This collection of essays, offered in honor of the distinguished career of prominent political philosophy professor Clifford Orwin, brings together internationally renowned scholars to provide a wide context and discuss various aspects of the virtue of “humanity” through the history of political philosophy.

This collection of essays, offered in honor of the distinguished career of prominent political philosophy professor Clifford Orwin, brings together internationally renowned scholars to provide a wide context and discuss various aspects of the virtue of “humanity” through the history of political philosophy.

In lieu of an abstract, here is a brief excerpt of the content:Motion and Mercutio in Romeo and JulietDaryl W. PalmerThere is nothing permanent that is not true, what can be true that is uncertaine? How can that be certaine, that stands upon uncertain grounds? 1It is by now a commonplace in modern scholarship that drama, particularly Tudor drama, poses questions, rehearses familiar debates, and even speculates about mere possibilities. 2 In 1954, Madeleine Doran spelled out some of the ways (...) in which debate "affected the structure of Elizabethan drama." 3 In turn, Joel B. Altman, having eloquently extended Doran's examination, concludes that "the plays functioned as media of intellectual and emotional exploration for minds that were accustomed to examine the many sides of a given theme, to entertain opposing ideals, and by so exercising the understanding, to move toward some fuller apprehension of truth that could be discerned only through the total action of the drama." 4 Altman points to Henry Medwall's Fulgens and Lucres (c. 1490) as an exemplar of this practice. Although the interlude instructs and entertains, "the center of interest has shifted from demonstration to inquiry. The action develops not from an abstract assertion, but from a specific question: who is the nobler man, Cornelius or Gaius?" 5 By the time William Shakespeare began to write his plays, inquiry was an essential part of dramatic construction. So Juliet asks, "What's in a name?" 6 Hamlet opens with the question: "Who's [End Page 540] there?" (1.1.1), and achieves a kind of apotheosis in the figure of its hero: "To be, or not to be, that is the question..." (3.1.55). Everyone recognizes these familiar questions, and we know (or think we know) how to describe the most viable answers. I want to suggest, however, that this familiarity has dulled our appreciation of the drama's interrogative range. As a way of resisting this tendency, I want to argue that Shakespeare's Romeo and Juliet takes up an ancient conversation about motion, a dialog that originates with the pre-Socratics. This is not to say that the play is ultimately about motion. It obviously engages a panoply of thematic materials. I have simply chosen, in this limited space, to concentrate on the way the playwright stages his questioning as a kind of fencing lesson. My goal is to produce neither a "reading" of the play nor an allegory of philosophy, but rather to recollect the ways in which Shakespeare's drama qualifies and extends an ancient interrogative tradition. In so doing, I follow Stanley Cavell who maintains "that Shakespeare could not be who he is—the burden of the name of the greatest writer in the language, the creature of the greatest ordering of English—unless his writing is engaging the depth of the philosophical preoccupations of his culture." 7Some of the most venerable documents of Western philosophy fix on the problem of motion. If we go back more than 2,300 years, we come upon Plato's Theaetetus, in which Socrates explains a "first principle" to the title character, namely that "the universe really is motion and nothing else." 8 A kind of history lesson in ontology and epistemology, this tentative explanation has its origins in Heraclitus or Empedocles or Protagoras or some combination of the aforementioned. Perhaps the most famous expression of this ideal comes from Heraclitus: "You cannot step twice into the same river, for other waters and yet others go ever flowing on." 9 More to the point is the following declaration from the same philosopher: "Everything flows and nothing abides; everything gives way and nothing stays fixed." 10 In this spirit, Protagoras declares, "All matter is in a state of flux." 11 Such precedents provide the backdrop for Socrates in the Theaetetus as he summarizes: "The point is that all these things are, as we were saying, in motion, but there is a quickness or slowness in their motion" (Thea, 156c). In this historical spirit, he identifies "a tradition from the ancients, who hid their meaning from the common herd in poetical figures, that Oceanus and Tethys, the source of all things, are flowing streams and nothing is at rest" (Thea, 180d–e).To... (shrink)

