This second companion volume on engineering studies considers engineering practice including contextual analyses of engineering identity, epistemologies and values. Key overlapping questions examine such issues as an engineering identity, engineering self-understandings enacted in the professional world, distinctive characters of engineering knowledge and how engineering science and engineering design interact in practice. -/- Authors bring with them perspectives from their institutional homes in Europe, North America, Australia\ and Asia. The volume includes 24 contributions by more than 30 authors from engineering, the (...) social sciences and the humanities. Additional issues the chapters scrutinize include prominent norms of engineering, how they interact with the values of efficiency or environmental sustainability. A concluding set of articles considers the meaning of context more generally by asking if engineers create their own contexts or are they created by contexts. -/- Taken as a whole, this collection of original scholarly work is unique in its broad, multidisciplinary consideration of the changing character of engineering practice. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Ideas 62.2 (2001) 233-244 [Access article in PDF] Joseph Butler on Forgiveness: A Presupposed Theory of Emotion Paul A. Newberry "I forgive him as far as humanity can forgive. I would do him no injury." Mrs. Dale in Anthony Trollope's The Last Chronicle of Barset, 1867. In the recent philosophical literature on forgiveness, a topic of great concern is the proper characterization of (...) forgiveness or, said in another way, the proper definition of forgiveness. Forgiveness has been defined in a multitude of ways: among others, as the overcoming of resentment, the overcoming of moral hatred, as a speech act, and as forbearance. Of these definitions the one that enjoys anything close to a kind of consensus is that forgiveness is the overcoming of resentment. This position, with various qualifications and stipulations, is held by numerous philosophers, among them R. S. Downie, Kathleen Dean Moore, A. C. Ewing, Martin Hughes, and Jeffrie Murphy. 1 The progenitor of this view is widely acknowledged to be Joseph Butler, who wrote sermons on both resentment and forgiveness nearly three hundred years ago. 2In this paper I will demonstrate that the attribution of this definition of forgiveness to Butler is in error: he did not define forgiveness as the overcoming of resentment but rather as the checking of revenge, or forbearance. Aside from the goal of setting the historical record straight, I have a broader and more important purpose in this essay. One sees that such an interpretation of Butler must provoke two questions. First, why did Butler define forgiveness only in terms of how one is to act, therefore paying no attention, apparently, to how one feels? Second, how do Murphy and the others incorrectly attribute this view to Butler? [End Page 233] I contend that these answers can be addressed if we take a close look at the role of emotions and theories of emotion in the definitions offered by Butler and Murphy (as representative of the group). I will attempt to establish that Butler's definition of forgiveness as the checking of revenge presupposes a feeling theory of emotions which is distinct from and in conflict with--in many ways pertinent to forgiveness--the cognitive theory of emotions presupposed by Murphy's definition. If I am successful in showing this claim to be plausible, then I will also have demonstrated that more attention needs to be paid to theories of emotion underlying work on forgiveness. But since the misinterpretation of Butler is widespread among contemporary writers on forgiveness and not peculiar to Murphy, my claim is a gesture toward what I take to be a problem greater than mere misinterpretation. Given the fact that a feeling theory of emotions was the predominant theory among philosophers in Butler's day until the end of the nineteenth century and that cognitive theory is currently a dominant philosophical theory, I fear that what has happened is that modern commentators on Butler are unaware that they are imposing their own presupposed theories of emotion onto a text from an earlier historical period.The plan of the paper is first to show by careful exegesis how Butler characterizes forgiveness and then, after a brief sketch of the difference between feeling theory and cognitive theory, to demonstrate how Butler's definition presupposes the former and Murphy's the latter. I will conclude with a few remarks about the import of these findings.Joseph Butler's treatment of forgiveness is found in a collection of his sermons first published as Fifteen Sermons in 1726. 3 Included in this collection are two sermons of primary importance to the topic of forgiveness: a sermon on resentment (Sermon VIII) and a subsequent sermon on forgiveness (Sermon IX). An understanding of Butler's definition of forgiveness properly begins with his sermon on resentment in which he distinguishes between two different kinds of resentment. One kind he calls "hasty and sudden" resentment, the other "settled and deliberate" resentment. 4 Hasty and sudden resentment is generally (and naturally) the result of sudden hurt or violence. 5... (shrink)

