Schelling is finally beginning to emerge from the long shadow cast by the eminence and influence of Hegel. This book demonstrates that, far from merely forming a step on the royal road to Hegel, it was Schelling who set the agenda for German Idealism and defined the terms of its characteristic problems. Ultimately, it was also Schelling who explored the possibility of idealistic system-building from within and thus brought an end the idealism.

Ethicists and psychologists have become increasingly interested in the development of virtue in recent years, approaching the topic from the perspectives of virtue ethics and developmental psychology respectively. Such interest in virtue development has spread beyond academia, as teachers and parents have increasingly striven to cultivate virtue as part of education and child-rearing. Looking at these parallel trends in the study and practice of virtue development, the essays in this volume explore such questions as: How can philosophical work on virtue development inform psychological work on it, and vice versa? How should we understand virtue as a dimension of human personality? What is the developmental foundation of virtue? What are the evolutionary aspects of virtue and its development? How is virtue fostered? How is virtue exemplified in behavior and action? How is our conception of virtue influenced by context and by developmental and social experiences? What are the tensions, impediments and prospects for an integrative field of virtue study? Rather than centering on each discipline, the essays in this volume are orgnaized around themes and engage each other in a broader dialogue. The volume begins with an introductory essay from the editors that explains the full range of philosophical and empirical issues that have surrounded the notion of virtue in recent years.

Though virtue ethics is enjoying a resurgence, the topic of virtue cultivation has been largely neglected by philosophers. This volume remedies this gap, featuring mostly new essays, commissioned for this collection, by philosophers, theologians, and psychologists at the forefront of research into virtue. Each contribution focuses on some aspect of virtue development, either by highlighting virtue cultivation within distinctive traditions of ethical or religious thought, or by taking a developmental perspective to yield fresh insights into criticisms of virtue ethics, or by examining the science that explains virtue development. The essays by Russell and Driver investigate virtue cultivation or problems associated with it from Aristotelian and utilitarian perspectives. Slote addresses virtue development from the sentimentalist standpoint. Swanton and Cureton and Hill explore self-improvement, the former with an eye to offering solutions to critiques of virtue ethics, the latter from a Kantian ethical vantage point. Slingerland examines contemporary psychology as well as virtue development in the Confucian tradition to counter situationist criticisms of virtue ethics. Flanagan, Bucar, and Herdt examine how virtue is cultivated in the Buddhist, Islamic, and Christian traditions, respectively. Narvaez, Thompson, and McAdams offer descriptive insights from psychology into virtue development. The result is a collection of extremely creative essays that not only fills the current gap but also promises to stimulate new work on a philosophically neglected yet vital topic.

This book addresses current threats to citizenship and democratic values posed by the spread of post-truth communication. The contributors apply research on moral, civic, and epistemic virtues to issues involving post-truth culture. The spread of post-truth communication affects ordinary citizens’ commitment to truth and attitudes toward information sources, thereby threatening the promotion of democratic ideals in public debate. The chapters in this volume investigate the importance of helping citizens improve the quality of their online agency and raise awareness of the risks social media poses to democratic values. This book moves from two initial chapters that provide historical background and overview of the present post-truth malaise, through a series of chapters that feature mainly diagnostic accounts of the epistemic and ethical issues we face, to the complexities of virtue-theoretic analyses of specific virtues and vices. Virtues, Democracy, and Online Media will be of interest to scholars and advanced students working in virtue ethics, epistemology, political philosophy, and media studies.

