Dr. Peter Costello
Associate Professor of Philosophy
Office: Siena Hall 112
Tel.: 401-865-2188
Office Hours (Spring 2012):
Mondays, 1:00-2:15pm
Tuesdays & Thursdays, from 1:00pm
Fridays, 1:00-2:00pm
Books by Peter Costello:
Layers in Husserl's Phenomenology: Meaning and Intersubjectivity
University of Toronto Press
ISBN 9781442644625
Available May 2012
From the Publisher's Website:
"Layers in Husserl's Phenomenology provides close readings and analyses of a number of Husserl's key translated and untranslated works across the entirety of his corpus. While maintaining a dialogue with four decades' worth of scholarship on Husserl, Peter R. Costello provides a number of new and significant insights that depart from earlier interpretations of his work, along with a revised, consistent translation of a number of important Husserlian terms.
"Layers in Husserl's Phenomenology situates Husserl firmly within the trajectory of later Continental thought and contributes to the recent reconsideration of Husserl as a legitimate precursor to the thought of Maurice Merleau-Ponty, Emmanuel Levinas, and Jacques Derrida. Written in a readable style appropriate for both undergraduate and graduate students, this study will be valued by those interested in phenomenology in general and in Husserl in particular."
Philosophy in Children's Literature
Edited by Peter Costello
Rowman and Littlefield, 2011
ISBN 9780739168233
From the Publisher's Website:
"This book allows philosophers, literary theorists, and education specialists to come together to offer a series of readings on works of children’s literature. Each of their readings is focused on pairing a particular, popular picture book or a chapter book with philosophical texts or themes.
"The book has three sections—the first, on picture-books; the second, on chapter books; and the third, on two sets of paired readings of two very popular picture-books. By means of its three sections, the book sets forth as its goal to show how philosophy can be helpful in reappraising books aimed at children from early childhood on. Particularly in the third section, the book emphasizes how philosophy can help to multiply the type of interpretative stances that are possible when readers listen again to what they thought they knew so well.
"The kinds of questions this book raises are the following: How are children’s books already anticipating or articulating philosophical problems and discussions? How does children’s literature work by means of philosophical puzzles or language games? What do children’s books reveal about the existential situation the child reader faces?
"In posing and answering these kinds of questions, the readings within the book thus intersect with recent, developing scholarship in children’s literature studies as well as in the psychology and philosophy of childhood."