This article describes the education portion of an ongoing grant-sponsored education and research project designed to help graduate students in all engineering disciplines learn about the basic ethical principles, rules, and obligations associated with engineering practice in the United States. While the curriculum developed for this project is used for both domestic and international students, the educational materials were designed to be sensitive to the specific needs of international graduate students. In recent years, engineering programs in the United States have (...) sought to develop a larger role for professional ethics education in the curriculum. Accreditation requirements, as well as pressures from the private sector, have helped facilitate this shift in focus. Almost half of all engineering graduate students in the U.S. are international students. Further, research indicates that the majority of these students will remain in the U.S. to work post-graduation. It is therefore in the interest of the profession that these students, coming from diverse backgrounds, receive some formal exposure to the professional and ethical expectations and norms of the engineering profession in the United States to help ensure that they have the knowledge and skills—non-technical as well as technical—required in today’s engineering profession. In becoming acculturated to professional norms in a host country, international students face challenges that domestic students do not encounter; such as cultural competency, language proficiency, and acculturation stress. Mitigating these challenges must be a consideration in the development of any effective education materials. The present article discusses the project rationale and describes the development of on-line instructional materials aimed at helping international engineering graduate students acclimate to professional engineering ethics standards in the United States. Finally, a brief data summary of students’ perceptions of the usefulness of the content and instructional interface is provided to demonstrate the initial effectiveness of the materials and to present a case for project sustainability. (shrink)

The development of early childhood care, education, and development programs in Indonesia suggests unexpected linkages between democratization, empowerment, and neoliberal policy regimes. Despite the shift to grassroots organizing and to empowerment as a goal of development, in Indonesia there is tremendous continuity in the use of women's work to provide social welfare at the community level. Ethnographic research illuminates the impact on women's work and their own interpretation of programs to empower children.

A crisis looms over the scientific enterprise. Not a day passes without news of retractions, failed replications, fraudulent peer reviews, or misinformed science-based policies. The social implications are enormous, yet this crisis has remained largely uncharted-until now. In Science on the Verge, luminaries in the field of post-normal science and scientific governance focus attention on worrying fault-lines in the use of science for policymaking, and the dramatic crisis within science itself. This provocative new volume in The Rightful Place of Science (...) also explores the concepts that need to be unlearned, and the skills that must be relearned and enhanced, if we are to restore the legitimacy and integrity of science. (shrink)

This inclusive cross-cultural study rethinks the nexus between engineering education and context. In so doing the book offers a reflection on contextual boundaries with an overall boundary crossing ambition and juxtaposes important cases of critical participation within engineering education with sophisticated scholarly reflection on both opportunities and discontents. -/- Whether and in what way engineering education is or ought to be contextualized or de-contextualized is an object of heated debate among engineering educators. The uniqueness of this study is that this (...) debate is given comprehensive coverage – presenting both instrumentally inclined as well as radical positions on transforming engineering education. -/- In contextualizing engineering education, this book offers diverse commentary from a range of disciplinary, meta- and interdisciplinary perspectives on how cultural, professional, institutional and educational systems contexts shape histories, structural dynamics, ideologies and challenges as well as new pathways in engineering education. Topics addressed include examining engineering education in countries ranging from India to America, to racial and gender equity in engineering education and incorporating social awareness into the area. -/- Using context as “bridge” this book confronts engineering education head on. Contending engineering ideologies and corresponding views on context are juxtaposed with contending discourses of reform. The uniqueness of the book is that it brings together scholars from the humanities, the social sciences and engineering from Europe – both East and West – with the United States, China, Brazil, India and Australia. (shrink)

According to the received view in the literature on homonymy and polysemy representation, there is a difference between how polysemes and homonyms are represented in our mental lexicons. More concretely, the received view holds that whereas the meanings associated with a homonymous expression are (mentally) represented in separate lexical entries, the meanings associated with a polysemous expression are represented together in a single lexical entry. It is usually argued that this is the picture that is supported by the growing body (...) of empirical evidence coming from psycholinguistics. Empirical studies of ambiguity processing and resolution consistently show that polysemous expressions enjoy various processing advantages compared to homonyms, and the received view is generally taken to be required in order to explain these results. The aim of this paper is not only to show that this is not the case but also, and more fundamentally, that the received view falls far short of explaining the available data to a sufficient degree. As a result, the received view is caught up in an explanatory dilemma that I dub the Continuum Puzzle. I then claim that the best way to escape this puzzle is to give up the received view’s core thesis in favor of an alternative view consistent with the empirical evidence. Reaching such an alternative will require rejecting the following pervasive but ill-motivated assumption: Differences in ambiguity processing and resolution can only be explained by there being some corresponding differences in the architecture of our mental lexicons. (shrink)