This edited anthology, another fine work from Greenwood Press, should be of acute interest to those responsible for managing or studying outdoor recreation in the US. Unlike most works on this subject, which are written by those active in the field, the contributors to this book are largely political scientists. Their perspectives about policy relevant to the recreational use of public lands are new and make a significant contribution. . . . The 19 contributors examine important topics such as planning for recreational uses of natural resources, citizen participation in outdoor recreation policy making, the measurement of service provision and data needs, bureaucratic value structures, and economic/financial concerns. . . . A must for any collection addressing natural resources management. Choice This book includes chapters by some of the leading analysts in outdoor recreation research. Experts in the fields of natural resource management, geography, economics, political science, forestry, and leisure sociology address current issues in outdoor recreation policy. The underlying themes of all chapters are the preservation/use dilemma inherent in outdoor recreation policy and the management of natural resources. Extremely comprehensive and current, the volume focuses on the economic, social, attitudinal, and demographic considerations pertinent in today's outdoor recreation policy formulation. The first section of the book defines the dimensions of the preservation/use dilemma as well as key concepts in outdoor recreation research. The next two sections focus upon the measurement of the benefits of recreational resources and the financing of maintenance and management of natural resource areas. Another section includes chapters on the assessment of public preferences and the outdoor recreation demands/needs of various constituencies. The fifth section of the book includes chapters which focus upon federal agencies' approaches to the implementation of recreation resource policies. The final section includes chapters which describe management techniques that may be utilized in attempting to balance the demands of preservation and use. Accessible to a wide audience, the book makes valuable reading for policymakers, administrators, and scholars in the areas of recreation and natural resources.

This volume celebrates Lee J. Cronbach's considerable contributions to the methodology of social and behavioral science. Comprised of chapters written by colleagues and contemporaries of the highly influential scholar, it offers a range of ideas, perspectives, and new approaches to improving social science inquiry.

This volume celebrates Lee J. Cronbach's considerable contributions to the methodology of social and behavioral science. Comprised of chapters written by colleagues and contemporaries of the highly influential scholar, it offers a range of ideas, perspectives, and new approaches to improving social science inquiry.

This volume presents current research findings on vital issues in language development compiled by an international group of leading researchers. The data are drawn from studies of the acquisition of Swedish, Polish, Serbo-Croatian, Hungarian, Portuguese, Italian, and English. Themes emphasized in all the chapters include the importance of the social context of acquisition, the existence of interconnections among various domains of language development, and the impossibility of understanding acquisition using a simple theory or a single methodological approach.

For the previous 6 years before publication, Office of Naval Research (ONR) had been conducting a thematically oriented contract research program aimed, in large part, at developing the kind of broad theoretical framework necessary for a workable process interpretation of aptitude, learning, and performance. Originally published in 1980, the papers in this collection are generally addressed to three broad areas that were central to those interests of the ONR Personnel and Training Research Programs. One area is concerned with individual differences information processing, as revealed in simple laboratory or psychometric tests. The second area focuses on the structural aspects of learning and performance, using tools and concepts from semantic memory theory to describe what is learned and how it is learned. And the third area is aimed at the management of instruction: It addresses itself to the kinds of research and instructional designs required for effective implementation of adaptive instruction.

For the previous 6 years before publication, Office of Naval Research (ONR) had been conducting a thematically oriented contract research program aimed, in large part, at developing the kind of broad theoretical framework necessary for a workable process interpretation of aptitude, learning, and performance. Originally published in 1980, the papers in this collection are generally addressed to three broad areas that were central to those interests of the ONR Personnel and Training Research Programs. One area is concerned with individual differences information processing, as revealed in simple laboratory or psychometric tests. The second area focuses on the structural aspects of learning and performance, using tools and concepts from semantic memory theory to describe what is learned and how it is learned. And the third area is aimed at the management of instruction: It addresses itself to the kinds of research and instructional designs required for effective implementation of adaptive instruction.

Originally published in 1987, this book reports the proceedings of a conference held in 1983 at Stanford, California. The purpose of the conference was to bring together individuals whose research reflected advanced theoretical thinking and empirical evidence on the combined analysis of cognitive, conative, and affective processes, the role of these processes in learning from instruction, and the importance of individual differences therein. The Editors believed that this volume made an early and important contribution to the reemphasis and reexamination of the conative and affective aspects of human performance, in coordination with cognitive psychology, in the study of aptitude, learning, and instruction. It takes its place as Volume 3 of the Aptitude, Learning, and Instruction series.

