Relevant bibliographies by topics / Spinoza, Benedictus de, 1632-1677

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Spinoza, Benedictus de, 1632-1677'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Spinoza, Benedictus de, 1632-1677"

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do Amaral Paes, Anselmo. "Diálogos éticos entre rebeldes." Revista Avesso: Pensamento, Memória e Sociedade 3, no. 2 (2023): 1–25. http://dx.doi.org/10.23925/2675-8253.2022v3n2a9.

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Este artigo apresenta leitura da obra “Cartas à Spinoza” do diálogo entre Nise da Silveira e Benedictus de Espinosa na forma de cartas dirigidas ao filósofo holandês, cartas que travessam séculos entre Nise (1905-1999) e Benedictus de Spinoza (1632-1677). Através da análise e reflexão busca-se sinais de influências na postura crítica e ética de Nise sobre as afecções mentais. A análise se detém sobre as “cartas” e sobre os conceitos Spinozianos destacados nas “cartas” nos apresentando leitura específica de Espinosa e, por conseguinte, da própria Nise e seu trabalho junto ao tratamento humaniza
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BENEVIDES GOMES, CARLOS WAGNER, and VIVIANE SILVEIRA MACHADO. "A realização da liberdade humana a partir da teoria ética do conatus de Spinoza." Revista DIAPHONÍA 8, no. 1 (2022): 61–74. http://dx.doi.org/10.48075/rd.v8i1.28918.

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O objetivo principal dessa nossa pesquisa é investigar a importância da noção de conatus para a liberdade humana segundo o pensamento ético do holandês Benedictus de Spinoza (1632-1677). Sendo assim, teremos como fundamentação teórica principal, a Parte III (Da origem e natureza dos Afetos) da Ética, obra máxima de Spinoza, bem como outros textos deste a fim de explicitar as relações entre o conatus e a liberdade dos indivíduos e de como os homens podem se libertar de suas paixões tristes esforçando-se por agir virtuosamente buscando nos bons encontros uma ética da alegria.
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Benevides Gomes, Carlos Wagner. "Linguagem e hermenêutica bíblica na filosofia de Benedictus de Spinoza." Revista DIAPHONÍA 2, no. 1 (2000): 133–68. http://dx.doi.org/10.48075/rd.v2i1.14643.

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Este artigo tem como objetivo expor o problema da crítica à linguagem e da interpretação em Benedictus de Spinoza (1632-1677), filósofo holandês, nas suas demais obras voltadas à ética, à ontologia e à teoria do conhecimento como a Ética, Tratado da Correção do Intelecto, Breve Tratado e outros escritos. Pretendemos mostrar que, mesmo que não sistematizados pelo autor, existem alguns problemas linguísticos e interpretativos fundamentais para a elaboração de seu método racionalista. Portanto, explicitaremos sua hermenêutica bíblica a partir do método histórico-crítico, na obra Tratado Teológico
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Lourenço Gomes, Claudia, and Marília Andrade Torales-Campos. "Espinosa." Linhas Crí­ticas 27 (July 8, 2021): e36943. http://dx.doi.org/10.26512/lc27202136943.

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Ao estabelecer um diálogo entre os aportes da Filosofia e o campo da educação, este trabalho trata de aproximar o pensamento de Baruch de Espinosa ou Benedictus de Spinoza (1632-1677) aos debates do campo da Educação Ambiental (EA). Em suas contribuições, ele elaborou uma filosofia em que pretendia polir as lentes humanas, trazendo profundas reflexões sobre a existência humana e as relações socioambientais. A filosofia de Espinosa tem um potencial iluminador que pode trazer subsídios para pensar os processos que fundamentam a Educação Ambiental e mobilizar uma prática educativa capaz de levar
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Faller, Adolf. "Anatomie und Philosophie: Niels Stensen (1638—1686) und sein Jugendfreund Benedictus de Spinoza (1632—1677)." Gesnerus 43, no. 1-2 (1986): 47–60. http://dx.doi.org/10.1163/22977953-0430102006.

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Gomes, Carlos Wagner Benevides. "CONTRIBUIÇÕES FILOSÓFICAS DE SPINOZA PARA UMA EDUCAÇÃO MAIS POTENTE." Revista Dialectus - Revista de Filosofia 29, no. 29 (2023): 205–17. http://dx.doi.org/10.30611/2023n29id91339.