The paper explores whether the method of reflective equilibrium (RE) in ethics and political philosophy should be individual or public in character. I defend a modestly public conception of RE, in which public opinion is used specifically as a source of considered judgments about cases. Public opinion is superior to philosophical opinion in delivering judgments that are untainted by principled commitments. A case-based approach also mitigates the methodological problems that commonly confront efforts to integrate philosophy with the investigation of popular (...) attitudes. This conception of RE is situated in relation to alternative accounts, including those of Daniels, Rawls, and Wolff and de-Shalit. (shrink)

This piece continues an exchange between David Beaver and Jason Stanley, on the one hand, and Alice Crary, on the other, to which Beaver’s and Stanley’s “Neutrality” (immediately above) is a contribution. All three authors agree that the critique of ideology, propaganda, and oppressive structures should not be conceived as eliminating socially-situated perspectives and subjectively-mediated sensibilities from an allegedly neutral discursive space. Their exchange began with Crary’s 2018 article, “The Methodological as Political: What’s the Matter with ‘Analytic Feminism’?” which (...) attacks appeals to neutrality, including one Crary finds in Stanley’s 2015 book, How Propaganda Works, for obscuring a pivotal methodological insight of radical feminist thought, namely, that feminism’s political radicalism is complemented by a “methodological radicalism that involves making use of the practical power of ethically non-neutral resources, conceived as in themselves cognitively authoritative” (Crary 2018: 47). This new reply argues that Beaver’s and Stanley’s practice-based image of language, while at first seemingly aligned with this rejection of neutrality as an ideal for political discourse, fails to fully respond to her original complaint. The ideal of neutrality is problematic, not only in masking social location, but in wrongly impugning as ‘non-cognitive’ or ‘irrational’ critical resources drawn from socially-situated perspectives—the sorts of perspectives to which notable strands of feminist theory give voice precisely for their cognitive value. The current piece claims that to address this further danger it is necessary to go beyond Beaver’s and Stanley’s study of meaning and critically examine engrained philosophical assumptions about how to construe logical notions such as objectivity and truth. It closes by suggesting that, within philosophy of language broadly conceived, the tradition of ordinary language philosophy provides a more promising source of resources and illumination for struggles to make gender-based and overlapping forms of structural bias socially visible. (shrink)

The question of forgiveness in politics has attained a certain cachet. Indeed, in the fifty years since Arendt commented on the notable absence of forgiveness in the political tradition, a vast and multidisciplinary literature on the politics of apology, reparation, and reconciliation has emerged. To a novice scouring the relevant literatures, it might appear that the only discordant note in this new veritable symphony of writings on political forgiveness has been sounded by philosophers. There is a more-than-healthy cynicism directed at (...) what many philosophers see as an uncritical promotion of forgiveness, which – they fear – risks distorting and cheapening forgiveness as a moral ideal, on the one hand, and ignoring the moral and political values of justice, accountability and the cessation of harmful relationships, on the other. Are philosophical fears about the dangers of thinking about forgiveness in political terms warranted – or do they perhaps depend in part on conceptual conservatism regarding what exactly political forgiveness might be? I argue that most, if not all, standard objections to political forgiveness emerge from theoretical reliance on a picture of forgiveness I will call the Emotional Model. Once we make conceptual space for descriptions of forgiveness in performative and social terms, the concept is more easily adapted to a political account without at least some of the risks feared by philosophers. (shrink)

Philosopher Ludwig Wittgenstein had an enormous influence on twentieth-century philosophy even though only one of his works, the famous Tractatus Logico-Philosophicus, was published in his lifetime. Beyond this publication the impact of his thought was mainly conveyed to a small circle of students through his lectures at Cambridge University. Fortunately, many of his ideas have survived in both the dictations that were subsequently published, and the notes taken by his students, among them Alice Ambrose and the late Margaret Macdonald, (...) from 1932 to 1935. These notes, now edited by Professor Ambrose, are here published, and they shed much light on Wittgenstein's philosophical development. Among the topics considered are the meaning of a word and its relation to common usage, rules of grammar and their relation to fact, the grammar of first person statements, language games, and the nature of philosophy. This volume is indispensable to any serious discussion of Wittgenstein's work. (shrink)

"Eros" bezeichnet zuerst ein von fast allen Menschen mehr oder weniger glücklich erfahrenes Phänomen namens Verliebtheit oder sexuelles Begehren. Es gibt aber auch einen höchst einflussreichen Begriff des Eros.

