In recent years, multidisciplinary study has become all the rage in academic circles. Scholars have been going all out for interdisciplinarity, not only in research programs, but pedagogically in the classroom, and structurally in higher education curricula. Fewer and fewer cautionary voices are being heeded or even heard in this conversation. In this essay, I advocate a mediating position on this issue that has emerged from reflecting on my own professional work with interdisciplinary scholarship. That work includes research, scholarship, (...) and teaching in the fields of theology, religion and science, and religion and literature, as well as ten years of editorial experience with the American Journal of Theology and .. (shrink)
Practical ethics in context -- Teaching and learning ethics in an ethical environment -- Aspirations, activities, and assessment -- The theoretical toolkit -- Systematic case analysis -- Relativism and moral development -- A bridge across cultures.
This book argues that a basic problem in thinking about understanding, temporality, and selfhood is due to “imitative” modes of thought found in much traditional Western philosophy and theology. Given this, the book examines the complex role that “image” and “imitation” play in understanding and its world of meaning, the import of language and narrative for configuring human temporality, and the existence of self. The author’s contention is that when critically understood, mimesis, with its roots in performative enactment, holds (...) resources for reconsidering these basic dimensions of human life beyond imitative paradigms of thought. (shrink)
Although Paul Ricoeur's writings are widely and appreciatively read by theologians, this is the first book to offer a full, sympathetic yet critical account of Ricoeur's theory of narrative interpretation and its contribution to theology. Unlike many previous studies of Ricoeur, Part I argues that Ricoeur's hermeneutics must be viewed in the light of his overall philosophical agenda, as a fusion and continuation of the unfinished projects of Kant and Heidegger. Particularly helpful is the focus on Ricoeur's recent narrative (...) theory as the context in which Ricoeur deals with problems of time and the creative imagination; and it becomes clear that narrative stands at the crossroads of Ricoeur's search for the meaning of human being as well as his search for the meaning of texts. Part II examines the potential of Ricoeur's narrative theory for resolving certain theological problems, such as the dichotomy betweens the Jesus of history and the Christ of faith. In so doing Vanhoozer relates Ricoeur's work to that of theologians such as Barth, Bultmann, Tillich, Pannenberg, Frei and Tracy. (shrink)
Philosophy: The Essential Study Guide is a compact and straightforward guide to the skills needed to study philosophy, aimed at anyone coming to the subject for the first time or just looking to improve their performance. Nigel Warburton, bestselling author of Philosophy: The Basics , clarifies what is expected of students and offers strategies and guidance to help them make effective use of their study time and improve their marks. The four main skills covered by the book (...) are: · READING philosophy - both skimming and in-depth analysis of historical and contemporary work, understanding the examples and terminology used · LISTENING to philosophy - formal lectures and informal classroom teaching, preparation, picking up on arguments used, note taking · DISCUSSING philosophy - arguing and exploring, asking questions, communicating in concise and understandable ways · WRITING philosophy - planning and researching essays and other written tasks, thinking up original examples, avoiding plagiarism Written in Nigel Warburton's customary student-friendly style and filled with sound advice and top tips, Philosophy: The Essential Study Guide is an indispensable guide for anyone getting to grips with their first philosophy course. (shrink)
The term religion is indispensable to the subject matter of both religious studies and theology. Many approaches attempt a reductive, essentialist, functionalist, or other type of unifying definition, but these approaches tend to rest on various, often controversial sets of presuppositions. Indeed, it seems impossible to overcome the vast plurality of understandings of religion as the academic fields that deal with religion splinter and proliferate, thereby inhibiting the rational treatment of a very important dimension of modern society. The present (...) volume undertakes an intense interdisciplinary examination of a seminal modern text that religious scholars agree helped spawn religious studies and modern theology as we know it, namely Schleiermacher's Reden über die Religion, which lays out the most important and controversial themes under discussion by theologians and religious studies scholars: first, the significance of emotion for the understanding of religion; second, the role of imagination and religious utterances in religious belief; third, the importance of religion for the social world; and fourth, the political implications of religion. (shrink)
From one of America’s most celebrated educators, an inspiring guide to transforming every child’s education In a Los Angeles neighborhood plagued by guns, gangs, and drugs, there is an exceptional classroom known as Room 56. The fifth graders inside are first-generation immigrants who live in poverty and speak English as a second language. They also play Vivaldi, perform Shakespeare, score in the top 1 percent on standardized tests, and go on to attend Ivy League universities. Rafe Esquith is the teacher (...) responsible for these accomplishments. From the man whom The New York Times calls “a genius and a saint” comes a revelatory program for educating today’s youth. In Teach Like Your Hair’s on Fire! , Rafe Esquith reveals the techniques that have made him one of the most acclaimed educators of our time. The two mottoes in Esquith’s classroom are “Be Nice, Work Hard,” and “There Are No Shortcuts.” His students voluntarily come to school at 6:30 in the morning and work until 5:00 in the afternoon. They learn to handle money responsibly, tackle algebra, and travel the country to study history. They pair Hamlet with rock and roll, and read the American classics. Teach Like Your Hair’s on Fire! is a brilliant and inspiring road map for parents, teachers, and anyone who cares about the future success of our nation’s children. BACKCOVER: Praise for Rafe Esquith: “Rafe Esquith is my only hero.” —Sir Ian McKellan “Politicians, burbling over how to educate the underclass, would do well to stop by Rafe Esquith’s fifth grade class as it mounts its annual Shakespeare play. Sound like a grind? Listen to the peals of laughter bouncing off the classroom walls.” —Time “Esquith is a modern-day Thoreau, preaching the value of good work, honest self-reflection, and the courage to go one’s own way.” —Newsday. (shrink)
