The contributors address such subjects as what we mean by 'spiritual values'; scholarship and spirituality; spirituality and virtue; spirituality, science and morality; the shaping of character; the value of spiritual learning; spiritual development and the curriculum and many others. All students of the philosophy of education and anyone interested in how spiritual values might play a part in informing education policy and practice will find this stimulating collection a rich source of ideas and a major addition to the thinking on the meaning, role and possibilities of spirituality in education.
Do we remember only the stories we can live with? The ones that make us look good in the rearview mirror? In The Night of the Gun, David Carr redefines memoir with the revelatory story of his years as an addict and chronicles his journey from crack-house regular to regular columnist for The New York Times. Built on sixty videotaped interviews, legal and medical records, and three years of reporting, The Night of the Gun is a ferocious tale that uses the tools of journalism to fact-check the past. Carr’s investigation of his own history reveals that his odyssey through addiction, recovery, cancer, and life as a single parent was far more harrowing—and, in the end, more miraculous—than he allowed himself to remember.
Fierce, gritty, and remarkable, The Night of the Gun is “an odyssey you’ll find hard to forget” (People).
So why have so few people heard of the pawpaw, much less tasted one?
In Pawpaw—a 2016 James Beard Foundation Award nominee in the Writing & Literature category—author Andrew Moore explores the past, present, and future of this unique fruit, traveling from the Ozarks to Monticello; canoeing the lower Mississippi in search of wild fruit; drinking pawpaw beer in Durham, North Carolina; tracking down lost cultivars in Appalachian hollers; and helping out during harvest season in a Maryland orchard. Along the way, he gathers pawpaw lore and knowledge not only from the plant breeders and horticulturists working to bring pawpaws into the mainstream (including Neal Peterson, known in pawpaw circles as the fruit’s own “Johnny Pawpawseed”), but also regular folks who remember eating them in the woods as kids, but haven’t had one in over fifty years.
As much as Pawpaw is a compendium of pawpaw knowledge, it also plumbs deeper questions about American foodways—how economic, biologic, and cultural forces combine, leading us to eat what we eat, and sometimes to ignore the incredible, delicious food growing all around us. If you haven’t yet eaten a pawpaw, this book won’t let you rest until you do.
The book is divided into three parts: education, teaching and professional practice: issues concerning education, the role of the teacher, the relationship of educational theory to practice and the wider moral dimensions of pedagogy learning, knowledge and curriculum: issues concerning behaviourist and cognitive theories of learning, knowledge and meaning, curriculum aims and content and evaluation and assessment schooling, society and culture: issues of the wider social and political context of education concerning liberalism and communitarianism, justice and equality, differentiation, authority and discipline.
This timely and up-to-date introduction assists all those studying and/or working in education to appreciate the main philosophical sources of and influences on present day thinking about education, teaching and learning
This is the first comprehensive collection of primary source material on vegetarianism as a moral choice and includes the writings of Carol Adams, Bernard de Mandeville, Mohandas Gandhi, Oliver Goldsmith, Anna Kingsford, Frances Moore Lappé, Porphyry, Pythagoras, Tom Regan, Albert Schweitzer, Seneca, Peter Singer, Leo Tolstoy, and Richard Wagner, among others.
"... a superior work of philosophy that tells a unique and insightful story about narrative." -- Quarterly Journal of Speech
Author David Carr believes professionals in libraries and museums need to think more broadly. He challenges them to address communities, national social change, psychology, and learning and to think about ways to frame their institutions, not as repositories or research chambers, but as instruments for human thinking. Now is the time for these institutions to recover their integrity and purpose as fundamental, informing structures in a struggling democracy. Based on lectures and previously published writings by the author, and drawing on new scholarship and research, the essays here will inspire professionals to understand their collections and institutions as instruments of personal, social, and cultural change.
* the varieties of virtue
* weakness and integrity
* relativism and rival traditions
* means and methods of educating the virtues
The rare collaboration of professional ethical theorists and educational philosophers provides a ground-breaking work and an exciting new focus in a growing area of research.
Bob Brecher is Director of the Centre for Applied Philosophy Politics & Ethics (CAPPE) at the University of Brighton, UK. He is author of Forture and The Ticking Bomb (Wiley 2007). Getting What You Want? (Roudedge 1997), editor of several volumes and has published numerous articles in moral and applied philosophy, liberalism and higher education.
At the Interface/Probing the Boundaries seeks to encourage and promote cutting edge interdisciplinary and multi-disciplinary projects and inquiry. By bringing people together from differing contexts, disciplines, professions, and vocations, the aim is to engage in conversations that are innovative, imaginative, and creatively interactive
Inter-Disciplinary dialogue enables people to go beyond the boundaries of what they usually encounter and share in perspectives that are new, challenging, and richly rewarding. This kind of dialogue often illuminates one's own area of work, is suggestive of new possibilities for development, and creates exciting horizons for future conversations with persons from a wide variety of national and international settings
By sharing cross-disciplinary insights and perspectives, ATI/PTB publications are designed to be both exploratory examinations of particular areas and issues, and rigorous inquiries into specific subjects. Books in the series are enabling resources which will encourage sustained and creative dialogue, and become the future resource for further inquiries and research
Why do some men use physical violence against others? How do some men come to value physical violence as a resource? Drawing on in-depth ethnographic research conducted with men involved in serious violence and crime over a period of two years in the North of England, Anthony Ellis addresses these questions and the complex relationship between these men and their use of physical violence against others.