Wider possibilities for moral thought -- Objectivity revisited: a lesson from the work of J.L. Austin -- Ethics, inheriting from Wittgenstein -- Moral thought beyond moral judgment: the case of literature -- Reclaiming moral judgment: the case of feminist thought -- Moralism as a central moral problem.

This paper briefly summarizes current thinking in engineering ethics education, argues that much of that ethical instruction runs the risk of being only superficially effective, and explores some of the underlying systemic barriers within academia that contribute to this result. This is not to criticize or discourage efforts to improve ethics instruction. Rather it is to point to some more fundamental problems that still must be addressed in order to realize the full potential of enhanced ethics instruction. Issues discussed will (...) include: intellectual engagement versus emotional engagement; the gravitational pull of curricular structures; the nature of engineering faculty; and the “engineer-ization” of ethics. (shrink)

This text offers major re-evaluation of Wittgenstein's thinking. It is a collection of essays that presents a significantly different portrait of Wittgenstein. The essays clarify Wittgenstein's modes of philosophical criticism and shed light on the relation between his thought and different philosophical traditions and areas of human concern. With essays by Stanley Cavell, James Conant, Cora Diamond, Peter Winch and Hilary Putnam, we see the emergence of a new way of understanding Wittgenstein's thought. This is a controversial collection, with essays (...) by highly regarded Wittgenstein scholars that may change the way we look at Wittgenstein's body of work. (shrink)

This paper briefly summarizes current thinking in engineering ethics education, argues that much of that ethical instruction runs the risk of being only superficially effective, and explores some of the underlying systemic barriers within academia that contribute to this result. This is not to criticize or discourage efforts to improve ethics instruction. Rather it is to point to some more fundamental problems that still must be addressed in order to realize the full potential of enhanced ethics instruction. Issues discussed will (...) include: intellectual engagement versus emotional engagement; the gravitational pull of curricular structures; the nature of engineering faculty; and the “engineer-ization” of ethics. (shrink)

In Self-Identity and Powerlessness , Alice Kouobová proposes a conception of human existence that does not essentially depend on the definition of self-identity. She does this by reinterpreting Heidegger’s fundamental ontology and that of other authors.

This co-edited volume compares Chinese and Western experiences of engineering, technology, and development. In doing so, it builds a bridge between the East and West and advances a dialogue in the philosophy of engineering. Divided into three parts, the book starts with studies on epistemological and ontological issues, with a special focus on engineering design, creativity, management, feasibility, and sustainability. Part II considers relationships between the history and philosophy of engineering, and includes a general argument for the necessity of dialogue (...) between history and philosophy. It continues with a general introduction to traditional Chinese attitudes toward engineering and technology, and philosophical case studies of the Chinese steel industry, railroads, and cybernetics in the Soviet Union. Part III focuses on engineering, ethics, and society, with chapters on engineering education and practice in China and the West. The book’s analyses of the interactions of science, engineering, ethics, politics, and policy in different societal contexts are of special interest. The volume as a whole marks a new stage in the emergence of the philosophy of engineering as a new regionalization of philosophy. This carefully edited interdisciplinary volume grew out of an international conference on the philosophy of engineering hosted by the University of the Chinese Academy of Sciences in Beijing. It includes 30 contributions by leading philosophers, social scientists, and engineers from Australia, China, Europe, and the United States. (shrink)

