Mental health research and care in the twenty first century faces a series of conceptual and ethical challenges arising from unprecedented advances in the neurosciences, combined with radical cultural and organisational change. The Oxford Textbook of Philosophy of Psychiatry is aimed at all those responding to these challenges, from professionals in health and social care, managers, lawyers and policy makers; service users, informal carers and others in the voluntary sector; through to philosophers, neuroscientists and clinical researchers. Organised around a series (...) of case studies in five key topic areas - concepts of disorder, the philosophical history of psychopathology, philosophy of science, ethics and philosophical value theory, and philosophy of mind - the book provides a detailed introduction to the field and a framework for study and skill development. Each case study is supported by selected readings from both philosophy and mental health, thinking skills exercises, self-test questions, key learning points and detailed guides to further reading. There is an introduction for philosophers to classification and descriptive psychopathology, and for practitioners to philosophical methods (including logic). The philosophical topics covered include philosophical methods (analytic and Continental); phenomenology, hermeneutics and existentialism, logical empiricism and its successors; idealism and realism; reasons and causes; and modern theories of mind and brain, free will and personal identity. Topics from mental health include psychiatry and 'anti-psychiatry'; Jaspers' psychopathology and the new neurosciences; the future of psychiatric classifications; strengths-based approaches, recovery practice, social inclusion and diversity; and key topics in psychopathology, such as delusion, autism, disorders of volition, thought insertion and other experiences in schizophrenia. The Oxford Textbook of Philosophy of Psychiatry aims to secure the skills-base of the discipline by bringing philosophers closer to the realities of practice in mental health, and mental health practitioners closer to the resources of philosophy as a partner to the sciences in responding to the challenges of twenty-first century mental health and social care. (shrink)

Research in science education has recognized the importance of history and philosophy of science (HPS), and this has facilitated the evaluation of science textbooks. Purpose of this chapter is to review research based on analyses of science textbooks that explicitly use a history and philosophy of science framework. This review has focused on studies published in the 15-year period (1996–2010) and has drawn on the following major science education journals: International Journal of Science Education, Journal of Research in (...) Science Teaching, Science Education, and Science & Education. Based on HPS-related criteria, 52 articles were selected for review, and of these 28 were published in Science & Education, which clearly shows the importance of HPS for this journal. Selected articles were classified in the following subject areas depending on the textbooks analyzed: university biology textbooks (n = 2), university chemistry textbooks (n = 14), university physics textbooks (n = 17), and primary, secondary, and high school textbooks (n = 19). Results obtained revealed the following: (a) Most biology, chemistry, physics, and school science textbooks lack a history and philosophy of science perspective; (b) most of the textbooks analyzed were published in the USA and to a much lesser extent in other countries; (c) few studies provided details of the procedure and reliability of the application of criteria/rubric for analyzing textbooks; (d) some of the topics analyzed in the textbooks were nature of science, atomic structure, Newtonian mechanics, quantum mechanics, special theory of relativity, and evolution; (e) textbooks avoided including controversial and difficult aspects of different topics (e.g., concepts of force, weight, heat, temperature, origin of the quantum hypothesis, oil drop experiment, Millikan’s data supported Einstein’s photoelectric equation but not his theory); and (f) various science topics provide an opportunity to illustrate the tentative nature of scientific knowledge, and still very few textbooks referred to this important aspect. As textbooks do refer to laws and theories while referring to historical content, it is concluded that HPS is already “inside” the science curriculum provided textbook authors make an effort to scrutinize the historical reconstructions while dealing with the different topics. (shrink)

This new edition of a standard reference of jurisprudence has been fully revised. Many recent developments which touch on the relationship of laws to morals--homosexuality, obscenity, suicide, and abortion--are discussed, together with controversial economic aspects of modern legislation on such as topics as restrictive trade practices and trade unions.

Background:Textbooks are central for the education of professionals in the health field and a resource for practitioners already in the field.Objectives:This article focuses on how 12 textbooks in psychiatric nursing and psychiatry, published in Norway between 1877 and 2012, describe and present people with psychosis.Research design:We used qualitative content analysis.Ethical considerations:The topic is published textbooks, made available to be read by students, teachers and professionals, and no ethical approval was required.Findings:The analysis shows that all 12 (...) class='Hi'>textbooks describe and present people who are considered as psychotic from a ‘perspective from above’. In this perspective, the readers are learning about psychosis in the professional’s language and from the author’s viewpoint. Most often the textbooks communicate a universal image of people with psychosis, a description that fits with the diagnostic criteria. The analysis also shows that two textbooks in psychiatric nursing combined this perspective with a ‘perspective from within’. Here, the readers are learning about psychosis from the patients’ own viewpoint. The authors communicate a personal, psychotic universe that differs from various people, even if they have the same diagnosis, and the descriptions are focusing on the patient as a whole person.Discussion and conclusion:Drawing partly on Rita Charon’s writings about narrative knowledge in the health field, and partly on insights from Martha Nussbaum and her concept of narrative imagination, we argue that mental health professionals need to learn about, understand and fathom what patients go through by reading, listening to and acknowledging the patients’ own stories and experiences. Cultivating the capacity for empathy and compassion are at the very heart of moral performance in the mental health field. A valuable moral resource in that regard is leading textbooks and how they describe and present people with severe mental illness. (shrink)