Reading Certainty offers incisive historical analysis of the foundational questions of the Christian tradition: how are we to read scripture, and how can we know we are saved? This collection of essays honors the work and thought Susan E. Schreiner by exploring the import of these questions across a wide range of time periods. With contributions from renowned scholars and from Schreiner's students from her more than three decades of teaching, each of the contributions highlights the nexus of certainty, perception, (...) authority, and exegesis that has defined her scholarly work. Intellectual historians, early modernists, and scholars of Christianity will all appreciate this testament to Schreiner's influence. Contributors include: Vincent Evener, Bruce Gordon, Ralph Keen, Mark Lambert, Kevin J. Madigan, Richard A. Muller, Willemien Otten, Daniel Owings, Elizabeth Palmer, Karen Park, Barbara Pitkin, Ronald K. Rittgers, William Schweiker, Jonathan Strom, and Matthew Vanderpoel. (shrink)

Introduction -- The pre-socratic philosophers -- Sixth and fifth centuries B.C.E. -- Thales -- Anaximander -- Anaximenes -- Pythagoras -- Heraclitus -- Parmenides -- Zeno -- Empedocles -- Anaxagoras -- Leucippus and Democritus -- The Athenian period -- Fifth and fourth centuries B.C.E. -- The Sophists -- Protagoras -- Gorgias -- Thrasymachus -- Callicles and Critias -- Socrates -- Plato -- Aristotle -- The Hellenistic and Roman periods -- Fourth century B.C.E. through fourth century C.E. -- Epicureanism -- Stoicism -- (...) Neoplatonism -- Medieval and Renaissance philosophy -- Fifth through fifteenth centuries -- Saint Augustine -- The encyclopediasts -- John Scotus Eriugena -- Saint Anselm -- Muslim and Jewish philosophies -- Averroës -- Maimonides -- The problem of faith and reason -- The problem of the universals -- Saint Thomas Aquinas -- William of Ockham -- Renaissance philosophers -- Continental rationalism and British empiricism -- The seventeenth and eighteenth centuries -- Descartes -- Hobbes -- Spinoza -- Leibniz -- Locke -- Berkeley -- Hume -- Kant -- Post-kantian British and continental philosophy -- The nineteenth century -- Hegel -- Schopenhauer -- Kierkegaard -- Marx -- Nietzsche -- Utilitarianism -- Bentham -- Frege -- Pragmatism, the analytic tradition, and the phenomenological tradition and its aftermath -- The twentieth century -- Pragmatism -- James -- Dewey -- The analytic tradition -- Moore -- Russell -- Logical positivism -- Wittgenstein -- Quine -- The phenomenological tradition and its aftermath -- Husserl -- Heidegger -- Sartre -- Structuralism and poststructuralism -- Saussure -- Lévi-Strauss -- Lacan -- Derrida -- Irigaray. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Motion and Mercutio in Romeo and JulietDaryl W. PalmerThere is nothing permanent that is not true, what can be true that is uncertaine? How can that be certaine, that stands upon uncertain grounds? 1It is by now a commonplace in modern scholarship that drama, particularly Tudor drama, poses questions, rehearses familiar debates, and even speculates about mere possibilities. 2 In 1954, Madeleine Doran spelled out some of the ways (...) in which debate "affected the structure of Elizabethan drama." 