Diversity Reading List

Introduction

Native North American Philosophy has so much to offer us, both as philosophers and human beings. And yet, within both academic philosophy and society at large, it has often been caricatured, forced into ways of thinking which do not do it justice, dismissed, or simply ignored. But, if there is one thing that even a minimal acquaintance with Native North American philosophy has to offer, it is a picture of resilience, wisdom, and hope, despite some of the gravest challenges that any set of cultures has ever faced. In general, Native North American communities are diverse and so are their intellectual and philosophical traditions. But, if this introductory set of readings does anything right, it will be in showing that there is a great deal to learn from Native North American ethical thought when it comes to such things as: how to care for one’s self, how to care for one’s community, how to care for future generations, how to care for one’s sovereignty, how to care for one’s land, how to care for non-human life, and more.

Content wise, due to the multitude of philosophically rich texts by Indigenous authors, we have only focused on authors from communities in Native North America. But, we acknowledge that Native Meso and Latin-American thinkers and their philosophies should also have their own reading lists in this series. We have also tried our best to find readings from authors from communities across North America and not just from any one particular locale – you will find this noted by each author’s name. Even still, we have left a number of gaps – but, hopefully, future work will fill them in.

How to use this Blueprint?

In this blueprint, your weekly schedule should follow the topics rather than the readings. There are only seven weekly topics, but each of them is rich in content. So, readers should feel free to either select several readings to focus on collectively for each week or to take on different readings individually so that they can share with each other in weekly discussion. And, of course, they should also feel free to read everything collectively each week if they have the time and the energy.

Introduction

The future of work is gaining traction as a central topic of discussion, both within academic philosophy and broader public discourse. Much of that discussion, however, has primarily been focused on questions regarding the role of AI and automation, the possibilities of mass unemployment, and, in the wake of the COVID pandemic, the future of the workplace. These questions, while important, address a narrow range of problems and offer a limited vision of what the future of work could look like. Therefore, this blueprint offers an overview of a wider range of philosophical perspectives which have considered alternatives to our current systems of work and employment. It touches upon a range of underrepresented topics in philosophical work literature: perspectives offered by members of underrepresented groups, underexplored problems presented by existing systems, and creative solutions which challenge many of the basic foundations of our current cultural relationship to work. Many of the authors address the ways in which structural injustice is embedded in current systems; all share a common interest in a future of work which is more empathetic, more human. [The title of this blueprint is borrowed from Lisa Herzog’s book, “Reclaiming the System: Moral Responsibility, Divided Labour, and the Role of Organizations in Society” (2018).]

Introduction

Chinese philosophy has a long and distinguished history of development spanning a period of more than two thousand years. The historical development of Chinese philosophy can be divided into three major periods: the classical period (6th century-3rd century BCE), the period of the independent growth of Chinese Buddhism (6th century-9th century CE) and neo-Confucianism (11th century-18th century). Chinese philosophy is mostly known for its moral and political thought. Questions concerning moral cultivation, good governance and how to live a good life occupy the centre of Chinese thought and consequently draw most of the contemporary Western scholarship. Topics in philosophy of mind are, in this sense, relatively marginal aspects of Chinese philosophy. However, ancient Chinese thinkers have made important contributions by developing distinctive concepts such as ‘xin 心’ (heart-mind), ‘qing 情’ (emotion) and ‘zhi 知’ (knowing), which play important roles in their accounts of moral epistemology and ethics. For example, in contrast to the Western conception of the mind which distinguishes between cognitive states (such as beliefs and perceptions) and affective states (such as desires and feelings), the Chinese concept ‘xin’ (heart-mind) denotes an entity that is not only the centre of cognition but also of emotion, understanding and intuition. Early Chinese thinkers endorsed a holistic view about the mind-body relationship, leading to the important concept of bodily recognition ‘tiyan 体验’ or ‘tiren 体认’, which is one of the fundamental methods of perception.

This blueprint aims to (1) introduce and trace the development of concepts such as ‘xin’ ‘qing’ and ‘zhi’ and (2) examine and address surrounding issues in mind, moral epistemology and ethics in major Chinese thinkers and schools throughout the three periods. The readings will cover primary sources such as Mengzi, Xunzi, Zhuangzi, Chinese Buddhism and neo-Confucian texts as well as secondary literature.