Reading, even when silent and individual, is a social phenomenon and has often been studied as such. Complementary to this view, research has begun to explore how reading is embodied beyond simply being ‘wired’ in the brain. This article brings the social and embodied perspectives together in a very literal sense. Reporting a qualitative study of reading practices across student focus groups from six European countries, it identifies an underexplored factor in reading behaviour and experience. This factor is the sheer (...) physical presence, and concurrent activity, of other people in the environment where one engages in individual silent reading. The primary goal of the study was to explore the role and possible associations of a number of variables (text type, purpose, device) in selecting generic (e.g. indoors vs outdoors) as well as specific (e.g. home vs library) reading environments. Across all six samples included in the study, participants spontaneously attested to varied, and partly surprising, forms of sensitivity to company and social space in their daily efforts to align body with mind for reading. The article reports these emergent trends and discusses their potential implications for research and practice. (shrink)

With the publication of this book psychotherapy finally arrives at the mainstream of mental health practice. This volume is an essential companion for every practising psychiatrist, clinical psychologist, psychotherapy counsellor, mental health nurse, psychotherapist, and mental health practitioner. It is integrative in spirit, with chapters written by an international panel of experts who combine theory and research with practical treatment guidelines and illustrative case examples to produce an invaluable book. Part One gives a comprehensive account of all the major psychotherapeutic (...) approaches. Parts Two and Three systematically describe psychotherapeutic approaches to the major psychiatric disorders and personality disorders. Many chapters are multi-authored and describe the psychodynamic, cognitive behavioural and other approaches for treating these illnesses. Part Four examines applications and modifications of psychotherapy across the lifecycle. Part Five describes psychotherapy with specific populations such as medical patients and those where gender is an issue, and finally Part Six tackles some of the special topics of concern to psychotherapists including ethics, legal issues, and psychotherapy and neuroscience. The first of its kind, this is a 'must have' volume for all trainee and practising psychological therapists, whatever their background - psychiatry, psychology, social work, or nursing. (shrink)

Medicine and health care generate many bioethical problems and dilemmas that are of great academic, professional and public interest. This comprehensive resource is designed as a succinct yet authoritative text and reference for clinicians, bioethicists, and advanced students seeking a better understanding of ethics problems in the clinical setting. Each chapter illustrates an ethical problem that might be encountered in everyday practice; defines the concepts at issue; examines their implications from the perspectives of ethics, law and policy; and then provides (...) a practical resolution. There are 10 key sections presenting the most vital topics and clinically relevant areas of modern bioethics. International, interdisciplinary authorship and cross-cultural orientation ensure suitability for a worldwide audience. This book will assist all clinicians in making well-reasoned and defensible decisions by developing their awareness of ethical considerations and teaching the analytical skills to deal with them effectively. (shrink)

The early Sino-Western contact was through the way in which religion and language interact to produce language contact. However, research on this contact is relatively limited to date, particularly in the realm of English language materials. In fact, there is a paucity of research on Western religions in English Language Teaching textbooks. By applying corpus linguistics as a tool and the Critical Discourse Analysis as the theoretical framework, this manuscript critically investigates the significant semantic domains in ten English language (...) textbook series that are officially approved and are widely used in Chinese universities. The findings suggest that various Western religious beliefs, which are the highly unusual topics in previous Chinese ELT textbooks, are represented in the textbook corpus. The results also show that when presenting the views and attitudes toward Western religious beliefs, these textbooks have adopted an eclectic approach to the material selection. Surprisingly, positive semantic prosody surrounding the concept of religion is evident and no consistent negative authorial stance toward religion is captured. Atheism has been assumed to be in the center of Chinese intellectual traditions and the essence of the Constitution of the Chinese Communist Party. Interestingly, the findings from this study provide a new understanding of Chinese foreign language textbooks in the new era, and its addition to the literature on the study of ELT textbooks, as well as its development worldwide. (shrink)

Fully updated and revised by James Penner and Emmanuel Melissaris, McCoubrey & White's Textbook on Jurisprudence clearly breaks down the complexities of this often daunting yet fascinating subject. Sophisticated ideas are explained concisely and with clarity, ensuring the reader is aware of the subtleties of the subject yet not overwhelmed. With chapters dedicated to both key concepts and leading theorists, this text takes a wide-ranging look at jurisprudence and places central ideas in context. In particular this text centres around one (...) of the leading theorists, H.L.A Hart, and considers the landscape of jurisprudence in relation to his seminal The Concept of Law, looking at the key ideas which influenced him and considering the response to his work. Coverage of post-modern and feminist legal theory is also included, alongside discussion of key theorists such as Hobbes, Kant, and Rawls.Logically organised to support the topics commonly taught on jurisprudence and legal theory courses, this text provides an easy-to-follow and digestible account of this wide-ranging subject, making it the ideal companion text for further reading and research throughout your course. (shrink)

Textbooks play a strong part in constructing gender roles and status in society. Thus, the images, lessons, and stories of gender portrayed in textbooks affect the perception of prevalent masculine behavior. To develop an insight into the phenomena, this article analyzes the institutionalized patriarchy and patriarchal values embedded in the Urdu and English National Book Foundation textbooks for grades 5, 6, and 7. The study used content analysis techniques to decode the tone, juggling of meanings, pictorial representation, (...) topic selection, word selection, number of pages devoted to each topic, and gender placement of Urdu and Social Studies textbooks. The study explored whether women are portrayed as followers of men and men as having a leadership role. The mother is predominantly presented as a housewife who stays at home, cleaning and cooking all day. While the father goes to work every day and comes home and relaxes after a hard day’s work. Such placement of gendered roles has an effect on the thinking of young students and they internalize the idea that such roles are a natural part of their personality. Moreover, the books reflect a reality which is more male-oriented, while female representations are lacking in the dominant reality. (shrink)

