Spinoza Studies: a new book series from Edinburgh University Press.
Series editor: Filippo del Lucchese
This series will broaden the understanding of Spinoza in the Anglophone world by translating central works by Continental scholars into English for the first time. These philosophers explore Spinoza’s most important themes in detail, opening up new possibilities for reading and interpreting Spinoza.
Two books have been published in the series so far:
Vittorio Morfino, The Spinoza-Machiavelli Encounter (trans. Dave Mesing)
Chantal Jaquet, Affects, Actions, and Passions in Spinoza (trans. Tatiana Reznichenko)
For more information and to order, visit the EUP Spinoza Studies webpage.
Here is a review of the new Kisner and Silverthorne translation of Spinoza’s Ethics, written by Steve Barbone:
Education and Free Will: Spinoza, Causal Determinism and Moral Formation
by Johan Dahlbeck
Education and Free Will critically assesses and makes use of Spinoza’s insights on human freedom to construe an account of education that is compatible with causal determinism without sacrificing the educational goal of increasing students’ autonomy and self-determination. Offering a thorough investigation into the philosophical position of causal determinism, Dahlbeck discusses Spinoza’s view of self-determination and presents his own suggestions for an education for autonomy from a causal determinist point of view.
The book begins by outlining the free will problem in education, before expanding on a philosophical understanding of autonomy and how it is seen as an educational ideal. It considers Spinoza’s determinism and discusses his denial of moral responsibility. Later chapters consider the relationship between causal determinism and autonomy, the educational implications of understanding free will and how free will can be utilised as a valuable fiction in education.
This book will be of great interest to academics and postgraduate students in the field of education, especially those with an interest in moral education and philosophy of education. It will also be of interest to those in the fields of philosophy and psychology and specifically those focusing on the free will problem, on Spinoza studies, and on the relation between moral psychology and external influence.
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2018 Special Issue of the journal Educational Philosophy and Theory, 5(9)
This international collection of articles tracks some of the significant implications of Spinozist philosophy for current education policy and practice. Authors dig deep into Spinozan texts and ideas, covering a range of topics pertaining to the ethico-political project of pedagogy and learning. Edited by Elizabeth de Freitas, Sam Sellar and Lars Bang Jensen (Manchester Metropolitan University), this special issue promises to open up further discussion in Spinoza Studies.
Epistemontology in Spinoza-Marx-Freud-Lacan by A. Kiarina Kordela is now available. More information and a discount voucher here: EpistemontologyFlyer
New e-book available free online here. The book contains several articles on Spinoza, by Davide Monaco, Filip Buyse, Keith Green, Gabor Boros, Oliver Istvan Toth, Brian Glenney, Christopher Davidson, and Zsolt Bagi.
Call for papers: Círculo Spinoziano: Revista de Filosofía, no.1, planned to be published in February 2018.
Círculo Spinoziano is an electronic journal in Spanish, with semiannual periodicity, based in Tijuana, Mexico.
A blurb from the publisher follows.
Spinoza: The Ethics of an Outlaw
By Ivan Segré
Translated by David Broder
Spinoza is among the most controversial and asymmetrical thinkers in the tradition and history of modern European philosophy. Since the 17th century, his work has aroused some of the fiercest and most intense polemics in the discipline. From his expulsion from the synagogue and onwards, Spinoza has never ceased to embody the secular, heretical and self-loathing Jew. Ivan Segré, a philosopher and celebrated scholar of the Talmud, discloses the conservative underpinnings that have animated Spinoza’s numerable critics and antagonists.
Through a close reading of Leo Strauss and several contemporary Jewish thinkers, such as Jean-Claude Milner and Benny Levy (Sartre’s last secretary), Spinoza: the Ethics of an Outlaw aptly delineates the common cause of Spinoza’s contemporary censors: an explicit hatred of reason and its emancipatory potential. Spinoza’s radical heresy lies in his rejection of any and all blind adherence to Biblical Law, and in his plea for the freedom and autonomy of thought. Segré reclaims Spinoza as a faithful interpreter of the revolutionary potential contained within the Old Testament.
For further information please click here.
Spinoza and Education: Freedom, understanding and empowerment
by Dr. Johan Dahlbeck
Spinoza and Education offers a comprehensive investigation into the educational implications of Spinoza’s moral theory. Taking Spinoza’s naturalism as its point of departure, it constructs a considered account of education, taking special care to investigate the educational implications of Spinoza’s psychological egoism. What emerges is a counterintuitive form of education grounded in the egoistic striving of the teacher to persevere and to flourish in existence while still catering to the ethical demands of the students and the greater community.
In providing an educational reading of Spinoza’s moral theory, this book sets up a critical dialogue between educational theory and recent studies which highlight the centrality of ethics in Spinoza’s overall philosophy. By placing his work in a contemporary educational context, chapters explore a counterintuitive conception of education as an ethical project, aimed at overcoming the desire to seek short-term satisfaction and troubling the influential concept of the student as consumer. This book also considers how education, from a Spinozistic point of view, may be approached in terms of a kind of cognitive therapy serving to further a more scientifically adequate understanding of the world and aimed at combating prejudices and superstition.
Spinoza and Education demonstrates that Spinoza’s moral theory can further an educational ideal, where notions of freedom and self-preservation provide the conceptual core of a coherent philosophy of education. As such, it will appeal to researchers, academics and postgraduate students in the fields of philosophy of education, theory of education, critical thinking, philosophy, ethics, and Spinoza studies.
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