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Meaning is one of our most central and most ubiquitous concepts. Anything at all may, in suitable contexts, have meaning ascribed to it. In this wide-ranging book, David Cooper departs from the usual focus on linguistic meaning to discuss how works of art, ceremony, social action, bodily gesture, and the purpose of life can all be meaningful. He argues that the notion of meaning is best approached by considering what we accept as explanations of meaning in everyday practice and shows that in these situations we are explaining the appropriate fit of an item - whether a word or an artwork - with

International Library of the Philosophy of Education reprintstwenty-four distinguishedtexts published in this field over the last half-century and includes works by authors such as Reginald D. Archambault, Charles Bailey, Robin Barrow, Norman J. Bull, D. E. Cooper, R. F. Dearden, Kieran Egan, D. W. Hamlyn, Paul H. Hirst, Glenn Langford, D. J. O'Connor, T. W. Moore, D. A. Nyberg, R. W. K. Paterson, R. S. Peters, Kenneth A Strike, I. A. Snook, John and Patricia White, and John Wilson. Themes discussed include: Liberal education, moral education, the aims of education, the education of teachers, adult & continuing education and the philosophical analysis of education.

David E. Cooper is Professor of Philosophy at the University of Durham. He has been President (or Chair) of the Aristotelian Society, the Mind Association, the Friedrich Nietzsche Society, and the Philosophy of Education Society of Great Britain and has been a visiting Professor at universities in the USA, Canada, Germany and South Africa. His previous works include Existentialism: A Reconstruction and World Philosophies: an historical introduction

This paper examines how a person's life may be shaped by living with a sense of the mystery of reality. What virtues, if any, are encouraged by such a sense? The first section rehearses a radical 'doctrine of mystery', according to which reality as it anyway is, independently of human perspectives, is ineffable. It is then argued that a sense of mystery may provide 'measure' for human lives. For it is possible for a life to be 'consonant' with this sense – through exercising humility, for example – and even to emulate mystery. A further section corrects a misunderstanding about the connection between a sense of mystery and the virtues it invites, while a final section considers the relationship between living with mystery and religious faith.