Skip to menu Skip to content Skip to footer

2009

Book Chapter

Autonomy and the relational individual: Spinoza and feminism

Armstrong, Aurelia (2009). Autonomy and the relational individual: Spinoza and feminism. Feminist interpretations of Benedict Spinoza. (pp. 43-63) edited by Moira Gatens. USA: The Pennsylvania State University Press.

Autonomy and the relational individual: Spinoza and feminism

2019

Book Chapter

Editors' introduction

Armstrong, Aurelia, Green, Keith and Sangiacomo, Andrea (2019). Editors' introduction. Spinoza and relational autonomy: being with others. (pp. 1-9) edited by Aurelia Armstrong, Keith Green and Andrea Sangiacomo. Edinburgh, United Kingdom: Edinburgh University Press. doi: 10.1515/9781474419703-003

Editors' introduction

2018

Book Chapter

Spinoza's ethics and politics of freedom: active and passive power

Armstrong, Aurelia (2018). Spinoza's ethics and politics of freedom: active and passive power. Spinoza's authority: resistance and power in ethics. (pp. 33-56) edited by A. Kiarina Kordela and Dimitris Vardoulakis. London, United Kingdom: Bloomsbury Academic.

Spinoza's ethics and politics of freedom: active and passive power

2018

Book Chapter

Affective therapy: Spinoza’s approach to self-cultivation

Armstrong, Aurelia (2018). Affective therapy: Spinoza’s approach to self-cultivation. Ethics and self-cultivation: historical and contemporary perspectives. (pp. 30-46) edited by Matthew Dennis and Sander Werkhoven. New York, NY, United States: Routledge. doi: 10.4324/9781315102269-3

Affective therapy: Spinoza’s approach to self-cultivation

2012

Book Chapter

Transindividuality and philosophical enquiry in schools: A Spinozist perspective

Mercon, Juliana and Armstrong, Aurelia (2012). Transindividuality and philosophical enquiry in schools: A Spinozist perspective. Philosophy for children in transition: Problems and prospects. (pp. 82-96) edited by Nancy Vansieleghem and David Kennedy. Hoboken, NJ, United States: John Wiley & Sons.

Transindividuality and philosophical enquiry in schools: A Spinozist perspective