Introduction to the Series
This book is part of the Introduction to Philosophy open textbook series, a set of nine (and counting?) open access textbooks that are designed to be used for introductory-level, survey courses in philosophy at the post-secondary level.
Overview of the Series
This set of books is meant to provide an introduction to some of the major topic areas often covered in introductory-level philosophy courses. I have found in teaching students new to philosophy that many struggle with the new ideas, questions, and approaches they find in introductory courses in philosophy, and that it can be helpful to provide them with texts that explain these in relatively straightforward terms.
When I began this project there were few textbooks that I was happy enough with to ask students to purchase, and even fewer openly licensed textbooks that I could pick and choose chapters from, or revise, to suit my courses. This series was created out of a desire to provide such resources that can be customized to fit different contexts and updated by instructors when needed (rather than waiting for an updated version from a publisher).
Each book is designed to be accessible to students who have little to no background in philosophy, by either eliminating jargon or providing a glossary for specialized philosophical terms. Many chapters in the books provide examples that apply philosophical questions or concepts to concrete objects or experiences that, we hope, many students are familiar with. Questions for reflection and discussion accompany chapters in most of the books, to support students in understanding what to focus on as they are reading.
The chapters in the books provide a broad overview of some of the main discussions and debates in the philosophical literature within a topic area, from the perspective of the chapter authors. Some of the chapters focus on historical approaches and debates, such as ancient theories of aesthetics, substance dualism in Descartes, or classical utilitarian versus Kantian approaches in ethics. Others introduce students to questions and topics in the philosophical literature from just the last few decades.
The books in the series are listed below (those without hyperlinks are still in production):
- Aesthetics (Ed. Valery Vinogradovs): chapters include ancient aesthetics; beauty in art and nature; the nature of art; art and emotions; art and morality; aesthetics and politics
- Epistemology (Ed. Brian Barnett): chapters include epistemic justification; sources of knowledge; skepticism; epistemic value, duty, and virtue; epistemology, probability, and science; social epistemology; feminist epistemologies
- Ethics (Ed. George Matthews): chapters include ethical relativism; divine command theory and natural law; ethical egoism and social contract theory; virtue ethics; utilitarianism; Kantian Deontology; feminist ethics; evolutionary ethics
- Logic (Ed. Benjamin Martin): chapters include what is logic?; evaluating arguments; formal logic; informal fallacies; necessary and sufficient conditions
- Metaphysics (Ed. Adriano Palma): chapters include universals; finitism, infinitism, monism, dualism, pluralism; the possibility of free action; experimental metaphysics
- Philosophy of Mind (Ed. Heather Salazar): chapters include Descartes and substance dualism; behaviourism and materialism; functionalism; qualia; freedom of the will
- Philosophy of Religion (Ed. Beau Branson): chapters include arguments for belief in God; reasons not to believe; arguments against belief from the cognitive science of religion; from philosophy of (mono)theism to philosophy of religions
- Philosophy of Science (Ed. Eran Asoulin): chapters include empiricism; Popper’s conjectures and refutations; Kuhn’s normal and revolutionary science; the sociology of scientific knowledge; feminism and the philosophy of science; the problem of induction; explanation
- Social and Political Philosophy (Eds. Sam Rocha and Douglas Giles): chapters include the ideal society; the state of nature and the modern state; human rights, liberty, and social justice; radical social theories
We envision the books as helping to orient students within the topic areas covered by the chapters, as well as to introduce them to influential philosophical questions and approaches in an accessible way. The books may be used for course readings on their own, or in conjunction with primary source texts by the philosophers discussed in the chapters. We aim thereby to both save students money and to provide a relatively easy route for instructors to customize and update the resources as needed. And we hope that future adaptations will be shared back with the rest of the philosophical community!
How the Books were Produced
Contributors to this series have been crowdsourced through email lists, social media, and other means. Each of the books has its own editor, and multiple authors from different parts of the world who have expertise in the topic of the book. This also means that there will inevitably be shifts in voice and tone between chapters, as well as in perspectives. This itself exemplifies the practice of philosophy, insofar as the philosophical questions worth discussing are those that do not yet have settled answers, and towards which there are multiple approaches worthy of consideration (which must, of course, provide arguments to support their claim to such worth).
I have been thrilled with the significant interest these books have generated, such that so many people have been willing to volunteer their time to contribute to them and ensure their quality—not only through careful writing and editing, but also through extensive feedback and review. Each book in the series has between five and ten authors, plus an editor and peer reviewers. It’s exciting to see so many philosophers willing to contribute to a project devoted to helping students save money and instructors customize their textbooks!
The book editors, each with expertise in the field of the book they have edited, have done the bulk of the work for the books. They created outlines of chapters that were then peer reviewed and revised accordingly, and they selected authors for each of the chapters. The book editors worked with authors to develop a general approach to each chapter, and coordinated timelines for their completion. Chapters were reviewed by the editors both before and after the books went out for peer review, and the editors ensured revisions occurred where needed. They have also written introductions to their books, and in some cases other chapters as well. As the subject experts for the books, they have had the greatest influence on the content of each book.
My role as series editor started by envisioning the project as a whole and discussing what it might look like with a significant number of philosophers who contributed to shaping it early on. Overall, I have worked the Rebus Community on project management, such as developing author and reviewer guidelines and other workflows, coordinating with the book editors to ensure common approaches across the books, sending out calls for contributors to recruit new participants, and updating the community on the status of the project through the Rebus Community platform. I have reviewed the books, along with peer reviewers, from the perspective of both a philosopher who teaches introductory-level courses and a reader who is not an expert in many of the fields the books cover. As the books near publication, I have coordinated copyediting and importing into the Pressbooks publishing platform (troubleshooting where needed along the way).
Finally, after publication of the books I and the book editors will be working on spreading the word about them and encouraging adoption. I plan to use chapters from a few of the books in my own Introduction to Philosophy courses, and hope to see many more adoptions to come.
This project has been multiple years in the making, and we hope the fruits of our many labours are taken up in philosophy courses!