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Benedictus de Spinoza (1632-1677), filósofo seiscentista holandês, não dedicou, evidentemente, ao tema da educação uma obra sistemática. No entanto, de maneira um pouco dispersa, ele deixou alguns registros sobre o ato de educar e sua importância em termos ontológicos, epistemológicos, afetivos e ético-políticos. Com base nisso, o objetivo desta pesquisa se dará a partir das seguintes reflexões: Por que estudar um pensador como Spinoza para entender a educação hoje? Qual a importância de sua filosofia às aplicações pedagógicas contemporâneas na Escola? Quais soluções o pensamento spinozano pod
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Touber, Jetze. "The Culture of Catechesis and Lay Theology." Church History and Religious Culture 98, no. 1 (2018): 31–55. http://dx.doi.org/10.1163/18712428-09801003.

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Abstract In the seventeenth-century Dutch Republic, non-professional theologians articulated well-informed biblical interpretation, producing a lay theology that was unwelcome to representatives of the churches. Historians have long considered this lay theology as a manifestation of Early Enlightenment. It did not, however, necessarily result from the activities of rationalist philosophers usually associated with the Dutch Early Enlightenment, such as Benedictus de Spinoza (1632–1677). Equally important were the clergy’s efforts to educate laity in reading the Bible and contemplating divinity
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Cassiano Gomes Leite, Carlos. "Considerations about a certain Spinozist presence in the work of Laurent Bove and Mark Fisher." Revista Inquietude 14, no. 2 (2024): 58–78. http://dx.doi.org/10.59780/jeeg8150.

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This article intends to approach two contemporary contributions, by the theorists Mark Fisher and Laurent Bove, who, each in his own way, claim the actuality and effectiveness of certain concepts and notions of the seventeenth-century philosopher Benedictus Spinoza (1632 – 1677). In Laurent Bove, the foundation and dissemination of a political clinic, at the same time, singular and social, unfolds under the relation between conatus and freedom, always corresponding to the affective and intellectual rules of the autonomous project of the multitude, as formulated by Spinoza. Mark Fisher, in turn
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Cassiano Gomes Leite, Carlos. "Considerations about a certain Spinozist presence in the work of Laurent Bove and Mark Fisher." Revista Inquietude 15, no. 2 (2024): 58–78. http://dx.doi.org/10.59780/libo6623.

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This article intends to approach two contemporary contributions, by the theorists Mark Fisher and Laurent Bove, who, each in his own way, claim the actuality and effectiveness of certain concepts and notions of the seventeenth-century philosopher Benedictus Spinoza (1632 – 1677). In Laurent Bove, the foundation and dissemination of a political clinic, at the same time, singular and social, unfolds under the relation between conatus and freedom, always corresponding to the affective and intellectual rules of the autonomous project of the multitude, as formulated by Spinoza. Mark Fisher, in turn
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Dahlbeck, Johan. "Spinoza on the teaching of doctrines: Towards a positive account of indoctrination." Theory and Research in Education 19, no. 1 (2021): 78–99. http://dx.doi.org/10.1177/1477878521996235.

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The purpose of this article is to add to the debate on the normative status and legitimacy of indoctrination in education by drawing on the political philosophy of Benedict Spinoza (1632–1677). More specifically, I will argue that Spinoza’s relational approach to knowledge formation and autonomy, in light of his understanding of the natural limitations of human cognition, provides us with valuable hints for staking out a more productive path ahead for the debate on indoctrination. This article combines an investigation into the early modern history of political ideas with a philosophical inqui
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Dissertations / Theses on the topic "Spinoza, Benedictus de, 1632-1677"

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Caravedo, Duran Joan Enrique. "La Ética de Spinoza: una terapia del amor mediante el conocimiento." Master's thesis, Pontificia Universidad Católica del Perú, 2016. http://tesis.pucp.edu.pe/repositorio/handle/123456789/9236.

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La presente investigación tiene por objeto indagar la relación entre los procesos afectivos, haciendo especial énfasis en el afecto del amor, y los primeros dos géneros del conocimiento en Spinoza: la imaginación y la razón. Para ello, el documento inicio con una indagación metafísica y física de la filosofía spinoziana, que procura un esclarecimiento del vínculo entre estos elementos y el conocimiento. Por último, la tesis adelanta la complicada relación, que Spinoza mantiene, entre los dos primeros géneros del conocimiento, el amor y la política.<br>Tesis
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Somerville, Carrasco George. "Afectividad, inmanencia y conocimiento en Spinoza." Tesis, Universidad de Chile, 2019. http://repositorio.uchile.cl/handle/2250/170684.

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Laroche, Rémi. "Tentatives de compréhension des 10 premières propositions de l'Éthique de Spinoza." Master's thesis, Université Laval, 2015. http://hdl.handle.net/20.500.11794/26024.