3 In turn, Joel B. Altman, having eloquently extended Doran's examination, concludes that "the plays functioned as media of intellectual and emotional exploration for minds that were accustomed to examine the many sides of a given theme, to entertain opposing ideals, and by so exercising the understanding, to move toward some fuller apprehension of truth that could be discerned only through the total action of the drama." 4 Altman points to Henry Medwall's Fulgens and Lucres (c. 1490) as an exemplar of this practice. Although the interlude instructs and entertains, "the center of interest has shifted from demonstration to inquiry. The action develops not from an abstract assertion, but from a specific question: who is the nobler man, Cornelius or Gaius?" 5 By the time William Shakespeare began to write his plays, inquiry was an essential part of dramatic construction. So Juliet asks, "What's in a name?" 6 Hamlet opens with the question: "Who's [End Page 540] there?" (1.1.1), and achieves a kind of apotheosis in the figure of its hero: "To be, or not to be, that is the question..." (3.1.55). Everyone recognizes these familiar questions, and we know (or think we know) how to describe the most viable answers. I want to suggest, however, that this familiarity has dulled our appreciation of the drama's interrogative range. As a way of resisting this tendency, I want to argue that Shakespeare's Romeo and Juliet takes up an ancient conversation about motion, a dialog that originates with the pre-Socratics. This is not to say that the play is ultimately about motion. It obviously engages a panoply of thematic materials. I have simply chosen, in this limited space, to concentrate on the way the playwright stages his questioning as a kind of fencing lesson. My goal is to produce neither a "reading" of the play nor an allegory of philosophy, but rather to recollect the ways in which Shakespeare's drama qualifies and extends an ancient interrogative tradition. In so doing, I follow Stanley Cavell who maintains "that Shakespeare could not be who he is—the burden of the name of the greatest writer in the language, the creature of the greatest ordering of English—unless his writing is engaging the depth of the philosophical preoccupations of his culture." 7Some of the most venerable documents of Western philosophy fix on the problem of motion. If we go back more than 2,300 years, we come upon Plato's Theaetetus, in which Socrates explains a "first principle" to the title character, namely that "the universe really is motion and nothing else." 8 A kind of history lesson in ontology and epistemology, this tentative explanation has its origins in Heraclitus or Empedocles or Protagoras or some combination of the aforementioned. Perhaps the most famous expression of this ideal comes from Heraclitus: "You cannot step twice into the same river, for other waters and yet others go ever flowing on." 9 More to the point is the following declaration from the same philosopher: "Everything flows and nothing abides; everything gives way and nothing stays fixed." 10 In this spirit, Protagoras declares, "All matter is in a state of flux." 11 Such precedents provide the backdrop for Socrates in the Theaetetus as he summarizes: "The point is that all these things are, as we were saying, in motion, but there is a quickness or slowness in their motion" (Thea, 156c). In this historical spirit, he identifies "a tradition from the ancients, who hid their meaning from the common herd in poetical figures, that Oceanus and Tethys, the source of all things, are flowing streams and nothing is at rest" (Thea, 180d–e).To... (shrink)