Richard Hooker (1554-1600) has traditionally been seen as the first systematic defender of an Anglican via media between Rome and Geneva. Revisionists have argued recently, however, that Hooker was in fact a thoroughly Reformed theologian. Dr Voak takes issue with this interpretation, arguing that Hooker over time became highly critical of numerous Reformed positions. Beginning with philosophical principles underlying Hooker's theology (e.g. free will, resistibility of grace), the book then considers issues such as original sin, justification and sanctification, merit (...) and the religious authority of scripture, reason, and tradition. Finally, Hooker's late manuscripts are examined, in which he defends himself from the charge of heresy. (shrink)
This book is the culmination of Heinrich Meier's acclaimed analyses of the controversial thought of Carl Schmitt. Meier identifies the core of Schmitt's thought as political theology--that is, political theorizing that claims to have its ultimate ground in the revelation of a mysterious or supra-rational God. This radical, but half-hidden, theological foundation unifies the whole of Schmitt's often difficult and complex oeuvre, cutting through the intentional deceptions and unintentional obfuscations that have eluded previous commentators. Relating this religious dimension to (...) Schmitt's support for National Socialism and his continuing anti-Semitism, Meier compels the reader to come to terms with the irreconcilable differences between political theology and political philosophy. His book will give pause to those who have tended to gloss over the troubling aspects of some of Schmitt's ideas. With editions in German, French, Italian, and now English, Meier's two books on Schmitt have dramatically reoriented the international debate about Carl Schmitt and his significance for twentieth-century political thought. "Standing far above the rest . . . is Heinrich Meier's new study, Die Lehre Carl Schmitts , which covers all of Schmitt's writings. . . . Meier's work has forced everyone to take a second look at the assumptions underlying Schmitt's better-known writings and reconsider some that have been ignored."--Mark Lilla, reviewing the German edition in The New York Review of Books. (shrink)
It is the epistemic as well as the ethical responsibility of academics to aim to approach their research and teaching with a proper understanding of the ultimate ethical purpose or telos of their defining activities and products, which is the practical aim of promoting human flourishing. Minimally, academics should aim at understanding, and a key component of understanding is to understand the ideal ethical purpose of what is being researched and taught. For instance, sadistic Nazi medical researchers and teachers—Mengeles (...) of sorts—in addition to having reprehensible commitments, would be significantly ignorant about their own intellectual concerns by virtue of their abject (belief-expressing) commitments. I will show that insights drawn from extreme cases such as this one apply across disciplines and in less extreme cases. (shrink)
Feminist theory is a central strand of cultural studies. This book explores the history of feminist cultural studies from the early work of Mary Wollstonecraft, Charlotte Perkins Gilman, Virginia Woolf, Simone de Beauvoir, through the 1970s Women's Liberation Movement. It also provides a comprehensive introduction to the contemporary key approaches, theories and debates of feminist theory within cultural studies, offering a major re-mapping of the field. It will be an essential text for students taking courses within both cultural studies and (...) women's studies departments. (shrink)
This latest volume in the Oxford Readings in Feminism series consists of an exciting collection of articles addressing key questions for feminism and cultural studies. Encompassing both classic articles and challenging new work, Feminism and Cultural Studies is organized thematically and addresses commodification, women and labor, mass culture, fantasy and ideas of home.
Robert Merrihew Adams has been a leader in renewing philosophical respect for the idea that moral obligation may be founded on the commands of God. This collection of Adams' essays, two of which are previously unpublished, draws from his extensive writings on philosophical theology that discuss metaphysical, epistemological, and ethical issues surrounding the concept of God--whether God exists or not, what God is or would be like, and how we ought to relate ourselves to such a being. Adams studies (...) the relation between religion and ethics, delving into an analysis of moral arguments for theistic belief. In several essays, he applies contemporary studies in the metaphysics of individuality, possibility and necessity, and counterfactual conditionals to issues surrounding the existence of God and problems of evil. (shrink)
Orientalism and Religion offers us a timely discussion of the implications of contemporary post-colonial theory for the study of religion. Drawing on a variety of post-structuralist and post-colonial thinkers, including Foucault, Gadamer, Said, and Spivak, Richard King examines the way in which notions such as mysticism, religion, Hinduism and Buddhism are taken for granted, and shows us how religion needs to be redescribed along the lines of cultural studies.
