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Public Education in a Multicultural Society
This collection of essays deals with philosophical and educational questions about multi-culturalism in primary and secondary schools.
The Black Musician and the White City
An exploration of the history of African American musicians in Chicago during the mid-20th century
Everyman and Mankind
Everyman and Mankind are morality plays which mark the turn of the medieval period to the early modern, with their focus on the individual. Everyman follows a man's journey towards death and his efforts to secure himself a life thereafter, whilst Mankind shows a man battling with temptation and sin, often with great humour. Both texts are modernised here and edited to the highest standards of scholarship, with full on-page commentaries giving the depth of information and insight associated with all Arden editions. The comprehensive, illustrated introduction argues that the plays signal the birth of the early modern consciousness and puts them in their historic and religious contexts. An account is also given of the staging and performance history of the plays and their critical history and significance. With a wealth of helpful and incisive commentary this is the finest edition of the plays available.
Ethics of Global Development
Poverty, inequality, violence, environmental degradation, and tyranny continue to afflict the world. Ethics of Global Development offers a moral reflection on the ends and means of local, national, and global efforts to overcome these five scourges. After emphasizing the role of ethics in development studies, policy-making, and practice, David A. Crocker analyzes and evaluates Amartya Sen's philosophy of development in relation to alternative ethical outlooks. He argues that Sen's turn to robust ideals of human agency and democracy improves on both Sen's earlier emphasis on 'capabilities and functionings' and Martha Nussbaum's version of the capability orientation. This agency-focused capability approach is then extended and strengthened by applying it to the challenges of consumerism and hunger, the development responsibilities of affluent individuals and nations, and the dilemmas of globalization. Throughout the book the author argues for the importance of more inclusive and deliberative democratic institutions.
War After September 11
What are the limits of justified retaliation against aggression? What actions are morally permissible in preventing future aggression? Against whom may retaliation be aimed? These questions have long been part of the debate over the ethics of warfare. They all took on new meaning after terrorists hijacked four U.S. airliners on September 11, 2001. War after September 11 considers the just aims and legitimate limits of the United States' response to the terrorist attacks. Six essayists from the Institute for Philosophy and Public Policy at the University of Maryland pair off to discuss ethical questions such as, What are the moral challenges posed by terrorism? Can modern terrorism be addressed within the existing paradigms of just war and international law? Should the U.S. respond militarily or by some other means? Taken together, the essays in this volume ask the fundamental question: How should the United States use its power to combat terrorism?
Justice for Kids
Children and youth become involved with the juvenile justice system at a significant rate. While some children move just as quickly out of the system and go on to live productive lives as adults, other children become enmeshed in the system, developing deeper problems and or transferring into the adult criminal justice system. Justice for Kids is a volume of work by leading academics and activists that focuses on ways to intervene at the earliest possible point to rehabilitate and redirect—to keep kids out of the system—rather than to punish and drive kids deeper. Justice for Kids presents a compelling argument for rethinking and restructuring the juvenile justice system as we know it. This unique collection explores the system’s fault lines with respect to all children, and focuses in particular on issues of race, gender, and sexual orientation that skew the system. Most importantly, it provides specific program initiatives that offer alternatives to our thinking about prevention and deterrence, with an ultimate focus on keeping kids out of the system altogether.
The Artful Mind
All normal human beings alive in the last fifty thousand years appear to have possessed, in Mark Turner's phrase, "irrepressibly artful minds." Cognitively modern minds produced a staggering list of behavioral singularities--science, religion, mathematics, language, advanced tool use, decorative dress, dance, culture, art--that seems to indicate a mysterious and unexplained discontinuity between us and all other living things. This brute fact gives rise to some tantalizing questions: How did the artful mind emerge? What are the basic mental operations that make art possible for us now, and how do they operate? These are the questions that occupy the distinguished contributors to this volume, which emerged from a year-long Getty-funded research project hosted by the Center for Advanced Study in the Behavioral Sciences at Stanford. These scholars bring to bear a range of disciplinary and cross-disciplinary perspectives on the relationship between art (broadly conceived), the mind, and the brain. Together they hope to provide directions for a new field of research that can play a significant role in answering the great riddle of human singularity.
Living Without Philosophy
Drawing on implications from ethics, theology, law, politics, and education, this book argues that we can decide what is right by describing particular cases in detail, without the aid of ethical theories and principles.
Leveling the Playing Field
Leveling the Playing Field examines the admissions policies of contemporary American colleges and universities in light of the assumption that enhancing the educational opportunities of lower-income and minority students would make American society more just. It asks how current admissions policies affect the prospects of such students, and it evaluates alternative approaches. The book treats a variety of topics relevant to answering these questions. What does it mean to reward people according to merit? Is the American system of higher education a meritocracy, and should it be? How do the missions of contemporary institutions of higher education bear on admissions? What are the implications...
Disability, Difference, Discrimination
How should we respond to individuals with disabilities? What does it mean to be disabled? Over fifty million Americans, from neonates to the fragile elderly, are disabled. Some people say they have the right to full social participation, while others repudiate such claims as delusive or dangerous. In this compelling book, three experts in ethics, medicine, and the law address pressing disability questions in bioethics and public policy. Anita Silvers, David Wasserman, and Mary B. Mahowald test important theories of justice by bringing them to bear on subjects of concern in a wide variety of disciplines dealing with disability. They do so in the light of recent advances in feminist, minority, and cultural studies, and of the groundbreaking Americans with Disabilities Act. Visit our website for sample chapters!