The articles on ‘thinking’ by Gilbert Ryle brought together by Konstantin Kolenda were not very well received, even by those who acknowledge, as awhole generation of philosophers must, a considerable intellectual debt to him. Bernard Williams in his review ‘Ryle Remembered’ ) seemed to capture the general impression created by the book. My suspicion is that this was so because readers approached it with a resistance built up over years of hearingRyle flounder on the topic. They read the book expecting (...) to find nothing init that they had not already assimilated or rejected. To pick up the metaphor G. E. L. Owen employed in the obituary he wrote for the Aristotelian Society, they had come to regard Ryle's work as a philosophical seam which during his own lifetime had already been so extensively and profitably minedthat by the time of his death it was already producing diminishing returns. Although Williams in his review did provide a rationale for Ryle's floundering I suspect that his rationale, like most readers’ expectations, preventedhim from reading the articles in the volume at all closely. Williams's viewwas that towards the end of his life, with whatever he had had in the way of theory collapsing around him, Ryle was left with nothing but his massive common sense together with the resources of a style of writing which had bythen become a caricature of itself. As against this I shall argue that Ryle, puzzled by the notion of thinking, took the problem back to his own philosophical roots where he finally came to think that the solution lay. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Aesthetic Potential of Global Issues CurriculumWilliam Gaudelli (bio) and Randall Hewitt (bio)IntroductionGlobal issues rarely suggest conversations about aesthetics, as they conjure thinking about massive problems such as global warming, famine, and war rather than beautiful thoughts such as grace, love, and compassion. Students may engage in study of global issues in any number of venues, perhaps through a world geography class, within world literature, or as part of (...) a course in Earth science. They would likely be exposed to readings, Web sites, and videos about the nature and extent of problems. Teachers might engage them in small and large group discussions of problems, and, ideally, there would be some consideration of what they might do as citizens. Such processes, their outcomes, and subsequent civic directions are generally not regarded as aesthetic acts, however. One is likely to consider the aesthetic value of a piece of art, a song or poem, movie or performance, but to speak of activities like teaching global issues being aesthetic seems discordant.Yet, this is not so within John Dewey's notion of aesthetics. He argues that aesthetics can exist outside of museums and beyond theaters, potentially in social discourse. Activities like public talk, while not as inherently pleasing as listening to music, have the potential to be experienced as aesthetic:Hence an experience of thinking has its own esthetic quality. It differs from those experiences that are acknowledged to be esthetic, but only [End Page 83] in its materials … [T]he experience itself has a satisfying emotional quality because it possesses integral integration and fulfillment reached through ordered and organized movement … In short, esthetic cannot be sharply marked off from intellectual experience since the latter must bear an esthetic stamp to be itself complete.1Dewey's contention that all types of activity, from repairing an automobile to discussing species extinction, can point toward transcendence has not achieved widespread recognition among philosophers, nor has its utility been demonstrated in curriculum.2 Aesthetics and art are still largely confined to the museum, hermetically sealed off from everyday experiences in a Schillerian "ideal kingdom."3 To suggest curriculum, schools, and pedagogy as potential landscapes for artwork far removed from the museum is to render oneself a heretic in many quarters of educational discourse.Yet, there is a despondency and desperation about schools, and thereby curriculum, that too often fail to teach for and about something more than narrow, capitalist-driven, techno-rationalist ends. Constructivist orientations in teaching, for example, have contributed to shifting the manner of teaching but have done relatively little to reframe the ends of learning. Metaphorically, constructivism is a spoon of sugar to help swallow the bitter pill that is learning for and as work. What is lacking in this conceptualization, according to Parker Palmer, Nel Noddings, and Aostre Johnson, is an aesthetic and spiritual rationale for learning that honors the sanctity of students beyond their academic capacities, values the processes of learning as much as its outcomes, and seeks a space for learning that is transcendent.4What we seek in this article with Dewey, then, is an antidote for the malaise that has befallen curriculum, one that is rooted in an aesthetic way of thinking instantiated in a most unlikely candidate: teaching about global issues. We begin by briefly outlining some of Dewey's thinking related to aesthetics, particularly as it germinated in his career and biography. We then turn to the work of contemporary scholars in education who have similarly found value in Dewey's notion of aesthetics. Finally, we draw an illustration from a recent study of student focus groups engaged in reading global media. This student conversation about the potential cataclysm of global warming demonstrates the surprising capacity of such bleak policy discussions to generate aesthetic moments. The significance of this work lies in its potential to contribute to a broadened curriculum discourse that aims toward living an aesthetically resonant life in classrooms and wider social environs while augmenting and enhancing the rationalistic focus of contemporary schools and, indeed, the study of global issues.Deweyan Aesthetics and BiographyWe begin by weaving Dewey's biography with his notion of aesthetics as an internal process of... (shrink)