Introduction

This Blueprint is about the ethics of sex and the place of sex in our lives. We explore consent, desire, love, and responsibility. We hope it will help participants to delve deeper into well-known concepts, like consent, as well as to explore issues relating to sex they might not have considered before.

How to use this Blueprint?

This Blueprint features one main reading per week, accompanied by some further readings. The questions refer to the main readings, but your understanding will be enriched by exploring the other sources.

We suggest you spend a session before you start reading, having some preliminary discussions. This would include:

• General content warnings for the group, which include discussions of unwanted and forced sexual interactions, personal identity where relevant for sexual consent (e.g. trauma experience, mental health, LGBT+ membership, ethnic or racial identity).
• Making sure everyone is aware of the available support at your university/school/community in case the discussion causes emotional difficulties of any sort.
• Collectively setting rules for how the discussions should go.
• Researching the university/school/community’s policies about sex as well as the laws where you are.
• Discussion of meaning of morally charged terminology such as “rape”, and how giving definitions might be complicated.
• Discussion of what participants already know and hope to learn from the group.

Introduction

When it comes to how class and status structures might shape our aesthetic preferences, as well as how such structures might be challenged or reinforced by our interactions with various aesthetic objects, there are a number of questions to explore. Typically, these questions are treated separately in such disciplines as: sociology, critical theory, cultural studies, or art history. But, in large part, they have not been discussed together, let alone discussed all that much within analytic aesthetics. Through this blueprint, though, our hope is to introduce intermediate philosophical readers to a range of topics which bear on class, status, and aesthetics in order to illustrate the roles that aesthetics can play in both class and status structures, and vice versa.

Introduction

Women have historical been excluded from the traditional canon of philosophy. This reading group aims to help students think through, first, why such exclusion as taken place and, second, to think about what ought to be done to remedy it. The reading list is therefore divided into two sections. The first two weeks focus on the deconstruction and reconstruction of the traditional canon; thinking about the exclusion of women and other marginalised groups, and then attending to the process of reconstruction (or abolition). The final six weeks of the course focus on individual women philosophers. This is (obviously) nowhere near exhaustive. But it provides a basic starting point for those wanting to read more women philosophers.

The Book

This Blueprint is based around an excellent introductory book co-edited by the author, titled: Philosopher Queens: The lives and legacies of philosophy’s unsung women. We will read some sections from it, but we recommend the entire book, of course! Here is what the publisher has to say about it:

The history of philosophy has not done women justice: you’ve probably heard the names Plato, Kant, Nietzsche and Locke – but what about Hypatia, Arendt, Oluwole and Young? The Philosopher Queens is a long-awaited book about the lives and works of women in philosophy by women in philosophy. This collection brings to centre stage twenty prominent women whose ideas have had a profound – but for the most part uncredited – impact on the world. You’ll learn about Ban Zhao, the first woman historian in ancient Chinese history; Angela Davis, perhaps the most iconic symbol of the American Black Power Movement; Azizah Y. al-Hibri, known for examining the intersection of Islamic law and gender equality; and many more. For anyone who has wondered where the women philosophers are, or anyone curious about the history of ideas – it’s time to meet the philosopher queens. 

Introduction

Feminist philosophy of mind is “an area of study that investigates the nature of mind with reference to social locations marked by categories such as gender, race, class, sexuality, nationality, and ability, and/or investigates the nature of social locations with reference to theories about the mind” (McWeeny & Maitra, 2022:3)”. Contrary to more mainstream approaches to the study of the mind, feminist approaches aim at considering the whole array of factors that might impact our understanding of what the mind is. Whilst feminist philosophy of mind is still a new area of study, it has gained increasing popularity in recent years. In 2023, the Minorities and Philosophy Chapter in Lisbon organised the first conference on the topic, bringing together researchers working in both subfields.

This blueprint aims at fostering this new and exciting approach to the study of the mind to students and researchers without previous knowledge of feminist philosophy curious to understand how tools from this subdiscipline can provide a richer account of the nature of the mind.

How to use this blueprint: The blueprint is designed for both self-study and for helping the organisation of reading groups. The blueprint is organised in 8 weeks, each of them considering a different topic of study that can be advanced with the joint endeavour of feminist thought and work in philosophy of mind. Each week takes one or more selected readings from the anthology Feminist Philosophy of Mind (McKeeny and Maitra, 2022) plus one or two additional readings. Each reading is accompanied by prompt questions designed to lead discussion in a reading group session, but also, to guide reading. Except for the first week, the order of the rest of the weeks can be followed in any order.