Rudolph Agricola’s De inventione dialectica has rightly been regarded as the most original and influential textbook on argumentation, reading, writing, and communication in the Renaissance. At the heart of his treatment are the topics ( loci ), such as definition, genus, species, place, whole, parts, similars, and so on. While their function in Agricola’s system is argumentative and rhetorical, the roots of the topics are metaphysical, as Agricola himself explicitly acknowledges. It has led scholars to characterize Agricola as a realist (...) or even an extreme realist. This article studies two little treatises on universals by Agricola that throw further light on his realism. It is suggested that they could be viewed as an early step in his long-term project of revising and re-organizing the systems of topics as he encountered them in Aristotle, Cicero, and Boethius. The article offers a close analysis of the treatises, suggesting that Agricola’s realism owes a (general) debt to the school of the Scotists. In both earlier and later work Agricola emphasizes the common aspects of things that enable us to categorize and talk about things without denying their fundamental unicity and individuality. An edition of Agricola’s second treatise on universals—a reply to a critic—is added. (shrink)

This book looks at the ways in which conditionals, an integral part of philosophy and logic, can be of practical use in computer programming. It analyzes the different types of conditionals, including their applications and potential problems. Other topics include defeasible logics, the Ramsey test, and a unified view of consequence relation and belief revision. Its implications will be of interest to researchers in logic, philosophy, and computer science, particularly artificial intelligence.

Shifts to structurally new political formations or at times even governmental changes usually engender new representations of the past. This process generally involves the creation of official national histories or revisions to the existing narratives. These histories are ultimately tied to collective memory engineering and identity building to legitimize the new political formations and to ensure loyalty to them. Public education mostly provides a vital channel for the dissemination and the validation of the collective memory sanctioned by the ruling elite. (...) The rise of the Turkish Republic as a nation-state and the national historiography and educational system it established during the 1930s exemplify one of such cases. The consensus opinion in current scholarship argues that the early official historiography virtually circumvented the Ottoman and Islamic eras by curbing or even repealing their role by favoring strong accent on a remote pre-Islamic Turkish past. Although this view is warranted with regard to the state’s primary ideological emphasis on Turkishness, this approach at the same time misses the intricate subtleties involved in the official national narrative and potentially indicates a total exclusion or denunciation of these subjects. This article aims to assess the new national historical narrative reproduced in the new history textbooks in a more nuanced way with an exclusive concentration on the ideology, religion and history education triangulum. It aspires to unveil what it articulated about the supposedly avoided topic of the Islamic past and especially focus on the officially endorsed view of Islam as a religion. (shrink)

The philosophy of science has lost its self-confidence. Structures in Science (2001) is an advanced textbook that explicates, updates and integrates the best insights of logical empiricism and its main critics. This "neo-classical approach" aims at providing heuristic patterns for research.The book introduces four ideal types of research programs (descriptive, explanatory, design and explicative) and reanimates the distinction between observational laws and proper theories without assuming a theory-free language. It explicates various patterns of explanation by subsumption and specification as well (...) as structures in reductive and other types of interlevel research. Its threefold analysis of theory evaluation leads to new characterizations of confirmation, empirical progress, and truth approximation. What emerges are partial analogies between progress in nomological research, presented in detail in From Instrumentalism to Constructive Realism (2000) and progress in explicative and design research. Finally, special chapters are devoted to design research programs, computational philosophy of science, the structuralist approach to theories, and research ethics.The present synopsis of Structures in Science highlights the main topics, the final emphasis being on design research and research ethics. (shrink)

In 1934 a most singular event occurred. Two papers were published on a topic that had (apparently) never before been written about, the authors had never been in contact with one another, and they had (apparently) no common intellectual background that would otherwise account for their mutual interest in this topic.1 These two papers formed the basis for a movement in logic which is by now the most common way of teaching elementary logic by far, and indeed is (...) perhaps all that is known in any detail about logic by a number of philosophers (especially in North America). This manner of proceeding in logic is called ‘natural deduction’. And in its own way the instigation of this style of logical proof is as important to the history of logic as the discovery of resolution by Robinson in 1965, or the discovery of the logistical method by Frege in 1879, or even the discovery of the syllogistic by Aristotle in the fourth century BC. (shrink)

_ AS Critical Thinking for AQA_ is the definitive textbook for students of the current AQA Advanced Subsidiary Level syllabus. Structured very closely around the AQA specification, it covers the two units of the AS level in an exceptionally clear and student-friendly style. The chapters are helpfully subdivided into short digestible passages, and include: intended learning objectives at the beginning of each chapter student exercises at the end of each section with a ‘stretching activity’ for more advanced learners exam orientated (...) questions key point summaries at the end of each section cross references. In line with the AQA specification, there is a heavy emphasis on more imaginative forms of source material, for example, music, film, artwork, historical documents, adverts, moral dilemmas and scientific debates, as a means of illustrating key points. A great deal of emphasis is also placed on ‘live’ or ‘real’ arguments, taking topical examples from the world of science, politics, entertainment and sport. The book is accompanied by a companion website with extensive resources for both instructors and students. (shrink)

_ AS Critical Thinking for AQA_ is the definitive textbook for students of the current AQA Advanced Subsidiary Level syllabus. Structured very closely around the AQA specification, it covers the two units of the AS level in an exceptionally clear and student-friendly style. The chapters are helpfully subdivided into short digestible passages, and include: intended learning objectives at the beginning of each chapter student exercises at the end of each section with a ‘stretching activity’ for more advanced learners exam orientated (...) questions key point summaries at the end of each section cross references. In line with the AQA specification, there is a heavy emphasis on more imaginative forms of source material, for example, music, film, artwork, historical documents, adverts, moral dilemmas and scientific debates, as a means of illustrating key points. A great deal of emphasis is also placed on ‘live’ or ‘real’ arguments, taking topical examples from the world of science, politics, entertainment and sport. The book is accompanied by a companion website with extensive resources for both instructors and students. (shrink)