Book Three of George Santayana's letters covers a period of intense intellectual activity in Santayana's life, and the correspondence reflects the establishment of his mature philosophy. Santayana becomes more permanently established in Italy, but continues to travel in France, Spain, and England. The year 1927 marks the beginning of his long friendship with Daniel Cory, who became his literary secretary and eventually his literary executor. Also, with the death of Santayana's half-brother Robert, George Sturgis, Robert's son, becomes an important part (...) of Santayana's life and letters as his financial manager. Santayana continues to write to his sister Susana, as well as to numerous friends and fellow philosophers, including Bernard Berenson, Robert Seymour Bridges, Curt John Ducasse, John Erskine, Horace Meyer Kaller, Lewis Mumford, George Herbert Palmer, John Francis Stanley Russell, Herbert Wallace Schneider, Charles Augustus Strong, Paul Weiss, and Harry Austryn Wolfson. Other correspondents include Wendell T. Bush, Alys Gregory, Marianne Moore, John Middleton Murray, and Frederick J. E. Woodbridge. (shrink)

Books reviewed in this essay: Wolfgang Carl, Frege’s Theory of Sense and Reference: Its Scope and its Origins William P. Alston, A Realist Conception of Truth.

The philosophy of George Herbert Palmer, by C. M. Bakewell.--Personal traits of George Herbert Palmer, by E. W. Hocking--Faculty minute on the life and service of Professor Palmer.

Given the wide range of mythical/occult lore, stage legerdemain, and popular fantasy-based fictional stereotypes that have long been associated with the term magic in human culture, it is quite possible that some academically-minded readers may initially be put off by the title of this book. But these are not the kinds of magic that Dean Radin is talking about. Rather, he is subtly alluding to a certain class of seemingly extraordinary human experiences and abilities for which the exact underlying physical (...) and biological mechanisms are not too well understood as of yet – namely, the experiences and abilities that may be classed as psychic (or psi). He focuses on examining three general sub-classes which, in keeping with the theme of this book, are labeled in the parlance of magic: force of will (referring to psychokinesis, aka. mind-matter interaction), divination (referring to extrasensory perception), and theurgy (referring to experiences related to survival after death). Yet even with such clarification being made from the outset, there might still be readers who would wonder whether it is even a good idea to discuss psi phenomena in conjunction with magic, as some parapsychologists may be reminded of the effort once made by psychologist (and noted skeptic) James Alcock (1981) to portray an association between the two as being something fanciful and not fitting with the pursuit of science in his book Parapsychology: Science or Magic? Arguing on the basis of its seeming incompatibility with mainstream science, Alcock implied that psi is something that could be seen as being akin to occult conjuring, where one is able to spontaneously gain certain knowledge or mentally bring about certain event outcomes at will, without any apparent logic or reason. And as psychologist and psi researcher John Palmer (1983) had pointed out in his critical review of the book, Alcock even went on to imply that parapsychologists tend to act more like occult magicians than scientists, claiming that they are motivated by a predisposed belief in psi rather than an objective search for facts and data-driven theory. In light of such blatant accusations being made in the past, one might figure that parapsychologists would be wary of their subject matter being discussed or referred to in relation to magic again, in any shape or form. (shrink)

The form of this paper, which has more than one purpose, needs a word of explanation and perhaps of excuse. I had had it in mind to bring together and discuss a number of passages of Plautus in which gratus or gratia occurred. Then I came across an interesting paper by Professor L. R. Palmer in Hommages à Max Miedermann , Bruxelles, 1956, pp. 258–69, entitled ‘The Concept of Social Obligation in Indo-European: A Study in Structural Semantics’. There (...) class='Hi'>Palmer dealt, among other things, with gratus and related words; he seemed to me, however, to treat the Latin evidence, the greater part of it from Plautus, in a way which I felt to be mistaken. In addition it seemed that a preconceived theory, derived from a special interpretation of the Mycenean tablets, was being read into Roman thought and institutions against the evidence. I have therefore taken the opportunity to discuss the passages of Plautus in which I was first interested within a general examination of Palmer's treatment of the Latin evidence for his theory. (shrink)

Shaughan La Vine, Understanding the Infinite.Cambridge, Massachussets :Harvard University Press, 1994, ix + 372 pp.£31.95/$47.95 B.Russell, Foundations of logic 1903‐05, The Collected Papers of Bertrand Russell, Volume 4, Edited by Urquhart, A.with the assistance of Lewis, A.C.London and New York:Routledge, 1994, Hi+ 743 pp.£100 Ray Monk and Anthony Palmer, Bertrand Russell and the Origins of Analytical Philosophy.Introduction by Ray Monk and Anthony Palmer.Bristol, U.K.:Thoemmes Press, 1996. xvi + 383 pp.£48.00/$78.00 ; £16.95/$29.95 T.J.Holopainen, Dialectic & Theology in the Eleventh (...) Century.Leiden:E.J.Brill, 1996. vii+171pp.$78. (shrink)

