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Ten years ago Philosophy in the Classroom, by Lipman, Sharp, and Oscanyan, hailed the emergence of philosophy as a novel, although in some ways highly traditional, elementary school discipline. In this sequel, Matthew Lipman examines the impact that elementary school philosophy has had, and may yet have, upon the process of education. Going beyond his earlier work to describe the contribution that training in philosophy can make in the teaching of values, he shows the applications of ethics in civics education and the ways in which aesthetics can be incorporated into areas of the curriculum related to the development of creativity.

Making reference to the contemporary educational scene, Lipman compares the K-12 Philosophy for Children curriculum to the many unsatisfactory solutions being offered in our current drive for educational excellence. He addresses the relationship of elementary school philosophy to educational reform in the areas of science, language, social studies, and writing. And he shows how philosophy can be instrumental in the difficult task of teaching values to children while avoiding both ideological indoctrination and mindless relativism.

This is a textbook for teachers that demonstrates how philosophical thinking can be used in teaching children. It begins with the assumption that what is taught in schools is not (and should not be) subject matter but rather ways of thinking. The main point is that the classroom should be converted into a community of inquiry, and that one can begin doing that with children. Based on the curriculum that Matt Lipman has developed at the Institute for the Advancement of Philosophy for Children, which he heads, this book describes the curriculum and explains its use. The text is self-contained, however.

This revision is thorough-going and incorporates new chapters, as well as new material in old chapters. Part One focuses on the need of educational change and the importance of philosophical inquiry in developing new approaches. Part Two discusses curriculum and teaching methodology, including teacher behavior conducive to helping children. Part Three deals with developing logic skills and moral judgment. It concludes with a chapter on the sorts of philosophical themes pertinent to ethical inquiry for children: the right and the fair, perfect and right, free will and determinism, change and growth, truth, caring, standards and rules, thinking and thinking for oneself. Education, in this sense, is not a matter of dispensing information; it is the process of assisting in the growth of the whole individual.

In this systematic historical analysis, Nino Langiulli focuses on a key philosophical issue, possibility, as it is refracted through the thought of the Italian philosopher Nicola Abbagnano. Langiulli examines Abbagnano's attempt to raise possibility to a level of prime importance and investigates his understanding of existence. In so doing, the author offers a sustained exposition of and argument with the account of possibility in the major thinkers of the Western tradition—Plato, Aristotle, Kant, and Kierkegaard. He also makes pertinent comments on such philosophers as Diodorus Cronus, William of Ockham, Spinoza, Hobbes, and Hegel, as well as such logicians as DeMorgan and Boole.

Nicola Abbagnano, who died in 1990, recently came to the attention of the general public as an influential teacher of author Umberto Eco. Creator of a dictionary of philosophy and author of a multiple-volume history of Western philosophy, Abbagnano was the only philosopher, according to Langiulli, to argue that "to be is to be possible."

Even though the concept of probability and the discipline of statistics are grounded in the concept of possibility, philosophers throughout history have grappled with the problem of defining it. Possibility has been viewed by some as an empty concept, devoid of reality, and by others as reducible to actuality or necessity—concepts which are opposite to it. Langiulli analyzes and debates Abbagnano's treatment of necessity as secondary to possibility, and he addresses the philosopher's conversation with his predecessors as well as his European and American contemporaries.

In the last 30 years the bushmeat trade has led to the slaughter of nearly 90 percent of West Africa’s bonobos, perhaps our closest relatives, and has recently driven Miss Waldron’s red colobus monkey to extinction. Earth was once rich with primates, but every species—except one—is now extinct or endangered because of one primate—Homo sapiens. How have our economic and cultural practices pushed our cousins toward destruction? Would we care more about their fate if we knew something of their individual lives and sufferings? Would we help them if we understood how our choices threaten their existence? This anthology helps to answer these questions.

The first section of Primate People introduces forces that threaten nonhuman primates, such as the entertainment and “pet” industries, the bushmeat trade, habitat destruction, and logging. The second section exposes the exploitation of primates in research facilities, including the painful memories of an undercover agent, and suggests models of more enlightened scientific methods. The final section tells the stories of those who lobby for change, educate communities, and tenderly care for our displaced cousins in sanctuaries.

Sometimes shocking and disturbing, sometimes poignant and encouraging, Primate People always draws the reader into the lives of nonhuman primates. Activists around the world reveal the antics and pleasures of monkeys, the tendencies and idiosyncrasies of chimpanzees, and the sufferings and fears of macaques. Charming, difficult, sensitive—these testimonies demonstrate that nonhuman primates and human beings are, indeed, closely related. Woven into the anthology’s lucid narratives are the stories of how we harm and create the conditions that endanger primates, and what we can and must do to prevent their ongoing suffering and fast-approaching extinction.

William Vitek enlarges our understanding by treating the act of promising as a social practice and complex human experience. Citing engaging examples of promises made in everyday life, in extraordinary circumstances, and in literary works, Vitek grapples with the central paradox of promising: that human beings can intend a future to which they are largely blind.

Promising evaluates contemporary approaches to the topic by such philosophers as John Rawls, John Searle, Henry Sidgwick, P.S. Atiyah, and Michael Robbins but transcend their more limited focus on promissory obligation. Vitek's innovative approach moves beyond theories of language, ethics, and law to unveil a complex human activity subject to shifting interpretations and changes in nature.