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Ce mémoire, intitulé Tentatives de compréhension des 10 premières propositions de l’Éthique de Spinoza, se présente comme une démarche de lecture ayant pour but de réussir à produire la claire connaissance du texte de Spinoza à partir des critères de vérité de sa philosophie. Cet effort de compréhension est mené grâce à l’analyse des effets sur l’esprit du lecteur des dix premières propositions de l’Éthique de manière à utiliser les obstacles et les difficultés rencontrées pour progresser dans la connaissance.
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Gendron, Denise. "L'éducation à la compréhension du désir en soi selon Spinoza." Doctoral thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/26980.

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Cette thèse a pour point de départ le désir d'éduquer de Spinoza et pour point d'arrivée sa conception originale d'une éducation au perfectionnement de la raison qui s'accomplit par la compréhension de son conatus, le désir ou l'idée de l'affection du corps qui le rattache à sa cause. Cet ancrage de l'éducation dans la compréhension de notre essence désirante permet notamment de résoudre le paradoxe d'une vocation d'« éducateur » pour Spinoza, sachant que son but est de développer l'autonomie rationnelle (la liberté), mais que les moyens à sa disposition pour y parvenir relèvent de l'extériori
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Soto, Altamirano Mauricio Eduardo. "Las consecuencias de la estructura ontológica de la sustancia en la Ética de Spinoza." Tesis, Universidad de Chile, 2013. http://www.repositorio.uchile.cl/handle/2250/115178.

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Tesina para optar al grado de Licenciado en Filosofía<br>En este trabajo se pretende abordar las consecuencias que tiene la ontología de Spinoza en la Ética. A diferencia del TB y los PM, en la Ética se considera a Dios como una sustancia constituida de infinitos atributos, los cuales expresan su esencia eterna e infinita. Esta nueva estructura ontológica se puede resumir en dos teorías: la teoría de las distinciones y la teoría de la esencia y existencia del modo finito. La primera es la teoría que distingue entre Dios y modo. Mientras que la segunda es el problema de la potencia divina, es d
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McAdoo, Paige S. "Spinoza's recipe for existential joy." Thesis, University of Wales Trinity Saint David, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683224.

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Silva, Neto José Garajau da. "Hegel, Spinoza e o indivíduo : fraqueza ou fortaleza?" reponame:Repositório Institucional da UFES, 2015. http://repositorio.ufes.br/handle/10/1529.

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Submitted by Maykon Nascimento (maykon.albani@hotmail.com) on 2015-09-11T19:17:30Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Hegel Spinoza e o individuo fraqueza ou fortaleza.pdf: 1072119 bytes, checksum: c1270ad228423c5adcae11ecc005deb5 (MD5)<br>Approved for entry into archive by Elizabete Silva (elizabete.silva@ufes.br) on 2015-09-11T19:21:37Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Hegel Spinoza e o individuo fraqueza ou fortaleza.pdf: 1072119 bytes, checksum: c1270ad22
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Lima, Orion Ferreira [UNESP]. "Contribuições de Espinosa para o conceito de saúde mental." Universidade Estadual Paulista (UNESP), 2012. http://hdl.handle.net/11449/106077.

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Made available in DSpace on 2014-06-11T19:35:14Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-12-04Bitstream added on 2014-06-13T19:24:42Z : No. of bitstreams: 1 lima_of_dr_botfm.pdf: 2175681 bytes, checksum: c4fbe28d6773a7bc7a1b7e82d3ced620 (MD5)<br>This study aims to understand the extent to which Spinoza's contributions are important to the concept of mental health. Historically, mental illness was outlined as shadows of symptoms experienced by individuals, so that madness became synonymous with error, ie, everything that constitutes misrepresentation of reality. From this perspe
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Mathias, Netto Jayme. "A imaginação no terceiro gênero de conhecimento em Spinoza." www.teses.ufc.br, 2014. http://www.repositorio.ufc.br/handle/riufc/10554.

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MATHIAS NETTO, Jayme. A imaginação no terceiro gênero de conhecimento em Spinoza. 2014. 89f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Filosofia, Fortaleza (CE), 2014.<br>Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-02-06T15:14:44Z No. of bitstreams: 1 2014_dis_jmnetto.pdf: 1188220 bytes, checksum: 9b859efa875f8446c4a314d1a8f27577 (MD5)<br>Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-02-06T15:48:48Z (GMT) No. of bitstreams: 1 2014_dis_jmnetto.pdf: 1188220 bytes, checksum: 9b859efa87
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Oliveira, Fernando Bonadia de. "O lugar da educação na filosofia de Espinosa." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251810.

