Building on the philosophies of the social sciences and of religion, the book is concerned with the interplay between the inner powers of individuals and the structures of their societies and also with how these inner powers affect how they see outer realities. Dorothy Emmet looks at persons in a world of impersonal processes. She is critical of the notion of a personal God, but sees the emergence of personal activities as constrained but also sustained through 'an enabling universe'.
Exam Board: OCR Level: A-Level Subject: Religious Studies First Teaching: September 2016 First Exam: Spring 2017 An OCR endorsed textbook Help students to build their subject knowledge and understanding with guidance and assessment preparation from a team of subject specialists; brought to you by the leading Religious Studies publisher and OCR's Publishing Partner. - Develops students' understanding of 'Philosophy of religion' and 'Religion and ethics' through accessible explanations of key theories and terms - Enables you to teach 'Developments in Christian thought' confidently with comprehensive coverage of the key theological arguments - Supports assessment preparation with sample questions and revision advice written by subject specialists - Encourages students to reflect on their learning and develop their own ideas - Helps to extend learning and enhance responses with suggested ideas and additional reading Content covered: - Philosophy of religion - Religion and ethics - Developments in Christian thought
Pandemic Response and the Cost of Lockdowns brings the vast analytical apparatus of the humanities and social sciences to the task of critically analysing the political decisions taken in 2020–21. The global response to the COVID-19 pandemic left little time for critical debate about the impact of lockdowns. Across the world, governments claimed to "follow the science", but they rarely paid attention to the humanities and social sciences. Indeed, the absence of these perspectives is symptomatic of a longer-term trend in the marginalisation of the humanities and social sciences in policymaking and public debate. This book exposes the tragic consequences of this omission in 2020–21 and demonstrates the potential for a different path in the future – a path in which we pay attention to power, complexity, and our biases. The authors establish what these disciplines have to offer in a global emergency and how we can ensure they help us avoid the mistakes of 2020–21 in the future. This original and interdisciplinary book will be of great interest to students, scholars, and researchers throughout the humanities and social sciences, including the fields of philosophy, sociology, anthropology, law, political science, and history, as well as relevant policymakers.
Today, workers based in institutions designed to serve the public – teachers, nurses, social workers, community officers, librarians, civil servants, etc – are expected to reorganize their thoughts and practice in accordance with a 'performance' management model of accountability which encourages a rigid bureaucracy, one which translates regulation and monitoring procedures into inflexible and obligatory compliance. This book shows how and why this performance model may be expected, paradoxically, to make practices less accountable – and, in the case of education, less educative.
Section one of the book explores the nature of the philosophy of education and its relation to other aspects of educational theory and research. Section two is devoted to particular thinkers of the past, and more general coverage of the history of philosophy of education. Section three is dedicated to contemporary philosophical thought on education, providing the basis and reference point for an exploration of contemporary issues. --
Gathering 115 entries written by 101 internationally renowned experts in their fields, the Handbook of Whiteheadian Process Thought aims at canvassing the current state of knowledge in Whiteheadian scholarship and at identifying promising directions for future investigations through (internal) cross-elucidation and (external) interdisciplinary development. Two kinds of entries are weaved together in order to interpret Whitehead secundum Whitehead and to read him from the vantage point of interdisciplinary and crossdisciplinary research. The “thematic ” entries provide (i) a broad contextualisation of the issue at stake; (ii) a focus on Whitehead's treatment (if any) or of a possible Whiteheadian treatment of the issue; (iii) a history of relevant scholarship; (iv) a personal assessment by the Author. The “biographical ” entries provide (i) a brief vita of the targeted thinker; (ii) a sketch of his/her categories relevant to the Whiteheadian scholarship; (iii) a personal assessment of the actual (or possible) Whiteheadian semantic transfer to or from the thinker.