During a clinical ethics fellow’s first week of independent supervised service, two unhoused patients on the same floor were resisting the medical team’s recommendations to discharge. In the team’s view, both were medically stable and no longer required hospitalization in an acute setting. The medical team suspected malingering for both. The social worker and case manager had employed their usual means of gentle persuasion and eliminating psychosocial barriers to no avail. Rather than call the police, the attending physician, social worker, (...) and case manager decided to call ethics. These cases lead the fledgling fellow to consider the appropriate role for ethicists in difficult discharge cases. The article analyzes each case, evaluates their similarities and differences in the context of suspected malingering, and comments on ethical issues surrounding cases of suspected malingering. Finally, I reflect on the value and importance of developing and maintaining epistemic and professional independence. (shrink)

There is increased recognition of a common suite of global challenges that hamper food system sustainability at the community scale. Food price volatility, shortages of basic commodities, increased global rates of obesity and non-communicable food-related diseases, and land grabbing are among the impediments to socially just, economically robust, ecologically regenerative and politically inclusive food systems. While international political initiatives taken in response to these challenges and the groundswell of local alternatives emerging in response to challenges are well documented, more attention (...) is needed to the analysis of similarities between community approaches to global pressures. While we are not suggesting the application of a template set of good practices, the research reported in this paper point to the benefits of both sharing good practices and enabling communities to adopt good practices that are suited to their place-based capacities. The work also suggests that sharing community-derived good practices can support and reinforce global networks of sustainable community food systems, foster knowledge co-creation and ultimately cement collective action to global pressures. In turn these networks could enhance the sustainability and resilience of community food systems and facilitate wide scale food system transformation. (shrink)

Companion Animal Ethics explores the important ethical questions and problems that arise as a result of humans keeping animals as companions. The first comprehensive book dedicated to ethical and welfare concerns surrounding companion animals Scholarly but still written in an accessible and engaging style Considers the idea of animal companionship and why it should matter ethically Explores problems associated with animals sharing human lifestyles and homes, such as obesity, behavior issues, selective breeding, over-treatment, abandonment, euthanasia and environmental impacts Offers insights (...) into practical ways of improving ethical standards relating to animal companions. (shrink)

مداخلة مترجمة عن الفرنسية للفيلسوف الفرنسي جيل دولوز.

A primary problem in the area of natural language processing has been semantic analysis. This book looks at the semantics of natural languages in context. It presents an approach to the computational processing of English text that combines current theories of knowledge representation and reasoning in Artificial Intelligence with the latest linguistic views of lexical semantics. The book will interest postgraduates and researchers in computational linguistics as well as industrial research groups specializing in natural language processing.

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 12.2 (2004) 126-138 [Access article in PDF] Music Education for the Twenty-First Century A Philosophical View of the General Education Core Anthony J. Palmer Boston University We are all one species with one brain and neural system, yet consciousness about our existence is highly contextual. Any culturally transcendent view will still be limited to one's personal experience, analytical capabilities, and cultural shaping. Nevertheless, (...) looking beyond our narrow perspectives is essential if we are to find commonality and compatibility with all humankind.Therefore, I find it incumbent that we, as college/university professors, examine our present culture-national and global-to ascertain current conditions and what positive roles each citizen may be able to play on the larger stage of world affairs. Musician-teachers, who are the products of the curriculum, should not be exempt from the responsibilities of contributing solutions. Rather, they should produce a program that is sensitive to the larger context in which we all reside. To be sure, we have no direct control over global events. We do, however, exercise at least a modicum of control over the kind of person emerging from our courses of study.In light of the foregoing, this paper will examine (1) the present global conditions with which we are confronted, (2) responsibilities of the college/university [End Page 126] faculties toward developing students with greater awareness, (3) examination of the general education that all baccalaureate students must satisfy for the degree, (4) the education within the general education courses with a focus on the music education student, and (5) a proposal on general education. The Present Context Today we are at a juncture where no one can predict the future with any assurance of accuracy. The world in the twenty-first century has taken an unexpected turn toward greater chaos and has the potential to end life as we have known it in previous centuries. Although earlier generations experienced many changes and watershed moments, the conditions were never potentially as cataclysmic as they are today because of the explosive power of our so-called defensive weapons. In addition, fed by technology, the pace of change is extremely rapid and multiplies exponentially. Robert Wright states in this regard, Neither biological evolution nor human history is a smooth, steady process. Both pass through thresholds.... To some people, the current era has the aura of a threshold; it has that unsettling, out-of-control feeling that can portend a major shift. Technological, geopolitical, and economic change seem ominously fast, and the fabric of society seems somehow tenuous.1He goes on to say, World currency markets are rocked by the turbulent force of electronically lubricated financial speculation. Weapons of mass destruction are cultivated by rogue regimes and New Age cults. Nations seem less cohesive than before, afflicted by ethnic or religious or cultural friction. Health officials seriously discuss the prospect of a worldwide plague-the unspeakably gruesome Ebola virus, perhaps, or some microbe we don't yet know about, spread around the world by jet-propelled travelers. Even tropical storms seem to have grown more intense in recent decades, arguably a result of global warming.2The foregoing was written in 2000, well before the devastating events of September 11 and subsequent human-initiated disasters, yet it still rings true. Where are we heading? What is our future with a world torn by terror, the continual development of more destructive weapons, and a seeming lack of desire to ameliorate our differences in a peaceful manner? Add to these the inexorable advance of technology that seems to know no end. It is most likely that the world in 2050-perhaps even as early as 2025-will not be recognized by our present population, assuming that we do survive as a civilized world.Of course, the outlook is not exclusively bleak and the continued development of technology is not all on the debit side of the ledger. Advances made in [End Page 127] medicine portend the re-growing of brain cells, repair... (shrink)

