This book is a collection of philosophical papers that explores theoretical and practical aspects and implications of nonviolence as a means of establishing peace. The papers range from spiritual and political dimensions of nonviolence to issues of justice and values and proposals for action and change.
This book is a collection of philosophical papers that explores theoretical and practical aspects and implications of nonviolence as a means of establishing peace. The papers range from spiritual and political dimensions of nonviolence to issues of justice and values and proposals for action and change.
This book considers the common human predicament that we often choose an action other than the one we perceive to be best. Philosophers know this problem as akrasia. The author develops a nuanced understanding of the nature and causes of akrasia by integrating the best insights of Socrates, Aristotle, Augustine, and Aquinas, and several contemporary philosophers.
This book deals with the international assessment and regulation of biomedical research. In its chapters, some of the leading figures in today's bioethics address questions centred on global development, scientific advances, and vulnerability. The series Values In Bioethics makes available original philosophical books in all areas of bioethics, including medical and nursing ethics, health care ethics, research ethics, environmental ethics, and global bioethics.
This book is an apologia for the rooted intellectual against the disdainful condescension of the cosmopolitan intellectual¿an apology in the Socratic sense of the word. It reflects the author¿s Texas rootedness unapologetically and offers a polemical but thoughtful indictment of the intellectual prejudice against rootedness; but it is ultimately about the universal human struggle with origins. Contents List of Illustrations Foreword Acknowledgments and Disclaimers Introduction: Attempts: Philosophy as Essay One: A Good Intellectual Is Hard to Find Two: Mind Forg'd Manacles Three: Running and Being Four: The Queen's English, or That Awful English Language Five: Wine of Wyoming Six: Wit and the Art of Conversation Seven: The Fish Eight: ¿A Minor Regional Novelist¿ Nine: Wana Ten: Culture Vultures Eleven: Centennial Twelve: The Sweet Science and the Competitive Spirit Thirteen: The Halfe Ars'd Angler Fourteen: Blood Sports and Haute Cuisine Fifteen: Bread and Wine Sixteen: Idols of the Academic Theater Seventeen: Westward I Go Free Bibliograpy About the Author Index
This book investigates rapid societal change in Russia during the early 1990s. The story of the anthropologist (author) and the people he studied reveals cultural similarities and differences between them. Russians and Latvians taught the author about the Soviet Union, its people, and its cultures. Formal axiology provides a novel way to access their changing values.
Global security cannot be achieved until people view the world as a global community. Until such time, differences will continue to be perceived as threatening. These perceived “threats” are the primary threat to global security. This volume proposes methods for minimizing the “us versus them” mentality so that we can build a sense of global community.
Mister Rogers’ Neighborhood, which began as The Children’s Corner in 1953 and terminated in 2001, left its mark on America. The show’s message of kindness, simplicity, and individual uniqueness made Rogers a beloved personality, while also provoking some criticism because, by arguing that everyone was special without having to do anything to earn it, the show supposedly created an entitled generation. In Mister Rogers and Philosophy, thirty philosophers give their very different takes on the Neighborhood phenomenon. ● Rogers’s way of communicating with children has a Socratic dimension, and is compared with other attempts to cultivate philosophy in children. ● Wonder is the origin of philosophy and science, and Mister Rogers always looked for wonder. ● Did Mister Rogers unwittingly create the Millennials by his message that everyone is special? ● What Martin Buber’s I-Thou philosophy can tell us about Fred Rogers’s attempt to rehabilitate children’s television. ● X the Owl obsesses, Daniel Tiger regresses, Lady Elaine displaces anger, King Friday controls––how puppets can be used to teach us about feelings. ● Fred Rogers’s indirect communication is key to the show, and most evident in the land of make-believe, where he doesn’t make himself known. ● How Mister Rogers helps us see that the ordinary world is extraordinary, if we’re willing to open ourselves up to it. ● How does Mister Rogers’s method of teaching compare with Maria Montessori’s? ● Fred Rogers and Carl Rogers have a lot in common: The Neighborhood is observed in the light of Rogerian therapy. ● Mister Rogers’s view of evil is closer to Rousseau than to Voltaire. ● Fred Rogers gave a non-philosophical interpretation of the philosophical approach known as personalism. ● Daoism helps us understand how Fred Rogers, the antithesis of a stereotypical male, could achieve such success as a TV star. ● In the show and in his life, we can see how Rogers lived “the ethics of care.” ● Puppets help children understand that persons are not isolated, but interconnected. ● Mister Rogers showed us that talking and singing about our feelings makes them more manageable.
"In this book, Evgenia Cherkasova brings the philosopher Kant and the novelist Dostoevsky together in conversations that probe why duty is central to our moral life. She shows that just as Dostoevsky is indebted to Kant, so Kant would profit from the deeply philosophical narratives of Dostoevsky, which engage the problem of evil and the claims of human community. She not only produces a novel reading of Dostoevsky, but also guides us to later, often neglected Kantian texts. This study is written with scholarly care, penetrating analysis, elegance of style, and moral urgency: Cherkasova writes with both mind and heart." Emily Grosholz, Professor of Philosophy, The Pennsylvania State University Social Philosophy (SP), in conjunction with the Center for Ethics, Peace and Social Justice, SUNY Cortland, explores theoretical and applied issues in contemporary social philosophy, drawing on a variety of philosophical traditions.
This book on process-relational philosophy of education suggests that the notion of Adventure is foundational for the advancement of knowledge. Learning, teaching, and research are best conceived as rhythmic and relational processes, involving curiosity, imagination, valuation, creativity, and self-realization. Thus construed, contemporary educational practices can be revitalized from pedagogies of information retention and the current overemphasis on analytic precision.