The authors developed this textbook in response to an increasing interest in ethics, and a growing number of courses on this topic that are now being offered in educational leadership programs. It is designed to fill a gap in instructional materials for teaching the ethics component of the knowledge base that has been established for the profession. The text has several purposes: First, it demonstrates the application of different ethical paradigms (the ethics of justice, care, critique, and the profession) (...) through discussion and analysis of real-life moral dilemmas that educational leaders face in their schools and communities. Second, it addresses some of the practical, pedagogical, and curricular issues related to the teaching of ethics for educational leaders. Third, it emphasizes the importance of ethics instruction from a variety of theoretical approaches. Finally, it provides a process that instructors might follow to develop their own ethics unit or course. * Part I provides an overview of why ethics is so important, especially for today's educational leaders, and describes a multiparadigm approach essential to practitioners as they grapple with ethical dilemmas. * Part II deals with the dilemmas themselves. Ethical dilemmas written by the authors' graduate students bring readers face-to-face with the kinds of dilemmas faced by practicing administrators in urban, suburban, and rural settings in an era full of complexities and contradictions. * Part III focuses on pedagogy and provides teaching notes for the instructor. The authors discuss the importance of self-reflection on the part of both instructors and students, and model how they thought through their own personal and professional ethical codes as well as reflected upon the critical incidents in their lives that shaped their teaching and frequently determined what they privileged in class. (shrink)
Ethics and the University brings together the practice of ethics in the university (academic ethics) and the teaching of practical or applied ethics in the university. The book offers an explanation of practical ethics' recent emergence as a university subject, discusses research ethics, and explores the teaching of practical ethics, including sexual ethics. Michael Davis situates the subject of ethics within the university into a wider social and historical context that will be helpful in sorting out the complex (...) issues. (shrink)
In Rethinking Language Arts: Passion and Practice, Second Edition , author Nina Zaragoza uses the form of letters to her students to engage pre-service teachers in reevaluating teaching practices. Zaragoza discusses and explains the need for teachers to be decision-makers, reflective thinkers, political beings, and agents of social change in order to create a positive and inclusive classroom setting. This book is both a critical text that deconstructs the way language arts are traditionally taught in our schools as well (...) as a visionary text with clear, no-nonsense directions on how to provide much needed change in our schools. (shrink)
In this book, controversial and world-renowned theologian, Stanley Hauerwas, tackles the issue of theology being sidelined as a necessary discipline in the modern university. It is an attempt to reclaim the knowledge of God as just that – knowledge. Questions why theology is no longer considered a necessary subject in the modern university, and explores the role it should play in the development of our “knowledge” Considers how theology is often excluded from the knowledges of the modern (...) university because these are constituted by an understanding of time necessary to make economic and state realities seem inevitable Argues that it is precisely this difference that makes Christian theology an essential resource for the university to achieve its task - that is, to form people who are able to imagine a different world through critical and disciplined reflection Challenges the domesticated character of much recent theology by suggesting how prayer and the love of the poor are essential practices that should shape the theological task Converses with figures as diverse as Luigi Giussani, David Burrell, Stanley Fish, Wendell Berry, Jeff Stout, Rowan Williams and Sheldon Wolin Published in the new and prestigious Illuminations series. (shrink)
The Foundations and Futures of Education series focuses on key emerging issues in education as well as continuing debates within the field. The series is inter-disciplinary, and includes historical, philosophical, sociological, psychological and comparative perspectives on three major themes: the purposes and nature of education; increasing interdisciplinary within the subject; and the theory-practice divide. Around the world there is concern about the climate of values in which young people are growing up. Liberal ideas about personal morality and the value of (...) individual choice are spreading worldwide, but often meeting resistance from more traditional values. Everywhere people look to education to promote the right values and help stem the tide of values that are seen as threatening. But what is it that we should be expecting education to do? This book, written by a philosopher of education, casts new light on that question by seeing values education, not as a separate activity within schools, but as an aspect of education that both reflects the surrounding climate of values and can help to change it. Graham Haydon argues that all of us - whether as teachers, parents, students or citizens - share in a responsibility for the quality of that ethical environment. We must ensure that what happens in schools will: · enable young people to appreciate the diversity of our ethical environment · help them find their way through its complexities · contribute to developing a climate of values that is desirable for all. This book shows that values education is too demanding to be left to parents and too important to be entrusted to government initiatives. For teachers engaged in values education - including those teaching citizenship, personal and social education, or religious education - this book brings a fresh perspective to what they are doing, within a realistic view of their responsibilities. For students of education it shows that practical issues can be illuminated by insights from philosophy. (shrink)