No previous knowledge of feminist philosophy is presupposed. Some basic knowledge on core topics on philosophy of mind is helpful, yet not indispensable. The reading group is targeted at advanced undergraduate students and postgraduate students, but it can also be useful for teaching staff designing a module on the topic.

Introduction

This reading group blueprint offers an introductory overview to the topic of feminist philosophy. It explores key texts within the fields of feminist ecology, black feminist epistemology, Queer theory, and Marxist feminism. It offers students the opportunity to critically engage with a variety of global feminist issues as well as a series of thinkers who are situated across a variety of persuasions and feminist specialisms. There are eight texts in total contained in this blueprint and they are best accessed in the order that they are laid out as each text builds – in some way – on the one prior.

Introduction

This blueprint is organized into three sections, each corresponding to an area that has been underdiscussed in the dominant bioethics literature. The first considers issues of race and bioethics. It focuses especially on bioethics and Black Americans, an intersection on which important work has recently been done. The second highlights new work on disability and bioethics. Topics include taking seriously the testimony of disabled people, and the triaging of care during the COVID-19 pandemic. The third section considers work on gender and bioethics. It begins with a paper that applies feminist ethics to moral distress, an important concept in nursing ethics that is often left out of physician-dominated mainstream bioethical discussion. The last two papers are on the care of transgender adults and children, respectively.

Together these papers can be used as the basis of an 8-week reading group. There are 9 papers, but both the Ray and Ashley papers are short, and either could be doubled up with the reading that comes after it. Despite being short, however, both papers are rich enough to furnish material for a week on their own.

These readings just scratch the surface of important and expanding areas of bioethics. But by the time you’ve worked through them, you should have a better grasp of some central concepts, and you should have a good idea of where to look to find further readings.

Introduction

This blueprint aims at exploring the landscape of philosophical concepts and ideas present in ancient Nahua and Mayan thought. By Nahua thought we mean the intellectual legacy of the Nahuatl speaking people who inhabited the Mexican Central Plateau from roughly the fourteenth century until the first years of the colonial Mexico. Throughout the blueprint, we refer at times to this intellectual tradition as pertaining to the Aztecs, the Mexicas, or the Nahuas depending on the group of people to which the selected reading refers. By Mayan thought we mean, in turn, the legacy of the people who has inhabited the Maya region of Southern Mexico and a great part of Central America roughly from the Classical period to the eighteenth century. The Mesoamerican philosophical landscape is rich, but difficult to navigate due to important methodological challenges such as the scarcity of sources. Great progress has already been made, however, in the understanding of philosophical concerns by key scholarly figures. Based on their work, this blueprint explores philosophical concerns that we might associate now with philosophy of mind: the human soul, the relation between the soul and body, perception and the senses, time experience, and personhood. Our hope is that this blueprint contributes to displaying the richness of the Mesoamerican philosophical landscape.

The blueprint is divided into three sections, each composed of three proposed sessions. It begins with an introductory section that provides historical and cultural background, followed by two thematic sections: one that focuses on Nahuatl thought, and one that focuses on Mayan thought. To put together the blueprint, the selected readings range from philosophical, historical and anthropological texts to literature. In sections II and III, we have included primary sources that will help illustrate the philosophical ideas discussed in the selected readings. In these sections we have specified how the different readings fit together. When necessary, we have provided a bit of context in the introductory comments guiding the session.

Introduction

A comparative, explicitly non-eurocentric and non-anthropocentric introduction to philosophical thought about the non-human animal. This blueprint aims to develop a deeper understanding of the problem of speciesism and advocatesf the inclusion of non-human animals in philosophical thinking. It is divided into two parts. First, the understanding of non-human animals in Western, Zen-Buddhist, Maori, Indian and African thought is examined. In the second part, with the help of what was learned in the first part, special problems in dealing with non-human animals are dealt with, including the problem areas of meat consumption, the rights of non-human animals, and speciesism. The texts given are all essential readings for holding the respective weekly units.