Corporations play a historic role in generating wealth but sometimes have a contentious impact on the environment and society as a whole. In recent years, corporations have become more sensitive to social issues and stakeholder concerns, and are collectively striving to become better corporate citizens. Business schools must prepare their graduates for success within these organizations by ensuring they are exposed to the best practices for implementing corporate sustainability initiatives and for measuring the social and financial impacts of these activities. (...) This article provides implications for curriculum by examining recent editions of Corporate Finance/Financial Management and Financial and Managerial Accounting textbooks commonly used by undergraduate students in North America to see how much space is devoted to these topics. The study finds that Cost/Managerial Accounting textbooks have the highest coverage related to sustainability and environmental topics. (shrink)

By examining the 5,413 illustrations provided in 33 introductory sociology textbooks published between 1982 and 1988, we explored the way textbook publishers in sociology pictorially construct images of gender and race. Individuals in a picture are coded for race and gender identity; each picture is coded for location in or outside the United States and for placement in 1 of 26 substantive topics. Although people of color were shown in numerically “fair” proportions, including Blacks seemed to be a way (...) of “staging” equality in the United States, while including other minorities appeared to offer “cross-cultural” comparisons to American society. Women accounted for only 36 percent of the individuals portrayed in these books, regardless of racial and ethnic category. Race and gender seemed to be conceptualized as nonoverlapping categories; White women “have” gender, while women of color apparently “have” only race. White men and boys occupied the center stage in these images of society; not only were more White men and boys presented than any other gender or race category, but they also received more exclusive attention and visually dominated the crucial institutions of politics and the economy. Although authors and publishers may strive to be fair, the way that race and gender representation is constructed in introductory sociology textbooks tends to reflect rather than critique popular American stereotypes. (shrink)

In the past few decades, awareness around gender-based violence has expanded on a global scale with increased attention in global treaties, organizations, and conferences. Previously a taboo topic, it is now viewed as a human rights violation in the broader world culture. Drawing on a quantitative analysis of 568 textbooks from 76 countries from across the world, we examine the extent to which this growing global attention to GBV has filtered down into national educational curricula. We find that (...) textbook discussions of GBV are more prevalent in the post-1993 period and are linked to discussions of women’s rights. In addition, discussions of GBV are more common in countries with more linkages to the global women’s movement. Findings from our study underscore the influence of the women’s rights movement and the radical feminist perspective on the reframing of GBV as a human rights issue. (shrink)

The associative chain between the personality of Joseph Stalin and his role in the Great Patriotic War of 1941–1945 remains stable among the historical consciousness of Russians from the end of the war until now. Traditionally, high schools devote a large amount of time to study the history of the war, including a range of the events dedicated to remembering the war. As a result, a stable and positive attitude toward the war and its significance to the Russian nation has (...) been achieved, while the attitude toward Stalin remains ambivalent, ranging from assessing him as a perpetrator, who initiated genocide and terror against Soviet people, to national hero and great ruler, who led the country to victory. In 2017, the Ministry of Education of the Russian Federation introduced three new national history textbooks based on the single goal of teaching Russian history in schools, but in practice has actually returned history back to a uniform standardized historical education across the country, similar to the Soviet education system. In this regard, the historical comparative research based on content analysis of Soviet, Russian, and newly issued textbooks is deemed topical and aimed to track the evolution of the image of Stalin and to understand how the historical representation of Stalin and his war policy has changed over the last 70 years in school education. There is also the goal of identifying the main reasons for the diverse attitudes toward Stalin currently inherent in different generations and rooted in stable ambivalent assessments of his war policy among Soviet and post-Soviet Russian society. (shrink)

Robert Veatch was a notable and prolific author in a variety of areas in philosophy, health care practice, and policy. However, it is evident by the sheer number of case study in ethics books, eighteen editions of case collections in all, that this approach to teaching ethics in the health sciences was especially important to him. A few of these case study collections he wrote alone, but the majority were written with co-authors from nursing, dentistry, pharmacy, allied health, and medicine, (...) drawing on their respective areas of disciplinary expertise and experience as educators. The aim of this article is to focus on the pedagogy and framework Veatch developed to expose students to the rudiments of philosophical ethics so they could understand the conflicts between values, principles, and ethical theories. Authentic clinical cases, he believed, were a useful way to engage students. Putting the two ideas together, Veatch argued the best method of structuring cases is “bootlegging theory in a topical structure” (Veatch, Robert M., Case analysis in ethics instruction. In: Amy Haddad (ed) Teaching and learning strategies in pharmacy ethics, Creighton University, Omaha, 85–97, 1992). Veatch’s rationale for this carefully planned systematic arrangement between case topics and philosophical ethics content are presented. The influence and input of co-authors from different disciplines are explored regarding case development and commentary content. Finally, the impact of these interdisciplinary case study textbooks on ethics instruction in the health sciences is evaluated. (shrink)

This study examines a sample of three editions of 19 financial accounting and auditing textbooks (n = 57) to explore the state of accounting educational content through the coverage of five key topics (ethics, professional judgment, governance, corporate social responsibility, and fraud) and 16 accounting scandals/troubled corporations. The study method is descriptive and uses independent sample t tests to identify significant differences over time and between countries. The major findings are fourfold. First, some topics' coverage and/or scandals exist in (...) most of the sample's books based on their indexes. However, the page coverage for these topics/scandals is not overwhelming when compared to the number of pages in these texts. Second, the scandals/troubled corporations' page coverage increased between the earliest and the later editions as did a depth of coverage trend measure. Third, U.S. texts in the sample contained significantly more pages devoted to these topics and scandals than the non-adapted Canadian sample texts. Finally, and as expected, the sampled auditing texts contain significantly more pages devoted to these topics and scandals compared to the other financial accounting texts in the sample. Educators and textbook authors interested in the future of business and accounting education will find this study of interest. If reminding accounting students of the ethical dilemmas they will face in their future careers is important, then this study indicates places where coverage in this sample of texts may be enhanced either through the use of standalone supplementary ethics texts or instructor introduced sources. (shrink)