In this book, Morrison discusses the process of aesthetic education, as defined by Johann Joachim Winckelmann on the basis of his status as arbiter of classical taste and as applied to his teaching of two pupils. Morrison identifies the key features of Winckelmann's treatment of classical beauty and elucidates how Winckelmann taught the appreciation of beauty. He argues that Winckelmann's practice of aesthetic education fell short of his aesthetic theory. Morrison concludes by looking at Goethe's aesthetic self-education, which was (...) strongly influenced by Winckelmann. (shrink)
The Teachings of the Odd-Eyed One: A Study and Translation of the Vīrūpakṣapañcāśikā with the Commentary of Vidyācakravartin, by David Peter Lawrence, provides a critical translation and a philosophical and historical introduction to a work of the nondualistic Śaiva tradition of Kashmir, the Virūpakṣapañcasikha (VAP) with a commentary (Vivṛti) by Vidyācakravartin. The text was composed sometime during the twelfth century, probably in Kashmir judging from the Śārada manuscripts that remain, the terminus a quo being suggested by the use the (...) text makes of Abhinavagupta (ca. 950-1020 C.E.) and the terminus ad quem being the twelfth-century Mahārtha-mañjarīparimala by Maheśvarānanda, who quotes it. The text proclaims .. (shrink)
Philosophy for Children (P4C) is an approach to learning and teaching that aims to develop reasoning and judgement. Students learn to listen to and respect their peers' opinions, think creatively and work together to develop a deeper understanding of concepts central to their own lives and the subjects they are studying. With the teacher adopting the role of facilitator, a true community develops in which rich and meaningful dialogue results in enquiry of the highest order. Each chapter is written (...) by a leading P4C expert and provides an introduction to the relationship between P4C and the subject area, lesson stimuli and activities for extending and deepening students' thinking. The book includes: • guidance on how to embed P4C in curriculum subjects in a crowded and demanding secondary curriculum timetable • troubleshooting advice for the teacher-turned-facilitator • a companion website containing useful links, downloadable resources and material to display on your interactive whiteboard. Edited and collated by the UK's leading P4C organisation, this book introduces a rationale for using and adapting P4C in the secondary curriculum. (shrink)
What is the relationship between religious studies and theology? Do both have a place within the university? This paper will argue that no clear distinction can be drawn between religious studies and theology on the level of the methods they employ. Each is multidisciplinary and each is able to address questions of religious truth. They can be distinguished only by asking `What is the question which each is attempting to answer?'. Religious studies addresses the question of the meaning (...) and truth of any religion. Theology is interested in the question of the meaning and truth of one particular faith. By adopting the language of one particular faith, the theologian is able to explore particular religious questions in some depth. (shrink)
This important new study of theological method comes at the culmination of the author's distinguished career as both a scholar and creative thinker in philosophy and theology. It makes an important, groundbreaking and programmatic contribution to contemporary thinking about theological method. It derives its creativity in no small measure by grounding theological method in the American pragmatic tradition: most notably in the philosophies of Charles Sanders Peirce, the founder and guiding genius of American pragmatic philosophy; John Dewey, the (...) articulate proponent of pragmatic instrumentalism; and George Herbert Mead, the founder of social psychology.Its roots in the pragmatic tradition endow this theory of .. (shrink)
The cultural transmission of theological concepts remains an underexplored topic in the cognitive science of religion (CSR). In this paper, I examine whether approaches from CSR, especially the study of content biases in the transmission of beliefs, can help explain the cultural success of some theological concepts. This approach reveals that there is more continuity between theological beliefs and ordinary religious beliefs than CSR authors have hitherto recognized: the cultural transmission of theological concepts is influenced by content biases that (...) also underlie the reception of ordinary religious concepts. (shrink)
Based on ten years of research, The Touch of the Past considers how historically traumatic events uniquely summon forgetting and remembrance. Within a specific focus on events of systemic mass violence, Roger Simon examines how testimonies of historic events influence learning as communities struggle with "difficult histories." The Touch of the Past is a serious and compelling contribution to research in education, historical consciousness, and memory/trauma studies.