This volume features new findings by nine interdisciplinary teams of researchers on the topics of self, motivation, and virtue. Nine chapters bringing together scholars from the fields of philosophy, psychology, neuroscience, and sociology advance our substantive understanding of these important topics, and showcase a variety of research methods of interdisciplinary interest. Essays on Buddhism and the self in the context of romantic relationships, the development of personal projects and virtue, the notion of self-distancing and its moral impact, virtues as self-integrated traits, humility and the self in loving encounter, the importance of nation and faith in motivating virtue in western and non-western countries, roles for the self and virtue in eudaimonic growth, overcoming spiritual violence and sacramental shame in Christian communities, and an investigation into the moral self highlight the range and diversity of topics explored in this volume. The concept of deep integration also characterizes this work: each member of the interdisciplinary teams was fully and equally invested in their project from inception to completion. This approach invites teams to examine their disciplinary assumptions, rethink familiar concepts, and adjust methodologies in order to view their topics with fresh eyes. The result is not only new findings of substantive and methodological interest, but also an interesting glimpse into the thinking of the researchers as they sought interdisciplinary common ground in their research. Self, Motivation, and Virtue will be of interest to scholars in philosophy, moral psychology, neuroscience, and sociology who are working on these topics.

For the previous 6 years before publication, Office of Naval Research (ONR) had been conducting a thematically oriented contract research program aimed, in large part, at developing the kind of broad theoretical framework necessary for a workable process interpretation of aptitude, learning, and performance. Originally published in 1980, the papers in this collection are generally addressed to three broad areas that were central to those interests of the ONR Personnel and Training Research Programs. One area is concerned with individual differences information processing, as revealed in simple laboratory or psychometric tests. The second area focuses on the structural aspects of learning and performance, using tools and concepts from semantic memory theory to describe what is learned and how it is learned. And the third area is aimed at the management of instruction: It addresses itself to the kinds of research and instructional designs required for effective implementation of adaptive instruction.

Originally published in 1987, this book reports the proceedings of a conference held in 1983 at Stanford, California. The purpose of the conference was to bring together individuals whose research reflected advanced theoretical thinking and empirical evidence on the combined analysis of cognitive, conative, and affective processes, the role of these processes in learning from instruction, and the importance of individual differences therein. The Editors believed that this volume made an early and important contribution to the reemphasis and reexamination of the conative and affective aspects of human performance, in coordination with cognitive psychology, in the study of aptitude, learning, and instruction. It takes its place as Volume 3 of the Aptitude, Learning, and Instruction series.

For the previous 6 years before publication, Office of Naval Research (ONR) had been conducting a thematically oriented contract research program aimed, in large part, at developing the kind of broad theoretical framework necessary for a workable process interpretation of aptitude, learning, and performance. Originally published in 1980, the papers in this collection are generally addressed to three broad areas that were central to those interests of the ONR Personnel and Training Research Programs. One area is concerned with individual differences information processing, as revealed in simple laboratory or psychometric tests. The second area focuses on the structural aspects of learning and performance, using tools and concepts from semantic memory theory to describe what is learned and how it is learned. And the third area is aimed at the management of instruction: It addresses itself to the kinds of research and instructional designs required for effective implementation of adaptive instruction.

Rising enrollments of students for whom English is not a first language mean that every teacher - whether teaching kindergarten or high school algebra - is a language teacher. This book explains what teachers need to know about language in order to be more effective in the classroom, and it shows how teacher education might help them gain that knowledge. It focuses especially on features of academic English and gives examples of the many aspects of teaching and learning to which language is key. This second edition reflects the now greatly expanded knowledge base about academic language and classroom discourse, and highlights the pivotal role that language plays in learning and schooling. The volume will be of interest to teachers, teacher educators, professional development specialists, administrators, and all those interested in helping to ensure student success in the classroom and beyond.