Philosophy for AS is an accessible textbook for the new 2014 AQA Advanced Subsidiary Philosophy syllabus. Structured closely around the AQA specification this textbook covers the two units, Epistemology and Philosophy of Religion, in an engaging and student-friendly way. With chapters on 'How to do philosophy', exam preparation providing students with the philosophical skills they need to succeed, and an extensive glossary to support understanding, this book is ideal for students studying philosophy. Each chapter includes: explanation and commentary of the (...) AQA anthology texts comprehension questions to test understanding discussion questions to generate evaluative argument 'going further' sections for advanced study cross-references to help students make connections bullet-point summaries of each topic. The companion website hosts a wealth of further resources, including PowerPoint slides, flashcards, further reading, weblinks and handouts, all structured to accompany the textbook. It can be found at www.routledge.com/cw/alevelphilosophy. (shrink)

Philosophy for AS is the definitive textbook for students of the current AQA Advanced Subsidiary Level. Structured closely around the examination specifications, it covers the two units of the AS Level in an exceptionally clear and student-friendly style. As an invitation to philosophy, the book encourages and enables students to engage philosophically with the following syllabus topics: reason and experience Why should I be governed? Why should I be moral? the idea of God persons knowledge of the external world tolerance (...) the value of art God and the world the debate about free will and determinism. Each chapter contains an introduction to the basic ideas, arguments and objections of the issue, and a development section, which clarifies the previous material, introduces more complex ideas, and encourages students to link up ideas and draw new implications. To aid student learning and revision, each chapter includes: comprehension questions to test core knowledge discussion questions to deepen understanding 'going further' sections for advanced study cross-references to help students make connections helpful summaries and a glossary. In addition, a chapter on exam preparation contains a wealth of helpful hints and tips on revision and exam techniques. Written by an experienced philosopher and A Level consultant, Philosophy for AS is an essential course book for all students of AS Level philosophy. (shrink)

_OCR Religious Ethics for AS and A2_ is a textbook for students of Advanced Subsidiary or Advanced Level courses, endorsed by OCR for use with the OCR GCE Religious Studies specification. The book covers all the topics of the Religious Ethics component of the A Level specification in an enjoyable and student-friendly fashion. This second edition has been restructured for the revised specification and now includes a section on business ethics. Each chapter includes: a list of key issues, to introduce (...) students to the topic OCR specification checklist, to allow students to see which topics from the specification are covered in each chapter explanations of key terminology exam-style practice questions self-test review questions helpful summaries annotated further reading suggestions. To maximize students' chances of exam success, the book includes a chapter dedicated to answering examination questions. The book comes complete with lively illustrations, a comprehensive glossary, a full bibliography and a companion website at _www.routledge.com/textbooks/9780415468251_. (shrink)

_OCR Religious Ethics for AS and A2_ is a textbook for students of Advanced Subsidiary or Advanced Level courses, endorsed by OCR for use with the OCR GCE Religious Studies specification. The book covers all the topics of the Religious Ethics component of the A Level specification in an enjoyable and student-friendly fashion. This second edition has been restructured for the revised specification and now includes a section on business ethics. Each chapter includes: a list of key issues, to introduce (...) students to the topic OCR specification checklist, to allow students to see which topics from the specification are covered in each chapter explanations of key terminology exam-style practice questions self-test review questions helpful summaries annotated further reading suggestions. To maximize students' chances of exam success, the book includes a chapter dedicated to answering examination questions. The book comes complete with lively illustrations, a comprehensive glossary, a full bibliography and a companion website at _www.routledge.com/textbooks/9780415468251_. (shrink)

This is a lively and engaging introduction to the contentious topic of Nietzsche's political thought. It traces the development of Nietzsche's thinking on politics from his earliest writings to the mature work in which he advocates aristocratic radicalism as opposed to 'petty' European nationalism. The key ideas of the will to power, eternal return and the overman are discussed and all Nietzsche's major works analysed in detail, such as Beyond Good and Evil and The Genealogy of Morals, within the (...) context of the concerns of modern political theory. The book concludes with an assessment of Nietzsche's enduring relevance and of the insights afforded by contemporary liberal and feminist readings. This textbook will be essential for all students of Nietzsche and of the history of political ideas. It includes a chronology of Nietzsche's life and works and a guide to further reading. (shrink)

The present study examined the traces of neoliberal ideology in O-level English language textbooks taught in elitist private schools in Pakistan that follow the UK-based international educational system administrated by the University of Cambridge under the General Certificate of Education (GCE). Analysis in the study was informed by Fairclough's CDA writings. Moreover, Bourdieu's views on neoliberalism were also considered to shed some light on neoliberal ideology in the textbooks. Findings suggest that several neoliberal themes were evident in the (...) textbooks under scrutiny, including marketization, consumerism, branding, celebrity culture, competition, individualism, self-responsibility and self-entrepreneurship, mobility, new ‘Othering’ strategy and English as a neoliberal skill. Based on the findings, we argue that the global ELT industry that produces teaching materials, including textbooks for the periphery is a major contributor to the neoliberal world order maintained by the local (political) elite in the government(s) e.g. Pakistan in case of the present study. The textbooks prepare learners for a competitive world rather than a world based on cooperation, mutual progress, and happiness. The study thus questions such neoliberal hegemony encoded in the textbooks and argues for critical examination and selection of the materials for contexts where English is taught as a foreign language. (shrink)