Both local and global issues are typically dealt with in the Social Studies curriculum, or in curriculum areas with other names but similar intents. In the literature about Social Studies the imagination has played little role, and consequently it hardly appears in texts designed to help teachers plan and implement Social Studies lessons. What is true of Social Studies is also largely reflected in general texts concerning planning teaching. Clearly many theorists and practitioners are concerned to engage students' imaginations (...) in learning, even though they use terms other than 'imagination' in doing so. This article suggests that a more explicit attention to imagination can make our efforts to engage students in learning more effective. We provide, first, a working definition of imagination, then show how students' imaginations can be characterized in terms of the 'cognitive toolkits' they bring to learning. We look at such 'cognitive tools' as stories, images, humor, binary oppositions, a sense of mystery and how these can be used to engage students' imaginations in learning Social Studies and other content from kindergarten to about grade four. We then consider 'cognitive tools' commonly deployed by students from about grade four to grade nine, including a sense of reality, the extremes of experience and limits of reality, and associating with the heroic. We also provide examples of how using such tools could influence planning and teaching Social Studies topics. (shrink)
Breaking with a Puritan past -- A mother's concern -- Turmoil and diversity in the English Reformation -- The influences and the options available in English -- Reformation theology -- Intellectual trends : patristics and hebrew -- Millennialism and the belief in a providential age -- Bacon's break with the godly -- Bacon's turn toward the ancient faith -- The formative years -- Bacon and Andrewes -- The Meditationes sacrae and Bacon's turn away from calvinism -- Bacon's confession of (...) faith -- In the beginning : the creation of nature and the nature of the fall the instauration as an event in sacred history -- The ages of the world and the chain of causes -- Creation as a pattern for human learning -- Humanity in the garden -- Knowledge and the fall -- Knowledge as a support for the faith -- Human effort as the key to recovery -- On the way of salvation : Bacon's twofold via salutis -- Bbacon and original sin -- Patterns in divine action and prophecies of instauration -- The instauration in the history of providence -- Bacon's providential age -- The conditions for instauration -- In the autumn of the world : features of the age of instauration -- Irenaeus and Francis Bacon on the golden age -- Inaugurated eschatology in Bacon's instauration -- Laborers in the fields of instauration : orders and offices -- Rebuilding the temple of nature -- Human agency and the instauration -- The problem of confusing the two books -- The possibility of immortality -- Bacon's circle and his legacy -- Bacon's literary circle -- Tobie Matthew (1577-1655) -- William Rawley (1588-1667) -- Henry Wotton (15681639) -- Thomas Bushell (1594-1674) -- John Selden (1584-1654) -- George Herbert (1593-1633) -- Thomas Hobbes (1588-1679) -- Thomas Bodley (1545-1613) -- Conclusions regarding Bacon's literary circle -- The reform of learning in the Civil War and the commonwealth the restoration and the Royal Society -- The Enlightenment transformation of Bacon's memory. (shrink)
This is an analysis of the interpretation of Christian theology that is found in G. W. F. Hegel's Lectures on the Philosophy of Religion. Hodgson argues that these lectures are among the most valuable resources from the nineteenth century for theology as it faces the challenges of modernity and postmodernity. The author is also editing and translating the critical edition of the lectures, which are being published concurrently by Oxford University Press.
Karl Rahner is one of the great theologians of the twentieth century, known for his systematic, foundationalist approach. This bold and original book explores the relationship between his theology and his philosophy, and argues for the possibility of a nonfoundationalist reading of Rahner. Karen Kilby calls into question both the admiration of Rahner's disciples for the overarching unity of his though, and the too easy dismissals of critics who object to his "flawed philosophical starting point" or to his supposedly (...) modern and liberal appeal to experience. Through a lucid and critical exposition of key texts including Spirit in the World and Hearer of the Word , and of themes such as the Vorgriff auf esse , the supernatural existential and the anonymous Christian, Karen Kilby reaffirms Rahner's significance for modern theology and offers a clear exposition of his thought. (shrink)
Although metaphysics as a discipline can hardly be separated from Aristotle and his works, the questions it raises were certainly known to authors even before the reception of Aristotle in the thirteenth century. Even without the explicit use of this term the twelfth century manifested a strong interest in metaphysical questions under the guise of «natural philosophy» or «divine science», leading M.-D. Chenu to coin the expression of a twelfth century «éveil métaphysique». In their commentaries on Boethius and under the (...) influence of Neoplatonism, twelfth century authors not only anticipate essential elements of thirteenth century metaphysics, they also make an original contribution to the history of metaphysics by attempting to integrate the theory of first principles, philosophical theology and ontology. This volume presents and examines the contributions of the twelfth century to metaphysics made by selected Jewish, Christian and Muslim authors of the Iberian Peninsula and Francia. -/- Contributors include Matthias Lutz-Bachmann (Frankfurt am Main), Andreas Speer (Würzburg), Charles Burnett (London), Alexander Fidora (Frankfurt am Main), Thomas Ricklin (Neuchâtel), Yossef Schwartz (Jerusalem), Josep Udina (Barcelona), Jack C. Marler (St. Louis/USA), Gillian R. Evans (Cambridge), Andreas Niederberger (Frankfurt am Main) and Françoise Hudry (Paris). (shrink)
Introduction: Context and hisotry -- Introducing the dailogue partners : Torrance and Feyerabend -- Torrance : theology cohabiting with natural science -- Torrance's proposal : a new objectivity -- Feyerabend's challenge : 'knowledge without foundations' -- Two excuses -- Coherence and language -- From foundations to spirals -- Conclusion.
