The celebration of the eight-hundredth anniversary of the birth of Moses Maimonides, Casa de las Españas, Columbia University, March 30, 1935: Introduction by N. M. Butler. Moses Maimonides, the philosopher, by R. McKeon. Maimonides, the scientist, by R. Gottheil. Maimonides, the leader and lawgiver, by S. W. Baron.--Homage to Maimonides, by E. Gilson.--The literary character of the Guide for the perplexed, by L. Strauss.--Maimonides' treaties on resurrection: a comparative study, by J. Finkel.--A responsum of Maimonides, by R. Gottheil.--The economic (...) views of Maimonides, by S. W. Baron.--The medical work of Maimonides, by M. Meyerhof. (shrink)
Moral philosophy and education, by H. D. Aiken.--The moral sense and contributory values, by C. I. Lewis.--Realms of value, by P. W. Taylor.--The role of value theory in education, by J. D. Butler.--Does ethics make a difference? By K. Price.--Educational value statements, by C. Beck.--Educational values and goals, by W. K. Frankena.--Conflicts in values, by H. S. Broudy.--Levels of valuational discourse in education, by J. F. Perry and P. G. Smith.--Education and some moves toward a value methodology, by A. (...) S. Clayton.--You can't pray a lie, by M. Twain.--Men, machines, and morality, by J. F. Soltis.--Teaching and telling, by I. Scheffler.--Reason and habit, by R. S. Peters.--The two moralists of the child, by J. Piaget.--Causes and morality, by R. S. Peters.--On education and morals, by R. W. Sleeper.--Moral autonomy and reasonableness, by T. D. Perry. (shrink)
Machine generated contents note: -- List of Contributors -- Acknowledgments -- Introduction: Towards a New Literary Humanism; A. Mousley -- PART I: LITERATURE_AS ERSATZ_THEOLOGY: DEEP SELVES -- Introduction; A. Mousley -- Faith, Feeling, Reality: Anne Brontë as an Existentialist Poet; R. Styler -- Virginia Woolf, Sympathy and Feeling for the Human; K. Martin -- Being Human and being Animal in Twentieth-Century Horse-Whispering Writings: 'Word-Bound Creatures' and 'the Breath of Horses'; E. Graham_ -- Judith Butler and the Catachretic Human; I. (...) Arteel -- PART II: SCEPTICISM,_OR HUMANISM AT THE LIMIT -- Introduction; A. Mousley -- Shakespeare's Refusers: Humanism at the Limit; R. Chamberlain -- Why Eliot Killed Lydgate: 'Joyful Cruelty' in Middlemarch; S. Earnshaw -- Atomised: Mary Midgley and Michel Houellebecq; J. Wallace -- Humanity without Itself: Robert Musil, Giorgio Agamben and Posthumanism; I. Callus_& S. Herbrechter -- PART III: LITERATURE, DEMOCRACY, HUMANISMS FROM BELOW -- Introduction; A. Mousley -- Mobilising Unbribable Life: The Politics of Contemporary Poetry in Bosnia and Herzegovina; D. Arsenijevic -- HUM (-an, -ane, -anity, -anities, -anism, -anise); M. Robson -- Humanising Marx: Theory and Fiction in the Fin de Siècle British Socialist Periodical; D. Mutch -- Civic Humanism: Said, Brecht and Coriolanus; N. Wood -- References -- Index. (shrink)
The most comprehensive collection of its kind, Ethics: History, Theory, and Contemporary Issues, Third Edition, is organized into three parts, providing instructors with flexibility in designing and teaching a variety of courses in moral philosophy. The first part, Historical Sources, moves from classical thought (Plato, Aristotle, Epicurus, and Epictetus) through medieval views (Augustine and Aquinas) to modern theories (Hobbes, Butler, Hume, Kant, Bentham, and Mill), culminating with leading nineteenth- and twentieth-century thinkers (Nietzsche, James, Dewey, Camus, and Sartre). The second (...) part, Modern Ethical Theory, includes many of the most important essays of the past century. The discussion of utilitarianism, Kantianism, egoism, and relativism continues in the work of major contemporary philosophers (Foot, Brandt, Williams, Wolf, and Nagel). Landmark selections (Moore, Prichard, Ross, Ayer, Stevenson, Hare, Baier, Anscombe, Gauthier, and Harman) reflect concern with moral language and the justification of morality. The concepts of justice (Rawls) and rights (Feinberg) are explored, as well as recent views on the importance of virtue ethics (Rachels) and an ethic influenced by feminist concerns (Held). In the third part, Contemporary Moral Problems, the readings present the current debates over abortion, euthanasia, famine relief, animal rights, the death penalty, and whether numbers should play a role in making moral decisions. The third edition expands Part II, Modern Ethical Theory, adding essays by Onora O'Neill, Ruth Barcan Marcus, Allan Gibbard, Nicholas L. Sturgeon, and Martha Nussbaum. Part III, Contemporary Moral Problems, features new essays on abortion by Mary Anne Warren, Don Marquis, and Rosalind Hursthouse; an essay on the death penalty by Stephen Nathanson; and a debate between John M. Taurek and Derek Parfit on when and why one should save from harm a greater rather than a lesser number of people. The book concludes with an essay by Judith Jarvis Thomson on the trolley problem. Wherever possible, each reading is printed in its entirety. (shrink)
It has become almost commonplace to recognise that teaching is an embodied practice. Most analyses of teaching as embodied practice focus on the embodied nature of the teacher as subject. Here, we use Butler's concept of performativity to analyse the reiterated acts that are intelligible as—performatively constitute—teaching, rather of the teacher as subject. We suggest that this simultaneously helps explain the persistence of teaching as a narrow repertoire of actions recognisable as ‘teaching’, and the policing of conformity to teaching (...) thus embodied. However, like performatively accomplished subjectivity, this repertoire is unstable and ambiguous, and thus open to change and disruption. Moreover, teacher subjectivities may lead them to mobilise these possibilities of disruption. (shrink)