Philosophy for AS _and A Level _is an accessible textbook for the new 2017 AQA Philosophy syllabus. Structured closely around the AQA specification this textbook covers the two units shared by the AS and A Level, Epistemology and Moral Philosophy, in an engaging and student-friendly way. With chapters on 'How to do philosophy', exam preparation providing students with the philosophical skills they need to succeed, and an extensive glossary to support understanding, this book is ideal for students studying philosophy. Each (...) chapter includes: argument maps that help to develop student’s analytical and critical skills comprehension questions to test understanding discussion questions to generate evaluative argument explanation and commentary of the AQA set texts ‘thinking harder’ sections for advanced study cross-references to help students make connections bullet-point summaries of each topic. The companion website hosts a wealth of further resources, including PowerPoint slides, flashcards, further reading, weblinks and handouts, all structured to accompany the textbook. It can be found at. (shrink)

OCR Religious Ethics for AS and A2 is a textbook for students of Advanced Subsidiary or Advanced Level courses, endorsed by OCR for use with the OCR GCE Religious Studies specification. The book covers all the topics of the Religious Ethics component of the A Level specification in an enjoyable and student-friendly fashion. This second edition has been restructured for the revised specification and now includes a section on business ethics. Each chapter includes: a list of key issues, to introduce (...) students to the topic OCR specification checklist, to allow students to see which topics from the specification are covered in each chapter explanations of key terminology exam-style practice questions self-test review questions helpful summaries annotated further reading suggestions. To maximize students' chances of exam success, the book includes a chapter dedicated to answering examination questions. The book comes complete with lively illustrations, a comprehensive glossary, a full bibliography and a companion website at www.routledge.com/textbooks/9780415468251. (shrink)

Structured directly around the specification of the AQA, this is the definitive textbook for students of Advanced Subsidiary or Advanced Level courses. It covers all the necessary topics for Religious Ethics in an enjoyable student-friendly fashion. Each chapter includes: a list of key issues AQA specification checklist explanations of key terminology helpful summaries self-test review questions exam practice questions. To maximise students' chances of exam success, the book contains a section dedicated to answering examination questions. It comes complete with lively (...) illustrations, a comprehensive glossary, full bibliography and a companion website. (shrink)

Structured directly around the specification of the OCR, this is the definitive textbook for students of Advanced Subsidiary or Advanced Level courses. The updated third edition covers all the necessary topics for Religious Ethics in an enjoyable student-friendly fashion. Each chapter includes: a list of key issues OCR specification checklist explanations of key terminology overviews of key scholars and theories self-test review questions exam practice questions. To maximise students' chances of success, the book contains a section dedicated to answering examination (...) questions. It comes complete with diagrams and tables, lively illustrations, a comprehensive glossary and full bibliography. Additional resources are available via the companion website. (shrink)

Structured directly around the specification of the OCR, this is the definitive textbook for students of Advanced Subsidiary or Advanced Level courses. The updated third edition covers all the necessary topics for Religious Ethics in an enjoyable student-friendly fashion. Each chapter includes: a list of key issues OCR specification checklist explanations of key terminology overviews of key scholars and theories self-test review questions exam practice questions. To maximise students' chances of success, the book contains a section dedicated to answering examination (...) questions. It comes complete with diagrams and tables, lively illustrations, a comprehensive glossary and full bibliography. Additional resources are available via the companion website. (shrink)

The Canadian-American biologist Edmund Vincent Cowdry played an important role in the birth and development of the science of aging, gerontology. In particular, he contributed to the growth of gerontology as a multidisciplinary scientific field in the United States during the 1930s and 1940s. With the support of the Josiah Macy, Jr. Foundation, he organized the first scientific conference on aging at Woods Hole, Massachusetts, where scientists from various fields gathered to discuss aging as a scientific research topic. He (...) also edited Problems of Ageing (1939), the first handbook on the current state of aging research, to which specialists from diverse disciplines contributed. The authors of this book eventually formed the Gerontological Society in 1945 as a multidisciplinary scientific organization, and some of its members, under Cowdry's leadership, formed the International Association of Gerontology in 1950. This article historically traces this development by focusing on Cowdry's ideas and activities. I argue that the social and economic turmoil during the Great Depression along with Cowdry's training and experience as a biologist – cytologist in particular – and as a textbook editor became an important basis of his efforts to construct gerontology in this direction. (shrink)