Metaethics is a perennially popular subject, but one that can be challenging to study and teach. As it consists in an array of questions about ethics, it is really a mix of (at least) applied metaphysics, epistemology, philosophy of language, and mind. The seminal texts therefore arise out of, and often assume competence with, a variety of different literatures. It can be taught thematically, but this sample syllabus offers a dialectical approach, focused on metaphysical debate over moral realism, which (...) spans the century of debate launched and framed by G. E. Moore's Principia Ethica. The territory and literature are, however, vast. So, this syllabus is highly selective. A thorough metaethics course might also include more topical examination of moral supervenience, moral motivation, moral epistemology, and the rational authority of morality. Authors Recommend: Alexander Miller, An Introduction to Contemporary Metaethics (Cambridge: Polity Press, 2003). This is one of the few clear, accessible, and comprehensive surveys of the subject, written by someone sympathetic with moral naturalism. David Brink, Moral Realism and the Foundations of Ethics (Cambridge: Cambridge University Press, 1989). Brink rehabilitates naturalism about moral facts by employing a causal semantics and natural kinds model of moral thought and discourse. Michael Smith, The Moral Problem (Oxford: Blackwell, 1994). Smith's book frames the debate as driven by a tension between the objectivity of morality and its practical role, offering a solution in terms of a response-dependent account of practical rationality. Gilbert Harman and Judith Jarvis Thomson, Moral Relativism & Moral Objectivity (Cambridge, MA: Blackwell, 1996). Harman argues against the objectivity of moral value, while Thomson defends it. Each then responds to the other. Frank Jackson, From Metaphysics to Ethics (Oxford: Clarendon Press, 1998). Jackson argues that reductive conceptual analysis is possible in ethics, offering a unique naturalistic account of moral properties and facts. Mark Timmons, Morality without Foundations (Oxford: Oxford University Press, 1999). Timmons distinguishes moral cognitivism from moral realism, interpreting moral judgments as beliefs that have cognitive content but do not describe moral reality. He also provides a particularly illuminating discussion of nonanalytic naturalism. Philippa Foot, Natural Goodness (New York, NY: Oxford University Press, 2001). A Neo-Aristotelian perspective: moral facts are natural facts about the proper functioning of human beings. Russ Shafer-Landau, Moral Realism: A Defence (New York, NY: Oxford University Press, 2003). In this recent defense of a Moorean, nonnaturalist position, Shafer-Landau engages rival positions in a remarkably thorough manner. Terence Cuneo, The Normative Web (New York, NY: Oxford University Press, 2007). Cuneo argues for a robust version of moral realism, developing a parity argument based on the similarities between epistemic and moral facts. Mark Schroeder, Slaves of the Passions (New York, NY: Oxford University Press, 2007). Schroeder defends a reductive form of naturalism in the tradition of Hume, identifying moral and normative facts with natural facts about agents' desires. Online Materials: PEA Soup: http://peasoup.typepad.com A blog devoted to philosophy, ethics, and academia. Its contributors include many active and prominent metaethicists, who regularly post about the moral realism and naturalism debates. Metaethics Bibliography: http://www.lenmanethicsbibliography.group.shef.ac.uk/Bib.htm Maintained by James Lenman, professor of philosophy at the University of Sheffield, this online resource provides a selective list of published research in metaethics. Stanford Encyclopedia of Philosophy: http://plato.stanford.edu See especially the entries under 'metaethics'. Sample Syllabus: Topics for Lecture & Discussion Note: unless indicated otherwise, all the readings are found in R. Shafer-Landau and T. Cuneo, eds., Foundations of Ethics: An Anthology (Malden: Blackwell, 2007). (FE) Week 1: Realism I (Classic Nonnaturalism) G. E. Moore, Principia Ethica, 2nd ed. (FE ch. 35). W. K. Frankena, 'The Naturalistic Fallacy,'Mind 48 (1939): 464–77. S. Finlay, 'Four Faces of Moral Realism', Philosophy Compass 2/6 (2007): 820–49 [DOI: [DOI link]]. Week 2: Antirealism I (Classic Expressivism) A. J. Ayer, 'Critique of Ethics and Theology' (1952) (FE ch. 3). C. Stevenson, 'The Nature of Ethical Disagreement' (1963) (FE ch. 28). Week 3: Antirealism II (Error Theory) J. L. Mackie, 'The Subjectivity of Values' (1977) (FE ch. 1). R. Joyce, Excerpt from The Myth of Morality (2001) (FE ch. 2). Week 4: Realism II (Nonanalytic Naturalism) R. Boyd, 'How to be a Moral Realist' (1988) (FE ch. 13). P. Railton, 'Moral Realism' (1986) (FE ch. 14). T. Horgan and M. Timmons, 'New Wave Moral Realism Meets Moral Twin Earth' (1991) (FE ch. 38). Week 5: Antirealism III (Contemporary Expressivism) A. Gibbard, 'The Reasons of a Living Being' (2002) (FE ch. 6). S. Blackburn, 'How To Be an Ethical Anti-Realist' (1993) (FE ch. 4). T. Horgan and M. Timmons, 'Nondescriptivist Cognitivism' (2000) (FE ch. 5). W. Sinnott-Armstrong, 'Expressivism and Embedding' (2000) (FE ch. 37). Week 6: Realism III (Sensibility Theory) J. McDowell, 'Values and Secondary Qualities' (1985) (FE ch. 11). D. Wiggins, 'A Sensible Subjectivism' (1991) (FE ch. 12). Week 7: Realism IV (Subjectivism) & Antirealism IV (Constructivism) R. Firth, 'Ethical Absolutism and the Ideal Observer' (1952) (FE ch. 9). G. Harman, 'Moral Relativism Defended' (1975) (FE ch. 7). C. Korsgaard, 'The Authority of Reflection' (1996) (FE ch. 8). Week 8: Realism V (Contemporary Nonnaturalism) R. Shafer-Landau, 'Ethics as Philosophy' (2006) (FE ch. 16). T. M. Scanlon, What We Owe to Each Other (Cambridge, MA: Harvard University Press, 1998), ch. 1. T, Cuneo, 'Recent Faces of Moral Nonnaturalism', Philosophy Compass 2/6 (2007): 850–79 [DOI: [DOI link]]. (shrink)