Rising enrollments of students for whom English is not a first language mean that every teacher - whether teaching kindergarten or high school algebra - is a language teacher. This book explains what teachers need to know about language in order to be more effective in the classroom, and it shows how teacher education might help them gain that knowledge. It focuses especially on features of academic English and gives examples of the many aspects of teaching and learning to which language is key. This second edition reflects the now greatly expanded knowledge base about academic language and classroom discourse, and highlights the pivotal role that language plays in learning and schooling. The volume will be of interest to teachers, teacher educators, professional development specialists, administrators, and all those interested in helping to ensure student success in the classroom and beyond.

Since ancient times, character, virtue, and happiness have been central to thinking about how to live well. Yet until recently, philosophers have thought about these topics in an empirical vacuum. Taking up the general challenge of situationism - that philosophers should pay attention to empirical psychology - this interdisciplinary volume presents new essays from empirically informed perspectives by philosophers and psychologists on western as well as eastern conceptions of character, virtue, and happiness, and related issues such as personality, emotion and cognition, attitudes and automaticity. Researchers at the top of their fields offer exciting work that expands the horizons of empirically informed research on topics central to virtue ethics.

Virtue as Social Intelligence: An Empirically Grounded Theory takes on the claims of philosophical situationism, the ethical theory that is skeptical about the possibility of human virtue. Influenced by social psychological studies, philosophical situationists argue that human personality is too fluid and fragmented to support a stable set of virtues. They claim that virtue cannot be grounded in empirical psychology. This book argues otherwise.

Drawing on the work of psychologists Walter Mischel and Yuichi Shoda, Nancy E. Snow argues that the social psychological experiments that philosophical situationists rely on look at the wrong kinds of situations to test for behavioral consistency. Rather than looking at situations that are objectively similar, researchers need to compare situations that have similar meanings for the subject. When this is done, subjects exhibit behavioral consistencies that warrant the attribution of enduring traits, and virtues are a subset of these traits. Virtue can therefore be empirically grounded and virtue ethics has nothing to fear from philosophical situationism.

The central question in this volume is how to create a society of "engaged readers" in today's world, where reading is increasingly overruled by other media, such as television and personal computers. Engaged readers, as the term is used in this book, means readers who are socially interactive, strategic, and motivated.
This state-of-the-art review contains research on integrating cognitive, social, and motivational aspects of reading and reading instruction, the chapter authors argue that coming to grips with the notion of engagement in literacy requires redefining literacy itself to acknowledge the degree to which it is not only a cognitive accomplishment, but a social activity and an affective commitment as well. Promoting literacy acquisition thus requires interventions that address attitudes and beliefs as much as those that assure cognitive changes in learners.
Equally important, the authors posit that literacy engagement involves the integration of cognitive strategies and motivational goals during literate activities. This necessary link between literacy and motivation is addressed from a variety of perspectives.
Acknowledging the value of cross-national and cross-cultural comparisons, the book features chapters on the promotion of literacy in different regions around the world.

The central question in this volume is how to create a society of "engaged readers" in today's world, where reading is increasingly overruled by other media, such as television and personal computers. Engaged readers, as the term is used in this book, means readers who are socially interactive, strategic, and motivated.
This state-of-the-art review contains research on integrating cognitive, social, and motivational aspects of reading and reading instruction, the chapter authors argue that coming to grips with the notion of engagement in literacy requires redefining literacy itself to acknowledge the degree to which it is not only a cognitive accomplishment, but a social activity and an affective commitment as well. Promoting literacy acquisition thus requires interventions that address attitudes and beliefs as much as those that assure cognitive changes in learners.
Equally important, the authors posit that literacy engagement involves the integration of cognitive strategies and motivational goals during literate activities. This necessary link between literacy and motivation is addressed from a variety of perspectives.
Acknowledging the value of cross-national and cross-cultural comparisons, the book features chapters on the promotion of literacy in different regions around the world.