Although the eighteenth century is not a chief interest of historians of psychology, nor is the history of psychology a main topic of Enlightenment studies, the era has long qualified as what a textbook of modern philosophy called "the century of psychology". The present article examines such a historiographical paradox, and asks in what senses eighteenth-century might deserve that label. For the general historian of the Enlightenment, as for historians of logic, esthetics, moral philosophy, or education, the label is (...) justified by the psychologization experienced by those domains and others. The historian of the human sciences can agree because, especially in Germany, empirical psychology became during the eighteenth century an autonomous field of academic investigation. Psychology, under that name or otherwise, gained throughout Europe the highest rank in the hierarchy of the sciences. Moreover, insofar as its object was the soul united to, and interacting with the body, and to the extent that human beings were defined precisely by such a union and "commerce", psychology became the crucial anthropological science, on which all other branches of the "science of man" were said to depend. Finally, the development during the Aufklärung of a historical discourse about empirical psychology reveals the self-consciousness attained within the emerging field by the end of the eighteenth century. Weder ist das achtzehnte Jahrhundert für die Geschichte der Psychologie ein Schwerpunkt der Forschung, noch ist die Geschichte der Psychologie ein Hauptthema der Arbeiten über die Aufklärung. Trotzdem wurde diese Ära doch lange Zeit als das qualifiziert, was ein Textbuch der modernen Philosophie als "das Jahrhundert der Psychologie" bezeichnet. Der vorliegende Beitrag untersucht dieses historiographische Paradoxon, und fragt, inwiefern das achtzehnte Jahrhundert die Bezeichnung "Jahrhundert der Psychologie" verdient.Für den "allgemeinen" Historiker der Aufklärung genauso wie für die Historiker der Logik, der Ästhetik, der Moralphilosophie oder der Erziehung rechtfertigt sich die Bezeichnung aus der Psychologisierung, die diese und andere Gebiete erfahren haben. Der Historiker, der sich mit den Geisteswissenschaften beschäftigt, kann ihr ebenfalls zustimmen, da die empirische Psychologie, insbesondere in Deutschland, während des achtzehnten Jahrhunderts ein eigenständiges Feld auf dem Gebiet der akademischen Forschung wurde.Die Psychologie, sei es nun unter diesem oder einem anderen Namen, erreichte in der Hierarchie der Wissenschaften in ganz Europa den höchsten Rang. Darüber hinaus wurde sie zu einer kritischen anthropologischen Wissenschaft, von der gesagt wurde, daß alle anderen "Humanwissenschaften" auf ihr beruhen. Denn ihr Gegenstand war die mit dem Körper eine Einheit bildende und mit ihm zusammen agierende Seele, und in dem Umfang, in dem die Menschen präzise durch diese Einheit und durch das "commercium" beschrieben wurden. Letztendlich spiegelt die Entwicklung eines historischen Diskurses über die empirische Psychologie während der Aufklärung das Selbstbewußtsein wieder, das innerhalb dieses aufstrebenden Bereichs gegen Ende des achtzehnten Jahrhunderts erlangt wurde. (shrink)

In this era of “globalization”, nation-building has become a relatively neglected topic. In this essay, I use Thomas Hylland Eriksen’s textbook, Globalization, as a framework for exploring nation-building in China. I take his eight-concept chapter outline—disembedding, acceleration, standardization, interconnectedness, movement, mixing, vulnerability, and re-embedding—and apply it to dynamics of nation-building in China. In so doing, I tease out actual and potential relationships among the processes evident in Chinese nation-building and globalization. In addition, I explore some of the relationships, productivities (...) and pitfalls of “globalization” and “nation-building” as concepts. (shrink)

Structured directly around the specification of the AQA, this is the definitive textbook for students of Advanced Subsidiary or Advanced Level courses. It covers all the necessary topics for Religious Ethics in an enjoyable student-friendly fashion. Each chapter includes: a list of key issues AQA specification checklist explanations of key terminology helpful summaries self-test review questions exam practice questions. To maximise students' chances of exam success, the book contains a section dedicated to answering examination questions. It comes complete with lively (...) illustrations, a comprehensive glossary, full bibliography and a companion website. (shrink)

I-Language introduces the uninitiated to linguistics as cognitive science. In an engaging, down-to-earth style Daniela Isac and Charles Reiss give a crystal-clear demonstration of the application of the scientific method in linguistic theory. Their presentation of the research programme inspired and led by Noam Chomsky shows how the focus of theory and research in linguistics shifted from treating language as a disembodied, human-external entity to cognitive biolinguistics - the study of language as a human cognitive system embedded within the mind/brain (...) of each individual. The recurring theme of equivalence classes in linguistic computation ties together the presentation of material from phonology, morphology, syntax, and semantics. The same theme is used to help students understand the place of linguistics in the broader context of the cognitive sciences, by drawing on examples from vision, audition, and even animal cognition.This textbook is unique in its integration of empirical issues of linguistic analysis, engagement with philosophical questions that arise in the study of language, and treatment of the history of the field. Topics ranging from allophony to reduplication, ergativity, and negative polarity are invoked to show the implications of findings in cognitive biolinguistics for philosophical issues like reference, the mind-body problem, and nature-nurture debates.This textbook contains numerous exercises and guides for further reading as well as ideas for student projects. A companion website with guidance for instructors and answers to the exercises features a series of pdf slide presentations to accompany the teaching of each topic. (shrink)

_OCR Philosophy of Religion for AS and A2_ is a textbook for students of Advanced Subsidiary or Advanced Level courses, endorsed by OCR for use with the OCR GCE Religious Studies specification. The book covers all the topics of the Philosophy of Religion component of the A Level specification in an enjoyable and student-friendly fashion. This second edition has been restructured for the revised specification and now includes new chapters on the 'Nature of God' and 'Religion and Science'. Each chapter (...) includes: a list of key issues, to introduce students to the topic OCR specification checklist, to allow students to see which topics from the specification are covered in each chapter explanations of key terminology discussion questions, thought points and activities exam-style practice questions self-test review questions helpful summaries annotated further reading suggestions. To maximize students' chances of exam success, the book includes a chapter dedicated to answering examination questions. The book comes complete with lively illustrations, a comprehensive glossary, a full bibliography and a companion website at _www.routledge.com/textbooks/9780415468244_. (shrink)

