The Socially Responsive Self

Larry May argues that socially responsive individuals need not be self-sacrificing or overly conscientious. According to May, a person's integrity and moral responsibility are shaped and limited not just by conscience but also by socialization and moral support from the communities to which he or she belongs. Applying his theory of responsibility to professional ethics, May contends that current methods of professional socialization should be changed so that professionals are not expected to ignore considerations of personal well-being, family, or community. For instance, lawyers should not place client loyalty above concerns for the common good; doctors should not place the physical well-being of patients above their mental and spiritual well-being; scientists and engineers should not feel obliged to blow the whistle on fraud and corruption unless their professional groups protect them from retaliation. This book should prove provocative reading for philosophers, political scientists, social theorists, professionals of many stripes, and ethicists.

Larry May argues that socially responsive individuals need not be self-sacrificing or overly conscientious. According to May, a person's integrity and moral responsibility are shaped and limited not just by conscience but also by socialization and moral support from the communities to which he or she belongs. Applying his theory of responsibility to professional ethics, May contends that current methods of professional socialization should be changed so that professionals are not expected to ignore considerations of personal well-being, family, or community. For instance, lawyers should not place client loyalty above concerns for the common good; doctors should not place the physical well-being of patients above their mental and spiritual well-being; scientists and engineers should not feel obliged to blow the whistle on fraud and corruption unless their professional groups protect them from retaliation. This book should prove provocative reading for philosophers, political scientists, social theorists, professionals of many stripes, and ethicists.

The Responsible Self was H. Richard Niebuhr's most important work in Christian ethics. In it he probes the most fundamental character of the moral life and it stands today as a landmark contribution to the field. The Library of Theological Ethics series focuses on what it means to think theologically and ethically. It presents a selection of important and otherwise unavailable texts in easily accessible form. Volumes in this series will enable sustained dialogue with predecessors though reflection on classic works in the field.

The first self-care book designed specifically for the early childhood field, Culturally Responsive Self-Care Practices for Early Childhood Educators is filled with helpful strategies and tools that you can implement immediately. Recognizing that self-care is not one size fits all, the authors present culturally responsive strategies drawn from diverse early childhood staff working in a range of roles across communities and contexts. By tying the importance of educator self-care to goals of social justice and equity, this book advocates for increased awareness of the importance of self-care on both an individual and institutional level. Through key research findings, effective strategies and personal anecdotes, this accessible guide helps readers understand and engage with the critical role self-care and wellness-oriented practices play in creating strong foundations for high quality early learning programs.

This SAGE Handbook integrates basic research on social dimensions of aging. It presents programmatic applications of research in areas not often seen in Handbooks including imprisonment, technology and aging, urban society aged, and elderly migration. The authors constitute a Who′s Who of international gerontology, and the focus on globalization and aging is unique among Handbooks today. This Handbook should be in the library of every social gerontologist. - Vern L. Bengtson, Professor of Gerontology, University of Southern California This volume reflects the emergence of ageing as a global concern, including chapters by international scholars from Asia, Australasia, Europe and North America. It provides a comprehensive overview of key trends and issues in the field, drawing upon the full range of social science disciplines. The Handbook is organized into five parts, each exploring different aspects of research into social aspects of ageing: Disciplinary overviews: summaries of findings from key disciplinary areas within social gerontology. Social relationships and social differences: explores area like social inequality, gender, religion, inter-generational ties, social networks, and friendships. Individual characteristics and change in later life: examines different aspects of individual aging, including self and identity, cognitive processes, and bio-social interactions and their impact on physical and psychological aging. Comparative perspectives and cultural innovations: topics include ageing and development, ageing in a global context, migration, and cross-cultural perspectives on grandparenthood. Policy issues: covering policy concerns such aslong-term care, technology and older people, end of life issues, work and retirement, and the politics of old age. This will be essential reading for all students, researchers and policy-makers concerned with the major issues influencing the lives of older people across the globe.

The contributions in this volume suggest that "the ethics project in legal education" is increasingly an international one. Even though the strength of commitment by both the profession and the legal academy to "ethics learning" within law schools varies, two fundamental questions confront all who work in this area. First, what is it that we want our students to learn (or, perhaps, in what manner do we want our students to develop) from the teaching of "legal ethics"? Second, how can we create a learning environment that will encourage the nature and quality of learning we think is important? All the contributors to this volume take a strong stand on the importance of ethical legal practice and the role of law schools in developing students’ capacities in this area. They share a belief in the essential need to encourage law students to engage with the moral dimensions of legal practice. The questions that these scholars grapple with are therefore not of the "should we be teaching this?" variety, but "how might we best to go about doing this, so that our efforts within law schools really make some difference?" Each of the chapters in this volume adds uniquely to our understanding of these matters.

The focus of this book is to explore teachers’ evolving personal epistemologies, or the beliefs we hold about the origin and development of knowledge in the context of teaching. The chapters focus on a range of conceptual frameworks about how university and field?based experiences influence the connections between teachers’ personal epistemologies and teaching practice. In an earlier volume we investigated preservice and inservice teachers’ beliefs and teaching practices (Brownlee, Schraw and Berthelsen, 2011). While we addressed the nature of teachers’ personal epistemologies, learning and teaching practices, and approaches for changing beliefs throughout teacher education programs, the volume did not address conceptual frameworks for the development of teacher’s personal epistemologies. To address this gap, the book is focused on teacher educators, teachers and teacher education programmers in universities with an overall aim of highlighting how we might support preservice teachers’ involvement in learning that is challenging and inservice teachers’ engagement in professional experiences that promote changes in teaching practice. We argue that teachers need to be encouraged to question their beliefs and develop increasingly sophisticated beliefs about their knowledge and their students’ knowledge that facilitate learning and intellectual growth.