When students are meaningfully involved and emotionally invested in content, they learn more and perform better. In 20 strategies for increasing student engagement, Dr. William N. Bender provides practical examples, guidelines, and the research behind his teaching tips to help educators focus on specific strategies for engaging students in the classroom. In today's rigorous educational landscape, even the most effective teachers are working to polish their practice. Bender offers a wealth of ways to develop intensive, attention-grabbing instructional techniques that (...) foster high levels of student achievement.--from book cover. (shrink)

According to many believers there is no end to the enlightening things that may be truly said about God. Perhaps there is no end for them either to the useful ways of dividing these things up into illuminating classes. But as fairly traditional theists we suggest a need to stress two basic classes as two indispensable sides to a traditional theist’s coin. We suggest that neglect or rejection of either side can debase the currency under philosophical investigation, can lead a (...) philosopher—or at least his puzzled readers—into costly muddles about the analysis or evaluation of religious discourse and claims. (shrink)

Normal 0 false false false MicrosoftInternetExplorer4 During the Philippine-American War of 1899-1902, the United States Army’s most difficult, and renowned, counterinsurgency campaign was waged on the island of Samar. The Samareño insurgents had a well developed infrastructure and were merciless with those who collaborated with the Americans. The Samarnons made extensive use of the island’s rough terrain with heavy forest cover, and raised funds from the island’s hemp merchants. The Americans defeated the insurgents by separating them from the population. This (...) was achieved through food restrictions, a strict policy of non-neutrality forcing the people to choose between them or the insurgents, by concentrating the population in camps, by providing benefits to those who cooperated with them, and through skillful use of intelligence to dismantle the insurgent infrastructure. This campaign may have been an excellent demonstration of the principles of counterinsurgency warfare but it inflicted substantial abuses upon the Samarnons and caused long term damage to the island’s economy. Given the atrocities associated with the campaign, and its detrimental effects upon the island’s economy, one must truly wonder if it provides lessons worth learning. (shrink)

Whether one should accept a principle like DDE cannot be settled independent of one's more general moral theory. In this, I take it, I agree with Professor Boyle, though I do not think he has shown that DDE has a role only in his particular form of absolutism. Still, since his theory does require DDE, an important question is what the alternatives are – whether we must choose between this absolutism and either utilitarianism or intuitionism. A form of contractualism, the (...) requirements of which derive to a large extent from institutionally or conventionally established rights, is sketched here as an attractive alternative. It does not lead, so far as I can see, to DDE. Keywords: authority, contractualism, rights CiteULike Connotea Del.icio.us What's this? (shrink)

How are the demands of morality related to the needs, interests, and projects of people? Are they a burden, or are they good for us? Are they nothing but arbitrary impositions, or should we expect them to be justified? And will the answers to these questions tell us why and whether we should be moral? In this short, accessible text, William Nelson poses these questions in a form appropriate for beginning students and treats them in a way that both (...) they and their teachers will appreciate. In the company of major figures from the history of ethics, Nelson explores the key issues surrounding topics like egoism, altruism, the good life, and the requirements of morality. A special strength of his presentation is the way he demonstrates how the views of these historical figures prefigure the theories espoused by different schools of contemporary thought. Students get not only the historical positions in terms of which contemporary debates are framed but also up-to-date discussions of utilitarianism, contractualism, problems of collective action, and the relations between virtue and duty-based theories. Nelson's own view that morality is not a single subject matter enables him to show how each of the historical traditions has a role to play in a coherent and defensible pluralistic account of morality. At the core of this pluralism is a commitment to the democratic view that morality must not merely serve practical human purposes, but it must also be justified to the people it governs. Imaginative and insightful, intelligent and informed, this is an excellent first text for students of ethics and the history of ethics. (shrink)