Further research on the theological contributions of experts at Vatican Council II has led to identifying six texts by Prof. Joseph Ratzinger, which are presented here. The theological themes expressed in these texts include an insistence on the interior dynamics and questioning of human beings in conceiving the present-day "hearer of the word" to which Vatican II will speak. One is not surprised by the Professor's repeated call for doctrinal formulations drawn from the biblical and patristic sources instead of borrowing (...) from recent theological textbooks. The lecture of October 10, 1962, develops, among other topics, an impressive account of God's self-revelation, which has primacy over the codified witness given by Scripture and tradition, which derive from the one fons that is God's self-manifestation. On biblical inspiration the Council should not attempt a systematic account but simply make reference to essential aspects: those active as human authors, their context which is salvation history, and the communities that they served by writing. All missionary activity in the Church arises ultimately from God's love poured out upon the world in the missions of the Son and Spirit and such action has its summa in Jesus' inaugural proclamation, "Be converted and believe in the Gospel" . In approaching its dialogue with the contemporary world, the Church speaks out of a complex conviction combining awareness that hum. (shrink)

Structured directly around the specification of the OCR, this is the definitive textbook for students of Advanced Subsidiary or Advanced Level courses. The updated third edition covers all the necessary topics for Philosophy of Religion in an enjoyable student-friendly fashion. Each chapter includes: a list of key issues OCR specification checklist explanations of key terminology overviews of key scholars and theories self-test review and exam practice questions. To maximise students’ chances of success, the book contains a section dedicated to answering (...) examination questions. It comes complete with diagrams and tables, lively illustrations, a comprehensive glossary and full bibliography. Additional resources are available via the companion website at www.routledge.com/cw/mayled. (shrink)

Philosophy of Religion for OCR is an ideal guide for students taking the Philosophy of Religion component of the OCR Religious Studies AS and A Level course. Drawing on insights gained from many years of teaching experience, Dennis Brown and Ann Greggs’ landmark book follows the OCR specification closely and includes: ·clear and comprehensive discussion of each topic in the specification ·discussion of both historical and cutting-edge philosophical approaches ·use of excerpts from primary sources to engage students in philosophical (...) debate ·profiles of important philosophical and religious thinkers, a glossary and helpful chapter summaries ·discussion questions, activity boxes, thought points and suggestions for further reading ·practical ideas on study skills, essay-writing and assessment objectives Philosophy of Religion for OCR provides a clear, accessible and comprehensive introduction to each of the topics on the course, including ancient philosophy, mind, body and soul, arguments for and against God’s existence, religious experience and religious language. Written by two experienced teachers and textbook authors, Philosophy of Religion for OCR will assist students of every ability to achieve their best. This book, which covers component 01 of the OCR H173 and H573 specifications, should be paired with Religion and Ethics for OCR, by Dennis Brown and Mark Coffey, which covers component 02. (shrink)

The present article focusesupon three aspects of computer ethics as aphilosophical field: contemporary perspectives,future projections, and current resources.Several topics are covered, including variouscomputer ethics methodologies, the `uniqueness'of computer ethics questions, and speculationsabout the impact of globalization and theinternet. Also examined is the suggestion thatcomputer ethics may `disappear' in the future.Finally, there is a brief description ofcomputer ethics resources, such as journals,textbooks, conferences and associations.

Husserl began by refusing the possibility to consider the ego as an essential center of reference for intentional acts. But later included it in phenomenological description as the center of reference for intentional experiences. The article analyzes those two moments and their possible correlation with the Kantian theory of the self, in order to highlight the significant difference between the two philosophers.

We bring out syntactic and semantic similarities of two types of conditionals with fronted antecedents [normal indicative conditionals and biscuit conditionals ] and two types of left dislocation constructions in German, which mark two types of topicality. On the basis of these similarities we argue that NCs and BCs are aboutness topics and relevance topics, respectively. Our analysis extends the approach to aboutness topicality of Endriss to relevance topics to derive the semantic and pragmatic contribution of left-dislocated DPs and applies (...) it to an analysis of conditionals as pluralities of possible worlds. We show how this uniform approach to the interpretation of topicality accounts for the nominal left dislocation constructions as well as for the semantic and pragmatic effects observed in connection with the two types of conditionals. We furthermore discuss the potential of our proposal to deal with subjunctive biscuit conditionals, if-clauses modifying speech acts different from assertions, conditionals with right-dislocated if-clauses, and nested conditionals. (shrink)

The book is a translation of the second edition of a much-used and research-based Chinese textbook. As a succinct and issue-based introduction to the Western philosophy of science, the book brings eight focal issues in the field to the fore and offers a helpful addition to the topics by incorporating Chinese perspectives on these issues. Followed by an overview of the historical framework and logical underpinnings of philosophy of science, the book thoroughly discusses eight issues in the discipline: (1) the (...) criteria of cognitive meaning, (2) induction and confirmation, (3) scientific explanation, (4) theories of scientific growth, (5) demarcation between science and pseudoscience, (6) scientific realism and empiricism; (7) philosophy of scientific experimentation, (8) science and value. Not confined to Western mainstream discourse in this field, the book also introduces voices of Chinese philosophers of note and adopts a stance productively combining logical empiricism and Kuhnianism, both of which are underrated by a host of English textbooks. In the final chapter the author offers a prognosis regarding the future of the discipline based on recent trends. This book will be valued by students who study philosophy of science and hope to gain a better understanding of science and technology. (shrink)

A study of various central and connected topics in philosophical logic and the theory of meaning. There are important sections on the relation between linguistic and abstract entities, on necessity and convention, on meaning, sense and reference, and on entailment. Dr Lewy proposes a number of original solutions to problems which have been widely discussed in literature, and there is in particular a sharp and sustained criticism of conventionalism and reductionism. These are among the most difficult and intricate issues in (...) contemporary philosophy, but Dr Lewy writes with great clarity and a minimum of technicality. Where his views are controversial they are explained and supported in a detail which makes it both possible and necessary for potential critics to state their disagreement precisely. The book should therefore be of value as an advanced textbook as well as an original contribution to philosophical logic. (shrink)