethics of dialogue, or the foundations of intersubjectivity.
 

Many people believe that when it comes to moral questions, anyone's opinion is as good as anyone else's. Teachers of philosophy, by exposing students to the full panoply of moral theory, can reinforce this prejudice towards skepticism even when they intend to challenge it. Gary Michael Atkinson has taught introductory courses in philosophy for decades, and he has developed an effective approach to show that widespread skepticism based on the existence of persistent moral disagreement is mistaken. Our Search with Socrates for Moral Truth will appeal not only to students and teachers of philosophy but to any educated reader seeking to ascertain or defend the existence of moral truth.

Ozu and the Ethics of Indeterminacy re-examines cinema studies through the work of Japanese filmmaker Yasujirō Ozu, employing the multiple methodologies and indeterminacy of Ozu’s films as a model for discussions of cinema’s relationship to the world and the formation of film studies as a discipline. Centering a selection of Ozu films in each chapter, Daisuke Miyao builds a method based on the way films directed by Ozu avoid unitary perspective and allow multiple possibilities of standpoint and spectatorial position, which Miyao calls the ethics of indeterminacy. Analyzing Ozu’s use of cinematography, narrative, and color, Miyao theorizes the indeterminate in film—the seen and unseen, human and nonhuman, domestic and international—to initiate a multi-directional dialogue on the study of cinema that reaches beyond auteurism and culturalism to establish a new basis for disciplinary conversations.