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Berkeley: A Portrait
Author: Damian Ilodigwe
Date Of Publication: Mar 2010
Isbn13: 978-1-4438-1855-1
Isbn: 1-4438-1855-0
Berkeley is popular in the philosophical tradition as the philosopher who denied the existence of matter in favour of spiritual substance. His esse est percipi thesis is understandably seen as a recipe for subjective idealism. While there is a point to this reading of Berkeley, it remains to be seen whether it does justice to the full significance of Berkeley’s opposition to philosophical materialism. In this book, essentially a sympathetic reconstruction of Berkeley’s philosophy, Ilodigwe approaches Berkeley’s Immaterialism from the standpoint of the philosophical issues raised by the emergence of modern science in the seventeenth century. He argues that when approached in this manner, Berkeley’s opposition to philosophical materialism not only emerges as an attempt to overcome false abstractions, but it also becomes possible to make sense of his claimed alliance with common sense in his battle against philosophical materialism. While the realist portrait of Berkeley that emerges from this exercise is not free from difficulties, it arguably offers us a fuller conspectus of Berkeley’s philosophy of immaterialism.
Since 1993, Damian Ilodigwe has been on the Academic and Formation Staff of Ss Peter and Paul Major Seminary, Ibadan where he is currently the Head of Department of Philosophy and teaches Metaphysics and Epistemology. He is the author of Bradley and the Problematic Status of Metaphysics (2006) He has published articles in Bradley Studies, Southern Journal of Philosophy, Collingwood and British Idealism Studies and Review for Religious.
“Berkeley is a notoriously difficult philosopher. Dr. Ilodigwe has undertaken the challenging task of showing that Berkeley is not a subjective idealist, but a defender of common sense realism. To understand his philosophical writing properly, one has to take into account not only the context of writing of the Bishop, but also his attempt to counter materialism which threatened to follow the development of modern science. I think Dr. Ilodigwe is really convincing in his defence of this unusual understanding of Berkeley. This interpretation is not completely new. But the merit of Dr. Ilodigwe’s book is that it not only critically compares the two interpretations, but also explains why the subjectivist interpretation could/can be so prevalent. This has to do both with the immediate reception of Berkeley’s thought by important writers like Hume and Reid, but also with the difficult dialectical style of Berkeley ’s philosophizing.
This book is a successful defence of its thesis. It is based on thorough research both historically and philosophically. It is a nice contribution to scholarship and can perfectly serve as a good introduction to Berkeley’s philosophy.” —Herman De Dijn, Professor Emeritus (Professor of Modern Philosophy), Institute of Philosophy, Katholieke Universiteit Leuven, Leuven, Belgium
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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