Introduction

Philosophical work around race in 19th and 20th century Latin America goes hand in hand with theorizing about national identity in post-independence republics. Philosophers at the time were concerned with issues faced by emerging multiracial and multicultural states (e.g., Simón Bolívar, José Martí, Leopoldo Zea), and they often regarded racial and cultural mestizaje (mixing) as an ideal that could set the grounds for post-racial (and post-racist) democracies. Aesthetics played a central role in Latin American philosophy at the time since the expressive practices that emerge as a result of mestizaje are regarded as part of the very foundation of Latin American identities. Nevertheless, although mestizaje is postulated as the basis for post-racial societies, the notion needs to be problematized since it risks remaining part of a white supremacist project when whiteness continues to be regarded as that under which contributions by other racial groups should be subsumed.

• The aim of this Blueprint is to examine issues that emerge from the notion of mestizaje in the context of aesthetic practices and debates around identity in Latin American philosophy. The readings and discussion are aimed at motivating questions such as:
• What is the role of the aesthetic in the formation of Latin American identities?
• Is taste racialized in Latin American philosophy as it is in the Western European tradition?
• Does Latin American philosophy inherit a white supremacist racial hierarchy? Does this racial hierarchy translate into an aesthetic hierarchy?
• How should cultural appropriation be understood in the context of cultural mestizaje?
• Is mestizaje problematic insofar as it risks erasing Black and Indigenous identities?
• What can these debates in Latin American philosophy contribute to contemporary discussions in aesthetics? In the blueprint, its background and rationale.

Introduction

Postcolonial theory is, broadly speaking, the study of how societies have conquered, controlled, and perceived “other” societies – physically, spiritually, and intellectually – and how the resulting colonized societies have responded to and resisted being conquered, controlled, or perceived in those ways. It seeks to understand these things, but it also seeks to “de-colonize” aspects of the colonized societies in the hope of achieving physical, spiritual, and intellectual liberation and self-determination. It intersects with a number of intellectual traditions, including: various national and cultural traditions, critical race theory, feminism, existentialism, Marxism, liberation theology, and more. It also draws on a number of disciplines, including: sociology, history, literature, aesthetics, economics, geography, political science, and more. Each of the authors on this blueprint constitutes some of the best that such theorizing has to offer. Organization-wise, we have provided materials for 10 weeks worth of reading, and have provided questions for focused discussions about them. However, by all means, readers can pick and choose which weeks they want to focus on if less time is available. Or, if they have the time and energy, they can also pick and choose several readings to engage with per week, seeing as we have tried to make the readings relatively short.

Introduction

Embodied cognition is a subset of theses that pertains to what is known as 4EA approaches or situated approaches to cognition. The acronym “4EA” refers, more specifically, to the theses that cognition is Extended, Embodied, Enacted, Embedded, and Affective. While typically treated as a block, the views and theses that populate the 4EA approach are often disparate. Regardless, they are united by a revisionary attitude towards cognitivism, the paradigm that dominates cognitive sciences, and an emphasis on the non-trivial roles played by the non-neural body and the environment on cognition. The views that can be identified as committed to the embodiment of cognition are neither entirely unified nor homogeneous, either. In fact, it is possible to find some formulation of the embodiment of cognition in many of the theses that populate the 4EA approach. In this blueprint, we mostly focus on proposals that fall within enactivism, a framework that thinks of the mind as continuous with life. From this perspective, meaning arises from the interactions between an agent and its environment. Enactivism also emphasizes the active nature of cognition, broadly construed. In virtue of its themes and theses, enactivism offers a rich alternative to think about cognition and the mind, while maintaining an open dialogue with various disciplines and traditions. Despite the focus on enactivism, we have also included papers that are, more broadly, committed to the embodiment of cognition and that have enriched these debates. The result is a collection of papers characterized, thus, not only by their commitment to the thesis of embodiment, but also by the diversity of approaches they bring together and their interdisciplinarity.

This blueprint focuses on the work of female researchers working in embodied cognition. The aims of this blueprint are to: (1) introduce key concepts within the embodied cognition program, (2) introduce the work of central researchers within the program, and (3) discuss the contributions of the research program to other philosophical disciplines. To this end, the blueprint is organized in two main parts. The first part (weeks 1 to 6) focuses on key aspects of this research program and the contributions of female researchers to it. The second part (weeks 7 to 11), in turn, focuses on the contributions of the embodied cognition program to and from topics that have been traditionally overlooked in philosophy. This second section has been labelled feminist embodied cognition because these topics have received attention from feminist philosophers. However, these topics have been widely discussed in the context of other (philosophical) disciplines. The papers selected as essential were considered, in most cases, more accessible for students who are less familiar with the literature. They also allow for a good organization of the topics discussed. The discussion questions are related to these essential readings. Suggested readings might constitute key contributions to the debate, or discuss important implications and provide alternative perspectives.

