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76Philosophy: The Classic Readings (edited book)Wiley-Blackwell. 2009._Philosophy: The Classic Readings_ provides a comprehensive, single-volume collection of the greatest works of philosophy from ancient to modern times. Draws on both Eastern and Western philosophical traditions Arranged chronologically within parts on Ethics, Epistemology, Metaphysics, Philosophy of Religion, and Political Philosophy Features original readings from more than a hundred of the world's great philosophers - from Lao Tzu, Confucius, the Buddha, Plato, Śamkara, Aquinas, al-Ghazāli, Ka…Read more
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164On reading Nietzsche on educationJournal of Philosophy of Education 17 (1). 1983.David E Cooper; On Reading Nietzsche on Education, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 119–126, https://doi.org/10.1111/j.
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129Practice, philosophy and history: Carr vs. JonathanJournal of Philosophy of Education 21 (2). 1987.David E Cooper; Practice, Philosophy and History: Carr vs. Jonathan, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 181–186, https:/
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78Metaphysics: The Classic Readings (edited book)Wiley-Blackwell. 2000._Metaphysics: The Classic Readings_ is an essential collection of the most influential attempts to depict the fundamental nature of reality or being - from Spinoza's doctrine of a single, indivisible substance to Russell's 'logical atomism', and from the Buddha's account of a causally interrelated world to Leibniz's one of casually independent 'monads'.
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71Losing our minds: Olafson on human beingInquiry: An Interdisciplinary Journal of Philosophy 39 (3 & 4). 1996.No abstract.
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130Music, education, and the emotionsJournal of Chinese Philosophy 36 (4): 642-652. 2009.No Abstract.
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142Heidegger on NatureEnvironmental Values 14 (3): 339-351. 2005.The primary purpose of the paper is the broadly exegetical one of explaining and connecting Heidegger's many remarks, made in several different contexts of enquiry, on nature. The three main contexts are those of ontology, scientific methodology, and technology. After showing how Heidegger's central theses in these contexts are related to one another, I argue, in the final section, that his observations on scientific method are pivotal. Unless these are secured, his further claims about ontology…Read more
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69Inverting the image: Dreyfus's commentary on HeideggerInquiry: An Interdisciplinary Journal of Philosophy 35 (2). 1992.No abstract.
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124Is Daoism ‘green'?Asian Philosophy 4 (2): 119-125. 1994.Contemporary advocates of ‘deep ecology’ often appeal to daoist ideals as an early expression of ‘respect’ for nature. This appeal is inspired, presumably, by daoist attacks on ‘convention’ or ‘artifice’ which, as Zhuang Zi puts it, ‘has been the ruin of primordial nature... the ruin of the world’. But there are problems with this appeal. Daoists are extremely selective in the aspects of nature which they admire, and it is as much the skilled artisan as the person ‘at one with nature’ who is the…Read more
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92Experience and the growth of understandingJournal of Philosophy of Education 14 (1). 1980.David E Cooper; Experience and the Growth of Understanding, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 97–103, https://doi.org/1.
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105Comment on dr Fairhurst's paperJournal of Philosophy of Education 14 (2). 1980.David E Cooper; Comment on Dr Fairhurst's Paper, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages 254–255, https://doi.org/10.1111/j.1.
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177Beautiful people, beautiful thingsBritish Journal of Aesthetics 48 (3): 247-260. 2008.This paper sympathetically examines the neglected virtue-centric idea that the primary location of beauty is in bodily expressions of human virtues, so that things like buildings are beautiful only because of an appropriate relationship they have to beautiful people. After a brief history of the idea as articulated by, for example, Kant, it is then distinguished from accounts of beauty with which it might be confused, such as the view that something is beautiful only if it helps to instil virtue…Read more
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21Authenticity, life and liberal educationIn Paul Hirst & Patricia White (eds.), Philosophy of education: major themes in the analytic tradition, Routledge. pp. 32--67. 1998.
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254A Philosophy of GardensOxford University Press. 2006.Why do gardens matter so much and mean so much to people? That is the intriguing question to which David Cooper seeks an answer in this book. Given the enthusiasm for gardens in human civilization ancient and modern, Eastern and Western, it is surprising that the question has been so long neglected by modern philosophy. Now at last there is a philosophy of gardens. David Cooper identifies garden appreciation as a special human phenomenon distinct from both from the appreciation of art and the ap…Read more
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Durham UniversityRetired faculty
Durham, England, United Kingdom of Great Britain and Northern Ireland