100 Books Like The Quest for Certainty

I like books that change the very ways in which I see and understand the world.

Polanyi’s The Great Transformation from the end of WW2 made it much clearer to me how a world which regularly finds technological solutions to humankind’s problems could also descend into barbarism. Modern capitalism’s subordinating the functioning of society to the demands of the market changes the status of nature itself in ways that I am increasingly aware of, as the ecological crisis threatens the very survival of humankind.

The book appeals to me not least because of the ways in which it draws important philosophical conclusions from a detailed historical narrative rather than just stating theoretical positions.

I have never found many philosophical accounts of ethics very satisfactory, because they don’t adequately explore how value is rooted in the myriad ways we relate to the world.

Graeber’s book takes a key notion, debt, that connects economics to ethics, in order to try and understand the origins and development of the distortions of human relationships that are characteristic of modern capitalism.

His conclusion that ‘money has no essence. It’s not “really” anything; therefore, its nature has always been and presumably always will be a matter of political contention’, which he arrives at through a detailed historical and anthropological investigation of debt, led me to reexamine very many assumptions about how the world works.

Pippin’s book impresses me because it makes clear how the modern German philosophy of Kant, Hegel and others, may fail to get to grips with deeper questions concerning why things matter at all.

Western philosophy is concerned with reconciling thinking and reality, but this neglects the fact that meaningfulness is not fully grasped by what can be rationally known and explained. Our sense of things mattering precedes whatever we may come to know about them: think of how music can grip us in ways which we can never fully explain. This issue leads Pippin to a hugely enlightening account of the difficult (and problematic) work of Martin Heidegger that I find the most plausible interpretation of his work.

This book shows how one can question the very status of philosophy in the modern era, and think about alternative ways of making sense of things.

Moore’s book seems exemplary to me because it offers a broad historical picture of alternatives in modern philosophy, based on the simple idea that metaphysics is ‘the most general attempt to make sense of things’. 

This connects philosophy to everyday experience, which relies precisely on how we make sense of things.

I like the fact that the book allows one to ask questions about the sense knowledge makes of the world, given that much of the sense we make actually comes through active participation in the world, for example in listening to or playing music, or, indeed, in doing philosophy in relation to a real world problem.

This book is essential to anyone who wants to come into the meaning of art, design, and architecture.

Give it time and it will undoubtedly change your life. Dewey’s central argument is that experience itself is aesthetic, that we need to pay deep attention to the quality inherent in every experience.

For anyone interested in view of education that is distinctly American and clearly progressive, Dewey’s writings—though challenging—are fundamental and, therefore, worth careful reading and re-reading. And of course, Dewey is read and valued all over the world. I wish that every child had the opportunity to attend a Dewey-inspired school.

American economics in the Progressive Era (usually dated from the later 1800s to World War I) is quite fascinating.

Mary Furner’s book is an excellent discussion of the developing American social sciences in this period.

American universities developed rapidly along with the professionalization of the social sciences. At the same time, rapid US industrialization created a raft of new economic and social problems that demanded a response.

This created a tension between the desire for professional “scientific” standing and the demand to respond to obvious social problems by advocating for particular policy responses.

Furner pays particular attention to the work and career of economist H. C. Adams, who was a teacher to a number of the later institutionalist group. In the institutionalist literature, this tension is expressed in the conjoined goals of “science and social control.” 

For institutionalists, the solution to this problem was found in the pragmatic and instrumental… show more.

This classic book hooked me on page one. Björn Kurtén’s curiosity soon becomes your curiosity and before long you are thinking like a paleontologist. It may be an old book, but the author’s thinking remains modern. Indeed, a recent review of cave bear research suggests that our knowledge of these animals hasn’t changed all that much since Kurtén’s day. I love old geology books. Beautifully written, they enable you to discover, imagine, and ultimately to care about an animal that exists only as a pile of bones. This book proved to be very influential.

Where did the concept originate that there is a form of thinking, distinct from knowledge and wisdom, unique enough to be called “critical.” As it turns out, “critical thinking” has its origin point in this 1910 book by America’s most famous philosopher of education, John Dewey. In How We Think, Dewey identifies the kind of thinking – which he calls “reflective thinking” – required for citizens in a democracy to properly make decisions and perform their civic responsibilities. He also talks about how the development of reflective thinking skills (today called “critical thinking skills”) can be incorporated into the education process. If you are interested in improving your own thinking or teaching others to reason more effectively, John Dewey’s How We Think is Ground Zero for any critical-thinking project.  

There is a cottage industry of historical and analytical books attempting to explain where, exactly, our educational norms, structures, and strictures came from. Many of these are terrific, but Lagemann’s An Elusive Science is the best of the bunch for exploring how nineteenth and twentieth-century scientific research influenced modern educational practice. The author is the source of a line oft-quoted in ed circles: “I have often argued to students, only in part to be perverse, that one cannot understand the history of education in the United States during the twentieth century unless one realizes that Edward L. Thorndike won and John Dewey lost.” This is the book that explicates and explores this almost primordial dichotomy, and how different philosophies of science became aligned with complementary philosophies of educational practice. A piercing, impeccably researched, enjoyable read.