Using detailed life-history interviews and extended periods of observation with these men, Men, Masculinities and Violence describes their ‘inner’ subjective lives and experiences, exploring how they came to value violence, why they are willing to use it against others and risk serious harm to themselves in the process. Over the course of the book a picture emerges of a group of men that have experienced and perpetrated serious violence throughout their lives. This book advances a critical psychosocial understanding of such violence by situating these masculine biographies within their immediate contexts of de-industrialisation, fracturing working class community and culture, and broader shifts within the political economy of liberal capitalism.
With its synthesis of rich ethnographic material and new developments in criminological theory, this book is essential reading for students and academics interested in issues of gender and violence.
After discussing the moral implications of professionalism, Carr explores the relationship of education theory to teaching practice and the impact of this relationship on professional expertise. He then identifies and examines some central ethical and moral issues in education and teaching. Finally David Carr gives a detailed analysis of a range of issues concerning the role of the teacher and the managements of educational issues.
Professionalism and Ethics in Teaching presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions.
Author David Carr believes professionals in libraries and museums need to think more broadly. He challenges them to address communities, national social change, psychology, and learning, and to think about ways to frame their institutions, not as repositories or research chambers, but as instruments for human thinking. Now is the time for these institutions to recover their integrity and purpose as fundamental, informing structures in a struggling democracy. Based on lectures and previously published writings by the author, and drawing on new scholarship and research, the essays here will inspire professionals to understand their collections and institutions as instruments of personal, social, and cultural change.
While further developing such more familiar debates in the field as whether it is appropriate to feel grateful in circumstances in which there is no obvious benefactor, whether it is proper to feel grateful to those who have benefited one only from a sense of duty and whether it makes sense to be grateful if so doing colludes with injustice, the essays in this collection explore a wide variety of fresh conceptual, psychological and moral issues. For example, in addition to identifying some new moral paradoxes about gratitude and seeking a generally more morally discriminating approach to gratitude education, relations are explored between gratitude and humility, forgiveness and appreciation and the religious and spiritual dimensions of the concept are also given much overdue attention.
By drawing together serious academic engagement with the study of gratitude and a serious attempt to undertake this within an interdisciplinary perspective, Perspectives on Gratitude will be of value to academics and graduate students in the fields of philosophy, psychology and theology, as well as other research-based disciplines.
Perhaps growing up in this historical town had an influence on John that inspired him to express his feelings in poetry. James Whitcomb Riley’s poems were often tales of ordinary events like the porch swing in “Waitin’ Fer the Cat to Die”, the young woman that helped around the house in “Little Orphant Annie” and swimming in the creek in “The Old Swimmin’ Hole”. Like J. W. Riley, John has written poems that capture the significant events in his life from the day he left the Mid-West for California to the present. He has included a dialog where he describes the events in his life that lead up to the poetry. He also includes a broader vision of what he has learned about himself and others along the way in his pursuit of happiness. He is deeply compelled to share what he has learned in order to encourage his readers to begin their pursuit of happiness earlier in their life, so they have more of their life to enjoy. Life is too short to let the down times keep you down.
Read his book and begin your path to happiness.
The Handbook is divided into three parts:
Part I addresses the core issues concerning criminal sanction, the moral and political aspects of the justification of punishment, and the relationship between law and morality.
Part II examines criminalization and criminal liability, and the assumptions and attitudes shaping those aspects of contemporary criminal justice.
Part III evaluates current policies and practices of criminal procedure, exploring the roles of police, prosecutors, judges, and juries and suggesting directions for revising how criminal justice is achieved.
Throughout, scholars seek pathways for change and suggest new solutions to address the central concerns of criminal justice ethics.
This book is an ideal resource for upper-undergraduate and postgraduate students taking courses in criminal justice ethics, criminology, and criminal justice theory, and also for students of philosophy interested in punishment, law and society, and law and ethics.
Upon completing this book, readers will be able to:Understand philosophical ideas that are shaping our world today.
Confront conflicts faced when given the choice of morality.
Apply various philosophical ideas to politics, religion, economics, relationships, and medicine.
Discuss basic philosophical arguments.
• Presents an analysis of the full range of Mill’s primary writings, getting to the core of the philosopher’s ideas.
• Examines the central elements of Mill’s writings in easily accessible prose
• Places Mill’s work and thought within the larger cultural and social context of 19th century Britain
• Illustrates the continued relevance of Mill’s philosophy to today’s reader