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Orientador: Silvio Donizetti de Oliveira Gallo<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-10T19:27:00Z (GMT). No. of bitstreams: 1 Oliveira_FernandoBonadiade_M.pdf: 806298 bytes, checksum: daf31ce782fdb574aae842217a80258e (MD5) Previous issue date: 2008<br>Resumo: Este trabalho pretende dar a conhecer quais são os lugares que o tema ¿educação¿ ocupa no pensamento do filósofo holandês moderno Bento de Espinosa (1632-1677). Através de uma pesquisa bibliográfico-analítica, engendrou-se uma leitura pedagógica da obr
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Books on the topic "Spinoza, Benedictus de, 1632-1677"

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Donagan, Alan. Spinoza. University of Chicago Press, 1989.

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Alain. Spinoza. Gallimard, 1986.

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Donagan, Alan. Spinoza. Harvester, 1988.

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Charles, Huenemann, ed. Interpreting Spinoza: Critical essays. Cambridge University Press, 2008.

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Harris, Errol E. The substance of Spinoza. Humanities Press International, 1995.

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Charles, Huenemann, ed. Interpreting Spinoza: Critical essays. Cambridge University Press, 2008.

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Don, Garrett, ed. The Cambridge companion to Spinoza. Cambridge University Press, 1996.

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Chicago Spinoza Conference (1986 Chicago, Ill.). Spinoza: Issues and directions : the proceedings of the Chicago Spinoza Conference. E.J. Brill, 1990.

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1868-1951, Alain, ed. Spinoza: Suivi de, Souvenirs concernant Jules Lagneau. Gallimard, 1996.

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Dalledonne, Andrea. Il rischio della libertà: S. Tommaso-Spinoza. Marzorati, 1990.

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Book chapters on the topic "Spinoza, Benedictus de, 1632-1677"

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Marshall, Gwendolyn, and Susanne Sreedhar. "Spinoza, Baruch (1632–1677)." In A New Modern Philosophy, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003406525-8.

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Bollacher, Martin. "Spinoza, Baruch de (1632–1677)." In Goethe Handbuch. J.B. Metzler, 1998. http://dx.doi.org/10.1007/978-3-476-03656-8_124.

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Howard, Alex. "Baruch de Spinoza (1632–1677)." In Philosophy for Counselling and Psychotherapy. Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-1-137-04644-4_14.

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Barclay, Katie, and François Soyer. "Baruch Spinoza (1632–1677), The Ethics." In Emotions in Europe 1517–1914. Routledge, 2021. http://dx.doi.org/10.4324/9781003175506-44.

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MacDonald, Paul S. "Benedict Spinoza 1632–1677." In Key Thinkers on The Environment. Routledge, 2017. http://dx.doi.org/10.4324/9781315543659-10.

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Schwartz, Daniel B. "Spinoza’s Jewish Modernities." In The First Modern Jew. Princeton University Press, 2012. http://dx.doi.org/10.23943/princeton/9780691142913.003.0001.

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This introductory chapter considers why the hallmark of modern Jewish identity is its resistance to—and, at the same time, obsession with—definition. Like battles over national identity in the modern state, clashes over the nature and limits of Jewishness have frequently taken the shape of controversies over the status—and stature—of marginal Jews past and present. The Jewish rehabilitation of historical heretics and apostates with a vexed relationship to Judaism has become so much a part of contemporary discourse that it is difficult to imagine secular Jewish culture without it. Yet this tendency has a beginning as well as a template in modern Jewish history, which the chapter introduces in the figure of Baruch (or Benedictus) Spinoza (1632–1677)—“the first great culture-hero of modern secular Jews,” and still the most oft-mentioned candidate for the title of first modern secular Jew.
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Sprigge, T. L. S. "Baruch Spinoza (1632–1677)." In The Philosophers Introducing Great Western Thinkers. Oxford University PressOxford, 1999. http://dx.doi.org/10.1093/oso/9780198238614.003.0009.

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Abstract Opinions differ over why such strong action was taken against him. One view is that the peculiar religious position of the Marranos had encouraged scepticism and laxity in Jewish practice and that the rabbis felt that they must affirm the religious unity of their community (there were some other similar ffierems’). Others emphasize the need to reassure the city fathers that the Jewish community was committed to the same basic theism as Christianity.
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"Baruch Spinoza, Philosopher 1632-1677." In The Jew in the Medieval World. Hebrew Union College Press, 1999. http://dx.doi.org/10.2307/j.ctvd58td4.74.

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"11. Baruch Spinoza 1632-1677." In Philosophie des relations internationales. Presses de Sciences Po, 2011. http://dx.doi.org/10.3917/scpo.ramel.2011.01.0157.

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Höffe, Otfried. "11. Baruch de Spinoza (1632–1677): Rationalismus der Freiheit." In Geschichte des politischen Denkens. Verlag C.H.BECK oHG, 2016. http://dx.doi.org/10.17104/9783406697159-229.

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