Liberal thinkers of the eighteenth and nineteenth centuries were alert to the political costs and human cruelties involved in European colonialism, but they also thought that European expansion held out progressive possibilities. In Progress, Pluralism, and Politics David Williams examines the colonial and anti-colonial arguments of Adam Smith, Immanuel Kant, Jeremy Bentham, and L.T. Hobhouse. Williams locates their ambivalent attitude towards European conquest and colonial rule in a set of tensions between the impact of colonialism on European states, the possibilities (...) of progress in distant and diverse places, and the relationship between universalism and cultural pluralism. In so doing he reveals some of the central ambiguities that characterize the ways that liberal thought has dealt with the reality of an illiberal world. Of particular importance are appeals to various forms of universal history, attempts to mediate between the claims of identity and the reality of difference, and the different ways of thinking about the achievement of liberal goods in other places. Pointing to key elements in still ongoing debates within liberal states about how they should relate to illiberal places, Progress, Pluralism, and Politics enriches the discussion on political thought and the relationship between liberalism and colonialism. (shrink)

Wildlife Ethics A systematic account of the ethical issues related to wildlife management and conservation Wildlife Ethics is the first systematic, book-length discussion of the ethics of wildlife conservation and management, and examines the key ethical questions and controversies. Tackling both theory and practice, the text is divided into two parts. The first describes key concepts, ethical theories, and management models relating to wildlife; the second puts these concepts, theories, and models to work, illustrating their significance through detailed case studies (...) on controversies in wildlife management and conservation. The book explores pressing topics including human responsibilities due to climate change, tradeoffs when managing zoonotic disease risks, the ethics of the wildlife trade, culling non-native species, indigenous wildlife use, and zoo-based conservation programs. Readers are encouraged to explore different ways of valuing wild animals and their practical implications. This essential text: Explains and explores relationships between valuing biodiversity, human utility, ecosystems, species, and animal welfare Describes established approaches to wildlife management, such as sustainable use, and emerging concepts, such as compassionate conservation Discusses key ethical theories, including utilitarianism, ecocentrism, and animal rights Offers a practical model of how to analyze ethical issues in wildlife management and conservation Wildlife Ethics: The Ethics of Wildlife Management and Conservation is an accessible introduction to complex ethical issues, making the book an important resource for students in fields such as conservation biology, ecology, environmental science and policy, game management, public health and veterinary medicine. It will also be an invaluable tool for wildlife managers, conservationists, One Health practitioners, practicing veterinarians and animal rehabilitation staff, contemporary wildlife professionals and other stakeholders. (shrink)