Introduction

This blueprint is about the role that people play in mathematics and its practices. Traditional philosophy of mathematics tends to idealise away from and ignore the human contexts, cultures, and practices that shape and underlie it. However, despite its abstract subject matter, mathematics is a social human discipline involving collaborations, communication, subjective evaluative judgements, power dynamics, norms, fallibility, and disagreements. The aim of this blueprint is to look at works that engage with these ways in which social features of mathematical practice affect the mathematics that is produced, who gets to produce it, and how it is evaluated.

A central theme of the blueprint will be about proofs and knowledge in mathematics. We will look at how the traditional notion of proof and its link to absolute certainty is challenged by practices involving testimony, probabilistic reasoning, large-scale and online collaboration, diagrams, and computer proofs. To engage with these topics, this blueprint contains a selection of readings that include works by philosophers, mathematicians, historians, social scientists, and data scientists. This emphasises the point that multiple perspectives and approaches are valuable in addressing philosophical issues in mathematics. While several of the papers do mathematical content, some of it a bit tricky, I have attempted to make this blueprint accessible to interested participants without a mathematical background. The mathematical content that there is can mostly be skimmed over or skipped altogether without losing too much of the spirit of the papers.

Each week contains a main reading and a secondary reading or other resource. These have been paired to complement one another, but the secondary resource can be set aside for a shorter discussion.

Introduction

This blueprint is meant to serve as an introduction to and exploration of contemporary feminist logic, broadly intended as the interaction between feminist philosophy on one hand, and logic and its philosophy on the other. It is aimed at an audience that has already been introduced to formal logic. Previous experience with feminist philosophy is helpful, but not strictly necessary. The structure is as follows. After an introductory session dedicated to the more general relationship between feminist philosophy and rationality, three influential feminist critiques of logic are discussed, namely Andrea Nye’s, Luce Irigaray’s, and Val Plumwood’s. Then, a session is dedicated to the very notion of feminist logic. The remaining sessions deal with various specific topics within feminist logic, namely logic revision in feminist empiricism, the logic of gender, the use of formal models in feminist philosophy, feminist readings of the history of logic, feminist readings of logical pluralism, connections between feminist and Native American logic, and feminist mathematics; the order may be switched around, or certain sessions skipped.

Introduction

Recently, statues, monuments, and commemorations of oppressors, such as Confederate monuments, that of Cecil Rhodes, John A. Macdonald, and Chiang Kai-shek, etc., have become the targets of protests and even vandalism. Correspondingly, there is a recent boom in philosophical interest in the ethics and aesthetics of commemorations. What are we to do with these artefacts of the past that honour the immoral? What reason, if any, do we have to preserve or remove them? In this blueprint, we shall read about cases from different countries, from authors from diverse backgrounds, with the hope of coming to have a better understanding of what justice may demand of us in an imperfect world in confronting our uncomfortable past.

This blueprint will be suitable for students with some preliminary philosophical background, such as second and third-year undergraduates. It not only aims at helping the readers to properly grasp how moral principles can be applied to real-life cases, but also to understand the practical value of seemingly abstract philosophical work – such as the philosophy of language – in our everyday lives and struggles. Each paper is designed to provide one week, or session’s worth of content.

Introduction

This reading list has been designed specifically to introduce undergraduates to the work of the Wartime quartet. It contains selected extracts from various texts, introductory readings and audio recordings alongside questions to accompany each extract, reading or audio recording. It has been written and put together by former members of In Parenthesis reading groups with the intention of inspiring future generations of IP reading groups to continue exploring the work of these wonderful women. With this in mind, we have each selected our favourite texts from the quartet and put together accompanying questions for them; we have for the most part only recommended extracts – as opposed to full texts – for this reading list as we are aware that the undergraduate workload can make it difficult to engage in reading groups such as this one. We very much hope that the addition of extracts does something to offset this and our questions function as a useful tool to facilitate your own discussions around the work of the quartet.

