Identity Reasonableness And Being One Among Others

This book brings the tools and ideas of Anglo-American analytic philosophy to bear on how we think about issues of contemporary significance, in a way that is accessible to a broad audience. While acknowledging empirical findings within the social sciences, it takes on the prescriptive task of imagining a better world, in which being citizens in a democracy means actively engaging with others. We cling to tribal affiliations which incline us to look inward and spurn those whom we deem to be “other.” And we observe the mind-numbing, herd-like impact of social (and other) media on our capacity – and that of our children – to distinguish truth and good sense from falsehood and nonsense. Such problems demand our attention as reasonable persons who both think for themselves, and deliberate in good faith with others with whom they may well disagree. The good news is that while reasonableness cannot be taken for granted, it can – indeed, it must – be nurtured and it must be taught. This book both articulates a conception of reasonableness and exemplifies a clear standard of reasonableness, with respect to the questions it raises and the author's responses to them.

This rich collection of essays offers a broad array of perspectives from prominent international ‘philosophy for/with children’ (P4wC) scholars and practitioners regarding the interface between P4wC and teacher education and training curricula. The book considers the deep and varied points of contact that exist between the pedagogical and philosophical principles of the philosophical community of inquiry and teacher education and training programs. It is designed to help improve education systems worldwide as they seek to shift their attention towards the student, student inter-relations, and student-other relations and foster independent high-order, critical, creative, and caring thinking within democratic, pluralistic societies. It proposes an innovative, creative way of approaching teacher education and training—a central subject in today’s educational world. Offering diverse perspectives on integrating progressive educational philosophy and contemporary pedagogy, Philosophy with Children and Teacher Education is a must-read for all those studying philosophy for/with children and researching in this area.

In the USA, minorities such as blacks, Latinos and gays demand a school curriculum that recognizes their identity. Others insist education should instil a common American identity. The author indicates the underlying issues and shows how schools can promote both national and cultural identities.

Democracy and Northern Ireland examines the influence of liberal theories of democracy on recent developments in the Northern Irish peace process. In so doing it analyzes the applicability of theories such as political liberalism, multiculturalism and deliberative democracy to deeply divided societies. Little contends that these models need to build upon recent critiques provided by feminists and civil society theorists in the construction of a more radical interpretation of democracy that can provide a framework for democratic politics in Northern Ireland.

Natural law theory has been enjoying a significant revival in recent times. Led by Germain Grisez in the USA and John Finnis in the UK, one school of thinkers has been articulating a highly developed system of natural law built upon a sophisticated account of practical reasoning and a rich and flexible understanding of the human good. However, long-standing prejudices against old-style natural law among moral philosophers and Protestant ethicists, together with the new theory's appropriation by conservatives in the impassioned debate between the Vatican and dissenting theologians in the United States, have prevented the Finnis-Grisez version from being adequately appreciated. Providing a clear and substantive introduction to the theory for those who are new to it, this book then broadens, assesses, and advances the debate about it, examining crucial philosophical, theological and ethical issues and opening up discussion beyond the confines of the Roman Catholic Church. Part 1, on philosophical issues, starts with two broad chapters that locate the Grisez school in relation to modern moral philosophy and the Roman Catholic philosophical tradition of Thomism, and then follows these with further chapters on two crucial issues: the possibility of consensus on the human good, and the nature of moral absolutes. Part 2, on theological dimensions, begins with a Lutheran critique of Grisez, locates him in relation to the ethics of two very prominent 20th century Protestants, Karl Barth and Stanley Hauerwas, and then explores the major area of theological controversy within the Roman Catholic community - how to conceive of the "Church's" authority with regard to moral matters. Part 3 subjects the school's thought to critical examination in a broad range of ethical fields: bioethics, gender, sex and the environment. A concluding chapter then develops eight topics that recur in the course of the book: the status of ethical realism in the contemporary intellectual climate; whether realism is best conceived in rationalist or naturalist terms; whether marriage should be counted as a basic good; whether physical pleasure should not be counted a basic good; whether it is always wrong to act deliberately against a basic good; the problems of moral certainty and authority; the rapproachement between Protestant and Roman Catholic ethics; and, finally, whether ethical understanding is really independent of one's anthropological point of view. Drawing together North American, European and Australian contributors from across moral philosophy and Protestant ethics as well as from Roman Catholic moral theology, this book opens up the debate about the Finnis-Grisez theory, highlighting its strengths and weaknesses in order to advance current discussion about natural law in moral theology and in moral and legal philosophy.

This book approaches the concept of identity from both logical-linguistic and socio-cultural perspectives, and explores its implications for our understanding of who or what we persons really are. In the process, it bridges disciplines that often remain disconnected - most notably analytic philosophy and the social sciences - and offers a novel critique of citizenship and moral education, "identity politics", and other contemporary domains of inquiry. Although the book has a multi-disciplinary focus, it is philosophical in its overall orientation (but accessible to readers from outside philosophy) and educational in its mission (but of interest to readers who are not formally educators). Chapters 2-5 discuss the philosophical and (where appropriate) scientific dimensions of identity, chapters 6-7 explore its socio-cultural dimensions and chapter 8 examines its educational dimensions and implications. The book will be of particular interest to those researching or teaching civics, citizenship education and moral education, as well as those involved in cultural, political and religious studies in a broader sense. It will also appeal to anyone who finds him- or herself wondering about the state of the world in the Twenty-First Century, and who suspects that rethinking what it means to be a person in that world might not be a bad idea.

This handbook presents a comprehensive and multi-faceted analysis of the BRICS countries and other emerging economies, exploring their economic, social, environmental, and governance dimensions and challenges.