Camus (Blackwell Great Minds) by David Sherman

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By David Sherman

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Publish yr note: First released October twentieth 2008

Reflecting the profound impact he keeps to exert on well known attention, Camus examines the entire physique of works of French writer and thinker Albert Camus, delivering a accomplished research of Camus' most crucial works--most significantly The delusion of Sisyphus, The Stranger, The Fall, The Plague, and The Rebel--within the framework of his simple moral orientation.

• Makes Camus' matters transparent in phrases that may resonate with modern readers
• finds the team spirit and integrity of Camus' writings and political activities
• Discusses Camus' ongoing relevance by means of exhibiting how he prefigures many postmodern positions in philosophy, literature, and politics

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Sample text

They pitted their own thinking against the religion and the poetry they knew. And by breaking with the exegetic mode of thought and every other form of appeal to authority, they initiated philosophy. One of the pre-Socratics, Anaxagoras, came to Athens. His predecessors had lived in Asia Minor and in southern Italy, and 16 • II Empedocles, a contemporary philosopher, lived in Sicily. Anaxagoras arrived in Athens when the city was at the peak of her power, culturally no less than politically, during the so-called Periclean Age.

The point is to show how the quest for honesty might begin––how it did begin—in one man’s life. Many a reader must have had similar experiences, similar qualms. The whole point here is to recall these and to establish some common ground of perplexity and concern. I was seventeen when I entered Williams College in February 1939. I had just arrived in the United States, and my parents were still in Germany. My father had been released from a concentration camp after some hideous weeks, on condition that he leave the country; but he had no visa yet.

6 It may be objected that if this is true it is terrible; that if so much philosophy is heresy it ought not to be taught. But what is the point of a liberal education? If the point were simply to give information, we should not require universities. There would be no need for faculties and classrooms. Lectures for the whole United States, if not for the English-speaking world, could be mimeographed once and for all and sold for a minute fraction of the price of a college education. To provide a touch of drama, some lectures could be taperecorded—no doubt, often more effectively by actors rather than 20 • II the scholars who prepared them.

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