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Today, when systematic philosophy - and reason itself - are challenged both outside of and within philosophy, is it still possible to do metaphysics? This volume provides a broad perspective on contemporary approaches to the nature and the fundamental questions of metaphysics. Drawing on scholars from continental Europe, Asia, Canada, the United States, and Great Britain, and representing a variety of philosophical cultures and traditions, this volume surveys and extends work in metaphysics and its implications for broader philosophical concerns (e.g., in ethics and social philosophy, in mathematics and logic, and in epistemology). It also addresses such questions as the role of history and historicity in undertaking metaphysics, the nature of metaphysics, the priority of metaphysics over epistemology, and the challenges of empiricism and postmodernism.

Metaphysics. --- Philosophy. --- Philosophy (General). --- History. --- Religion. --- Phenomenology . --- Philosophy, general. --- History, general. --- Philosophy of Religion. --- Religious Studies, general. --- Phenomenology. --- Religion—Philosophy. --- Philosophy, Modern --- Religion, Primitive --- Atheism --- Irreligion --- Religions --- Theology --- Annals --- Auxiliary sciences of history --- Mental philosophy --- Humanities

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Most Canadian parents have had to assume a larger share of the financial costs of their children's post-secondary education because of declining government funding and changing loans and bursary programs. Preparing for Post-Secondary Education considers the impact of increased private support and the planning strategies parents use based on information from a 1999 Statistics Canada national survey of 34,000 households. The contributors begin by examining changes to national and international educational funding policies and the relationship between public and private costs. They focus on the role of families in marshaling the necessary resources, demonstrating that access to post-secondary education is also determined by social capital. The authors conclude that new partnerships between parents, the state, and schools are redefining the various players' roles and commitments to the educational futures of Canadian children. Contributors include the late Stephen Bell (York University), Scott Davies (McMaster University), Ross Finnie (Queen's University), George Frempong (York University), Dianne Looker (Acadia University), Nancy Mandell (York University), Sheila Marshall (University of British Columbia), Hans Schuetze (University of British Columbia), Victor Thiessen (Dalhousie University), Jim White (University of British Columbia), and Jamie Wood (University of British Columbia).

Education, Higher --- Postsecondary education --- College students --- Higher education and state --- Education savings accounts --- Registered education savings plans --- RESPs (Registered education savings plans) --- State and higher education --- Education and state --- Post high school education --- Post-secondary education --- Tertiary education --- Education --- Higher education --- Universities and colleges --- College life --- University students --- Students --- Finance. --- Parent participation --- Finance, Personal. --- Costs. --- Government policy --- Enseignement supérieur --- Enseignement postsecondaire --- Étudiants --- Épargne-études --- Finances. --- Participation des parents --- Finances personnelles. --- Coût. --- Politique gouvernementale --- Enseignement superieur --- Etudiants --- Epargne-etudes --- Cout.

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Political ethics --- Democracy --- Démocratie --- Georgia (Republic) --- Azerbaijan --- Armenia --- Géorgie (République) --- Azerbaïdjan --- Arménie --- Politics and government --- Politique et gouvernement

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Smith, John