This collection is an exploration of the historical course and nature of early Christian theological traditions. The contributors reconsider classic themes and texts in the light of the existing traditions of interpretation. They offer critiques of early Christian ideas and texts and they consider the structure and origins of standard modern readings of these ideas and texts. Christian Origins provides a fresh and often ground-breaking analysis of the origins of Christian thought and offers a comprehensive and synchronic overview of the (...) development and influence of that thought. (shrink)
This absorbing and accessible book provides an analysis of the principles, policy and practice of sex education. Utilizing unpublished research, the authors critically examine sex education within the growing discourse on the teaching of values and citizenship education.
The topic of professionalism has dominated the content of major academic medicine publications (e.g. Journal of the American Medical Association, New England Journal of Medicine, Academic Medicine, Annals of Internal Medicine, The Lancet) during the past decade and continues to do so. The message of this current wave of professionalism is that medical educators need to be more attentive to the moral sensibilities of trainees, to their interpersonal and affective dimensions, and to their social conscience, all to the end of (...) skilled, humanistic physicians. Urgent calls to address professionalism from such groups as the Association of American Medical Colleges (representing the nation's 126 accredited medical schools and nearly 400 major teaching hospitals), the American Board of Internal Medicine, and the Accreditation Council for Graduate Medical Education, among others. In fact, at the 2004 annual meeting of the AAMC six separate presentations addressed professionalism with such titles as "Evaluating Humanism and Professionalism," Professionalism: Expectation, Education, Evaluation," or "Toward Assessing Professional Behaviors of Medical Students through Peer Observations" (note the preoccupation with assessment). Professionalism, then, has become part of the current academic medicine parlance, used by administrators, clinical faculty, residency programs, and professional organizations with an expectation of shared meanings and goals. All of these stakeholders focus on what has become a consistent list of attributes deemed to be the essence of professionalism, which usually include variations on altruism, duty, excellence, honor and integrity, accountability, and respect. In fact, most of the scholarly work to date has been listing (attributes of professionalism), describing (activities that may foster it), decrying (the environment that works against it), and measuring/evaluating it. In this collection of essays, we don’t argue with these attributes. Instead, we ask questions of the discourse from which they arise, how the specialized language of academic medicine disciplines has defined, organized, contained, and made seemingly immutable a group of attitudes, values, and behaviors subsumed under the label "professional" or "professionalism." This collection aims to be a critical text, one that questions the profession’s beliefs about the nature of its work and how such beliefs are enacted (or not) in medical education, particularly as they fuel the professionalism discourse. In addition, we will scrutinize how the discourse is enacted in both the formal and hidden curriculum, and in the larger medical environment. (shrink)
"This is one of the most interesting texts I have read for many years ... It is authoritative and clearly written. It provides a rich set of examples of teaching, and a reflective discourse." Professor George Brown "...succeeds in inspiring the reader by making the process of reflective learning interesting and thought provoking ... has a narrative drive which makes it a book too good to put down." Dr Mary Thorpe "...a delightful and unusual reflective journey...the whole book is (...) driven by a cycle of questions, examples, strategies and generalizations from the examples. In all, it is the clearest example of practise-what-you-preach that I have seen." Professor John Biggs This unusual, accessible and significant book begins each chapter by posing a question with which college and university teachers can be expected to identify; and then goes on to answer the question by presenting a series of examples; finally, each chapter closes with 'second thoughts', presenting a viewpoint somewhat distinct from that taken by John Cowan. This book will assist university teachers to plan and run innovative activities to enable their students to engage in effective reflective learning; it will help them adapt other teachers' work for use with their own students; and will give them a rationale for the place of reflective teaching and learning in higher education. (shrink)
Like Letters in Running Water explores ways in which fiction (prose, drama, poetry, myth, fairytale) yields transformative insights for educational theory and practice. Through a series of intensely original, powerful essays drawing on curriculum theory, literary analysis, psychology, and feminist theory and practice, Doll seeks to confront a commonly held bias that reading literary fictions is "mere" entertainment (not a learning experience). She suggests that fiction has immense teaching power because it connects readers with their alliances within themselves and (...) this connection attends to social, outer issues addressed by traditional pedagogies with greater, deeper awareness. Her elaboration in this book of the concept of currere --the lived experience of curriculum--through literature, drama, and myth is a major contribution to the field of curriculum theory. (shrink)
In the last 20 years postmodernism has had a powerful effect on the discipline of history and is now forcing empiricist historians to articulate their methods, and to defend them as both possible and virtuous. In this concise introduction, Stephen Davies explains what historians mean by empiricism, examines the origins, growth and persistence of empirical methods, and shows how students can apply these methods to their own work.