Nasir-i Khusraw is a major literary figure in medieval Persian culture. He was a Muslim philosopher, poet, travel writer, and Ismaili da'i who lived a thousand years ago in the lands known today as Afghanistan, Iran, and Tajikistan. Although known in the West mainly for his Safarnama, or travelogue, which describes his seven-year journey from Khurasan, in the eastern Islamic lands, to Cairo, the city of the Fatimid imam-caliphs, his poetry and ideas are less familiar. Yet, over the centuries, Persian-speaking (...) lands have consistently ranked him as one of the finest poets of all time. But today, even among those who know Nasir-i Khusraw's poetry, few understand the philosophical and Ismaili concepts the poet expounds. And while mystical and epic genres of Persian poetry are memorized and studied, the genre of philosophical poetry in Persian remains basically unexplored. This collection of studies seeks to redress the balance. Originally presented at a conference at the School of Oriental and African Studies (SOAS), University of London in 2005 to commemorate the millenary of Nasir-i Khusraw's birth, the papers published here examine his poetry both for philosophical meaning and poetic method. They address a variety of topics, ranging from metaphysics, cosmology, and ontology to prophecy, as well as rhythm and structure, and analysis of individual poems and authorship. (shrink)

Images of nature abound in the practice of international environmental law but their significance in law is unclear. Drawing on visual jurisprudence, and interpretative methods for visual art, this book analyses photographs for their representations of nature's aesthetic value in treaty processes that concern world heritage, whales and biodiversity. It argues that visual images should be embraced in the prosaic practice of international law, particularly for treaties that demand judgements of nature's aesthetic value. This environmental value is in practice conflated (...) with natural beauty, ethical and cultural values, and displaced by economic and scientific values. Interpretations of visual images can serve instead to critique and conceive sensory, imaginative and emotional appreciations of nature from different cultural perspectives as proposed by philosophers of environmental aesthetics. Addressing questions of value and the visual, this landmark book shows how images can be engaged by nations to better protect the environment under international law. (shrink)

As obstetric medicine has become more sophisticated, so Caesarean section (CS) has become safer. It is now seen as equally safe or, in some circumstances, safer than vaginal birth. Under the new National Institute for Clinical Excellence (NICE) guidelines on CS that were published in November 2011, requests for CS are to be given more weight. Women requesting CS can no longer be seen as compromising their control over birth. Rather, they are merely exercising their power, with the new guidelines (...) offering them an increasing role in the decision-making process regarding how they give birth. However, these new guidelines also present new problems, bringing the rights of patients and obstetricians into conflict. In order to mediate these tensions, a virtue-based approach to obstetric ethics is needed as a supplement to the rule- and right-based guidance provided by NICE. (shrink)

Typically, the imagination in thought experiments has been taken to consist in mental images; we visualize the state of affairs described. A recent alternative from Fiora Salis and Roman Frigg main...

Those who wish to defend the role of aesthetic values in science face a dilemma: Either aesthetic language is used metaphorically for what are ultimately epistemic features, or aesthetic language is used literally but it is difficult to see the importance of such values in science. I introduce a new account that gets around this problem by looking to an overlooked source of aesthetic value in science: the relation between form and content. I argue that a fit between the content (...) of a thought experiment, and the way in which that content is formulated, can have important epistemic pay offs through contributing to scientific understanding. (shrink)

Is there a role for aesthetic judgements in science? One aspect of scientific practice, the use of thought experiments, has a clear aesthetic dimension. Thought experiments are creatively produced artefacts that are designed to engage the imagination. Comparisons have been made between scientific (and philosophical) thought experiments and other aesthetically appreciated objects. In particular, thought experiments are said to share qualities with literary fiction as they invite us to imagine a fictional scenario and often have a narrative form (Elgin 2014). (...) But philosophical discussions of aesthetics in science have focused mainly on the epistemic role of beauty and elegance when it comes to theories and mathematical proofs, and thought experiments have been widely overlooked. My aim in this chapter is to address how the aesthetic choices scientists make in the design of a thought experiment contribute to its function: to communicate, convince, or explain a theory or phenomenon. A key issue is whether any aesthetic features in science provide anything beyond catching our attention, or are at best, a mere heuristic aid. I respond to accounts that argue this way and show how formulation is important in scientific thought experiments and, similarly to literary fictions, there is more than one way of interpreting a thought experiment scenario. I end by considering which literary examples are most appropriate when making comparisons with thought experiments. As a result, the difference between representations in art and science raised in current discussions is not as stark as it has been made out to be, and science is a more heterogeneous practice than has been allowed. Part of the value of thought experiments in scientific practice includes the qualities they share with literary works. (shrink)