This reading list will be best utilised if the texts contained within it are followed week by week in the order that they are presented as the texts and extracts get progressively more complex as the weeks go by. The reading list begins and ends with work by Clare MacCumhail and Rachael Wiseman – an interview discussion in the beginning and the transcription of a talk at the end – which tackle the subject of these women as a unified philosophical school; they have been strategically placed at the beginning and end of this list in order to ensure that participants of the reading group are reading and engaging with each text with an eye to the bigger picture of the quartet’s unified philosophy. It is strongly recommended – even if participants wish to dip in and out of the other readings on this list – that these two pieces provide the introduction and the conclusion to the reading group.

In addition to this, the women are also presented as individual philosophers within this list. The list of extracts and accompanying questions begin firstly with an exploration of Mary Midgley’s work; specifically, her discussions of philosophical pluming, ‘Beastliness’ and Gaia; before moving on to the work of Philippa Foot. Chapter 1 of Foot’s Natural Goodness appears twice during this list, the first appearance deals exclusively with a small extract and the following entry deals with the chapter as a whole. Readers can either choose to do one or the other, however it is recommended that readers do both as the accompanying questions provide very different discussion topics. If both are read together, it is recommended that the general questions – which pertain to the whole chapter – are looked at after the more specific questions. Following this, an extract from Foot’s A Philosopher’s defence of Morality is presented before transitioning into the work of Iris Murdoch. We provide accompanying questions for two chapters taken from Existentialists and Mystics including ‘Against Dryness’ and ‘The Darkness of Practical Reason’. This list closes with an exploration of the work of Elizabeth Anscombe; beginning with an extract taken from her seminal text Modern Moral Philosophy, then moving on to an extract from Thought and Action in Aristotle and closing with a presentation of her work on the First Person.

We all very much hope that you will get as much enjoyment out of using this list as we did putting it together.

Introduction

Experimental philosophy (x-phi) is the application of methods of empirical and social sciences to address traditionally philosophical questions. Over the last two decades, x-phi has gone a long way from its beginnings as an often frowned upon curiosity, to a well-established branch of the philosophical mainstream. Prima facie, this success could be a welcome development from a broadly feminist standpoint. Firstly, since experimental research naturally invites collaborative work, x-phi encourages a break from the historic individualism of academic philosophy. Secondly, in emphasizing data over appeal to intuition and wit, x-phi has a potential to ameliorate academic philosophy’s notorious bias in favour of well-educated white straight cis men. Despite this, however, x-phi has an underwhelming track record of levelling the playing field in the discipline. In fact, several authors working in feminist epistemology have expressed principled reservations concerning the canonical methods of experimental philosophy.

Despite these criticisms, this blueprint is predicated on the conviction that there is space for a fruitful interaction of feminist and experimental philosophy. Three of its guiding questions include:

• What can experimental philosophy learn from feminist thought?
• How can (and do) feminist philosophers benefit from the collection of empirical data?
• What does a feminist X-phi look like?

The blueprint will be most useful for graduate students, or advanced undergraduates, with some prior exposure to feminist philosophy. No prior exposure to experimental philosophy is presupposed.

How to use this Blueprint: The list is organized by weeks. Each week features a topic, required reading(s), a list of optional readings, and a set of questions. Questions feature a mixture of comprehension questions and open-ended ones. If readings tackle difficult or potentially triggering subject-material, we’ll include a content note with that information. We suggest you spend some time before the reading group begins agreeing on discussion rules and protocols, especially around sensitive material. This could also be an opportunity for you to set expectations for the group and for yourselves around what you hope to gain from the group.

The authors also encourage the users of this blueprint to try and run their own feminist philosophical experiments. It’s fun, easier than ever, and helps one think about the meta-philosophical topics covered in the reading list. Note that if you want to do studies on human subjects you should first check out your institution’s Institutional Review Board (IRB) requirements.

Introduction

This blueprint will help you explore the key texts discussing the role of African languages in the philosophy of Africa. Can western languages express the key concepts of African philosophy? As you read, you will learn a lot about the conceptual frameworks of African philosophy and explore a selection of issues discussed by African writers.

More broadly, this Blueprint offers a great opportunity to inquire about the role of language in the philosophical practice in general. It will be great to anyone interested in the broad questions about how we do philosophy.

How to use this Blueprint?

There is no particular order in which the texts on this list have to be read. Feel free to explore them in any order you prefer. You might also decide not to read all 14 texts, in which case you can use the abstracts and comments you will find on each entry to choose those that interest you the most.