This book explores the writings of philosopher and educator John Dewey in order to develop an expansive vision of aesthetic education and everyday poetics of living. Robert Pirsig's best-selling book, Zen and the Art of Motorcycle Maintenance, provides concrete examples of this compelling yet unconventional vision.
The papers in this volume represent the views of a range of experts in a variety of language-related disciplines on the role which context plays in language learning and language understanding. The authors provide various theoretical constructs which help impose order on the apparent chaos of contextual factors which may have an influence on the production and comprehension of speech events. They focus on a variety of types of context, including the context established by different speech communities, interpersonal contexts, the (...) classroom context, and the context provided by the linguistic code itself. The papers illustrate how the treatment of context varies across the disciplines of linguistics, historical stylistics, applied linguistics, and psycholinguistics. Each paper is prefaced by an editorial introduction to help the reader trace out common themes and points of conflict. (shrink)
The origins and development of community of philosophical inquiry -- The theoretical landscape -- Philosophising with five year olds -- Creating a community of philosophical inquiry (CoPI) with all ages -- Different methods of group philosophical discussion -- What you need to know to chair a CoPI with six to sixteen year olds -- Implementing CoPI in primary and secondary schools -- CoPI, citizenship, moral virtue, and academic performance with primary and secondary children.
This book provides an overview of the entire discipline of world affairs in a way that makes immediate sense. It is also a critique of the limits that rationalism sets on how we know world affairs, showing how we might transcend these limits by augmenting rationalist research with non-rationalist techniques. It should appeal to anyone interested in why analysts so often seem to explain world affairs inaccurately and misunderstand what these affairs mean.
Human reasoning and legal analysis -- Paradigms and the process of legal analysis -- Logic, rhetoric, and legal analysis -- Advanced analytical tools in legal analysis -- Complex legal analysis and communication.
Philosophy is the study of the most general and fundamental problems of human life. The main areas of study in philosophy includes metaphysics, epistemology, logic, ethics and aesthetics etc. there are other several branches of philosophy which characterize different branches of knowledge. Philosophy being a very abstract branch of study, has not much scope of using equipment on a large scale to supplement the normal lecture schedules. However, in some papers/areas there are comparatively better scope to make (...) the lectures more concrete and interesting through proper use of various teaching aids and modes. We include logic, philosophy of science, applied philosophy, applied ethics, social and political philosophy, philosophy of mind, philosophy of cognitive science and history of philosophy etc., we can use various modern aids. In this article my attempt is to draw out an outlines of aids and modes for effective philosophy teaching. (shrink)
This study explores the nature of the conflict between science and religion. It shows through a detailed examination of this conflict as it was manifested in nineteenth century Britain that it is a fallacy that religion and science can co-exist in mutual harmony, since the legacy of their conflict in the past century has been inherited by this century, greatly to the detriment of religious belief. It is the author's contention that a return to the essentials of Kant's critical (...) philosophy would lay bare the profound differences between religious and scientific approaches to the world, and the nature of the choice people can make between them. In his effort to demarcate the outlines of a genuine Biblical theology (and to articulate the proper procedures for producing one) the author casts light on important questions of Biblical interpretation, and demands a radical reassessment of the meaning of science for society. (shrink)
Ethical instruction is critical for trainee accountants. Various teaching methods, both active and passive, are normally utilised when teaching accounting ethics. However, students’ learning styles are rarely assessed. This study evaluates the learning styles of accounting students and assesses the interaction of teaching methods and learning styles in an ethics instruction environment. The ethical attitudes and preferred learning styles of a cohort (137) of final year accounting students were evaluated pre-instruction. They were then subject to three (...) different teaching methods while studying ethics during an auditing course. When ethical attitudes and preferred learning styles were re-assessed post-instruction, the teaching methods were found to have influenced active learners more than passive ones. Furthermore, when learning styles matched teaching methods used, usefulness was assessed as high but when learning styles and teaching methods differed, usefulness deteriorated significantly. Students displayed a preference for passive learning styles, despite being so advanced in their education. The implications are that instructors should consider learning styles before deciding on appropriate teaching methods, in accounting ethics environments. (shrink)