Die vorliegende Untersuchung wird von der Frage geleitet, ob und wie sich philosophische Aussagen zur Kunst mit kunsthistorischen Sichtweisen verbinden und für die Rezeption nichtgegenständlicher Kunst fruchtbar machen lassen. Sie basiert auf der Analyse von Positionen des kunsthistorischen Kanons sowie auf der Untersuchung fünf philosophisch-ästhetischer Theorien essentialistischer und antiessentialistischer Art. Aufgrund dieses hermeneutischen Prozesses wird eine Systematik der Bildbefragung entwickelt, die sich als Interpretationsansatz insbesondere für nicht gegenstandsbezogenere Werke eignet. Die interdisziplinäre Arbeit gliedert sich in vier Kapitel. Sie beginnt mit (...) der Untersuchung Elemente Zeigen und Sagen. Im zweiten Kapitel werden Elemente der ikonischen Logik untersucht, die das Sein des Bildes als sein Scheinen definieren. Dabei werden vier Typen ikonisch absenter Charakteristiken systematisiert. Das dritte Kapitel analysiert signifikante Texte zur Ästhetik von G.W.F. Hegel, M. Weitz, N. Goodman, M. Heidegger und H.-G. Gadamer. Aus ihnen werden Leitgedanken deduziert, die im vierten Kapitel die Grundlage von drei systematischen Bildbefragungen bilden. Die kunstwissenschaftliche Relevanz dieses philosophischen Ansatzes wird durch die damit generierten Werkinterpretationen belegt. (shrink)

Lakoff (1993) argued that basic level conceptual metaphors are grounded in human experience, and are therefore likely to be found widely across different languages and cultures. However, other mappings may not be shared. It is well documented that many metaphorical expressions vary across languages, and a number of researchers have argued cultural motivations for this. Possible reasons for cross-linguistic differences in metaphor are that different cultures hold different attitudes to metaphor vehicles, or that the source domain entities and events are (...) more salient in one culture than another. However, the corpus data discussed here suggest that rather than being a synchronic reflection of culture, metaphorical expressions are to some extent a cultural reliquary, and an incomplete one. (shrink)

While the influence of emotion on individuals'' ethical decisions has been identified by numerous researchers, little is known about how emotions influence individuals'' ethical decision process. Thus, it is not clear whether different emotions promote and/or discourage ethical decision-making in the workplace. To address this gap, this paper develops a model that illustrates how emotion affects the components of individuals'' ethical decision-making process. The model is developed by integrating research findings that consider the two dimensions of emotion, arousal and feeling (...) state, into an applied cognitive-developmental perspective on the process of ethical decision-making. The model demonstrates that certain emotional states influence the individual''s propensity to identify ethical dilemmas, facilitate the formation of the individual''s prescriptive judgments at sophisticated levels of moral development, lead to ethical decision choices that are consistent with the individual''s prescriptive judgements, and promote the individual''s compliance with his or her ethical decision choices. In particular, the model suggests that individuals experiencing arousal and positive affect resolve ethical dilemmas in a manner consistent with more sophisticated cognitive moral structures. Implications for theory and practice are discussed. (shrink)

CRITICAL THINKING: A USER’S MANUAL offers an innovative skill-based approach to critical thinking that provides step-by-step tools for learning to evaluate arguments. Students build a complete skill set by recognizing, analyzing, diagramming, and evaluating arguments; later chapters encourage application of the basic skills to categorical, truth-functional, analogical, generalization, and causal arguments as well as fallacies. The exercises throughout the text engage readers in active learning, integrate writing as part of the critical thinking process, and emphasize skill transference. A special feature, (...) called Your Turn! encourages students to not just skim through the book’s explanations, but stop, think, and apply what they are learning. CRITICAL THINKING: A USER’S MANUAL offers multiple opportunities for different kinds of practice and options for appealing to different learning styles. The quantity and variety of exercises allow for group work, reflection and application, and writing practice as well as traditional homework exercises. Aplia, an online homework solution that increases student effort and engagement, is available as an option with this text to provide additional critical thinking practice with immediate feedback to reinforce the skills students are building in class. (shrink)

The long-awaited follow-up to Koller's bestselling chronicle of self-discovery An Unknown Woman outlines how Koller has used her personal philosophy to meet the challenges of everyday life and invites readers to make their own commitment to honest living. Topics include earning money, finding a home, mourning, and feeling good about living alone as well as with others.