Sometimes I fantasize about having a magic wand. How awesome it would be to wave it and completely eliminate prejudice, hate, and ignorance. Just imagine what it would be like to live in a world like that. How It Feels to Have a Gay or Lesbian Parent: A Book by Kids for Kids of All Ages gives voice to the thoughts, feelings, and experiences of children, adolescents, and young adults who have a gay or lesbian parent. In their own words, they talk openly and candidly about how and when they learned of their parent's sexual orientation and the effect it had on themand their families. Their stories echo themes of prejudice and harassment, conflict and confusion, adaptation and adjustment, and hope for tolerance and a family that can exist in harmony. Because it's an issue for other people, it becomes an issue for me. I'm angry about the way it works against me. The stories told in How It Feels to Have a Gay or Lesbian Parent not only reflect the day-to-day struggle of children with a GLBT parent, they also reveal the pain inherent in high-conflict divorce and child custody cases. Children of gay/lesbian parents ranging in age from seven to 31 recall the confusion and grief created when the disclosure of their parent's true sexual orientation ended a marriage and divided a family. The straight parent's resentment can lead to angry remarks thatintentionally or unintentionallydisparage the gay/lesbian parent and threaten the natural love and affection the child feels for both. I guess the hardest part about having a gay dad is that no matter how okay you are with it, there's always going to be someone who will dislike you because of it. The one-on-one interviews presented in How It Feels to Have a Gay or Lesbian Parent document first-hand the effects of homophobia on family life. Children struggle with the choice between living in a closet, shamed by peers and family members, or dealing with discrimination as a parent's sexual orientation is used against them. Taken together, these stories make a statement for acceptance, understanding, and tolerance as children do their best to make the transition from a traditional family to a nontraditional lifestyle. My mom is a normal person just like everyone else. The only thing that's different about her is that she's gay and if you can't deal with it, you're just going to have to live with it. How It Feels to Have a Gay or Lesbian Parent: A Book by Kids for Kids of All Ages offers comfort and support to children from those who share their journey. The book is a valuable aid for practitioners working with children of GLBT parents and an educational tool for GLBT adults considering children.

Sometimes I fantasize about having a magic wand. How awesome it would be to wave it and completely eliminate prejudice, hate, and ignorance. Just imagine what it would be like to live in a world like that. How It Feels to Have a Gay or Lesbian Parent: A Book by Kids for Kids of All Ages gives voice to the thoughts, feelings, and experiences of children, adolescents, and young adults who have a gay or lesbian parent. In their own words, they talk openly and candidly about how and when they learned of their parent's sexual orientation and the effect it had on themand their families. Their stories echo themes of prejudice and harassment, conflict and confusion, adaptation and adjustment, and hope for tolerance and a family that can exist in harmony. Because it's an issue for other people, it becomes an issue for me. I'm angry about the way it works against me. The stories told in How It Feels to Have a Gay or Lesbian Parent not only reflect the day-to-day struggle of children with a GLBT parent, they also reveal the pain inherent in high-conflict divorce and child custody cases. Children of gay/lesbian parents ranging in age from seven to 31 recall the confusion and grief created when the disclosure of their parent's true sexual orientation ended a marriage and divided a family. The straight parent's resentment can lead to angry remarks thatintentionally or unintentionallydisparage the gay/lesbian parent and threaten the natural love and affection the child feels for both. I guess the hardest part about having a gay dad is that no matter how okay you are with it, there's always going to be someone who will dislike you because of it. The one-on-one interviews presented in How It Feels to Have a Gay or Lesbian Parent document first-hand the effects of homophobia on family life. Children struggle with the choice between living in a closet, shamed by peers and family members, or dealing with discrimination as a parent's sexual orientation is used against them. Taken together, these stories make a statement for acceptance, understanding, and tolerance as children do their best to make the transition from a traditional family to a nontraditional lifestyle. My mom is a normal person just like everyone else. The only thing that's different about her is that she's gay and if you can't deal with it, you're just going to have to live with it. How It Feels to Have a Gay or Lesbian Parent: A Book by Kids for Kids of All Ages offers comfort and support to children from those who share their journey. The book is a valuable aid for practitioners working with children of GLBT parents and an educational tool for GLBT adults considering children.