For centuries human beings have asked questions about what it is to be virtuous and how to teach goodness to the next generation. This volume contains 11 essays, written by known thinkers in the fields of theology, philosophy and anthropology, which address the question: can virtue be taught? Collectively, the essays illuminate our current national dilemma over the problematic role of moral education in a pluralistic society; in addition, they illustrate the positive role diversity plays in any discussion of virtues and education in our interdependent global community. The first section of the book challenges the questions and answers of the classical philosophers, beginning with an essay by Huston Smith, who tackles the question of whether humans have a capacity for virtue. Amelie Oksenberg Rorty then examines appropriate aims for education; Bhikhu Parekh reflects on Jeremy Bentham's description of the nature of virtue, and Elizabeth Kamarck Minnich presents a feminist reconsideration of the question of virtue. Frederick J. Streng begins the next section with an essay on teaching virtues in different cultures. Katherine Platt examines what it means to be virtuous in the Kerkennah Islands of Tunisia, and Ninion Smart explores the centrality of clarity and imagination to Buddhist ethics. The final section, on contemporary contexts for teaching virtue, begins with Leroy S. Rouner's essay, which examines three models of how to teach virtue. Next, Robert Cummings Neville argues that institutions of higher education have a responsibility to teach religious learning. Sharon Daloz Parks reports on business school students' perceptions of their own public accountability, and George Rupp concludes the volume with an argument that multicultural education can lead to a strengthened, shored national identity that is enriched rather than strained by its diversity.

This timely book brings together ten scholars in the varied fields of philosophy, theology, history, anthropology, and literature to reflect on the theme of courage. Contributors to this volume agree that courage is not just for the few or the dramatically heroic. While some of the authors do invoke awe-inspiring instances of death-defying courage, all recognize that courage is required of every one of us.

The first section of Courage, entitled "Courage in Philosophy and Literature, " begins with William Desmond's exploration of the transcendent dimension of courage, which comes to us not from within ourselves but from beyond ourselves. Leroy Rouner's essay utilizes Paul Tillich's interpretation of faith as courage in The Courage to Be and then goes on to suggest that original sin be understood in today's terms as ontological loneliness. Remi Brague, following Nietzsche, finds that the virtue called for in modern times is intellectual honesty -- the courage to face the truth. Geoffrey Hill's essay looks at depictions of courage in the writings of Shakespeare and his immediate predecessors. Philip Ivanhoe suggests that Aristotle's understanding of courage can be deepened by the writings of the Confucian thinker Mengzi (Mencius), who insisted that "great courage" -- courage directed toward morally praiseworthy ends -- is the result of a continuing process of self-cultivation.

The second section, "Courage in War, Peace, and Nation Building, " includes John Taylor's study of courage in wartime, which focuses particularly on Robert E. Lee and his courage. Daniel Berrigan's piece, on the other hand, finds in the famous Isaiah text "And they will hammer their swords into plowshares" asummons to peace making. Lucius Outlaw calls for courage from each of us in constructing a multiracial, multiethnic democracy with "justice for all."

"Courage Every Day" is the theme of the final section. Robert Neville illuminates the many varieties of courage called for each day of our lives, including the courage to dare, the courage of self-identity, the courage to love, and the courage to be alone. Katherine Platt concludes these explorations of courage with the hope-inspiring suggestion that courage is a habit we can practice.

In this book philosophers, scholars of religion, and activists address the theme of responsibility. Barbara Darling-Smith brings together an enlightening collection of essays that analyze the ethics of responsibility, its relational nature, and its global struggle. With references to Homer's the Iliad and Buddhist teachings, these essays demonstrate that while selfhood is an illusion, there is still a conventional self that must be held responsible. This book finds the underlying distinctions between ultimate and conventional understandings of selfhood, which lead to variations on the role of responsibility in the community and government. With essays from CEOs to historical theologians, Responsibility offers a variety of perspectives that will captivate the interest of philosophers and scholars of ethnics and religion.

For centuries human beings have asked questions about what it is to be virtuous and how to teach goodness to the next generation. This volume contains 11 essays, written by highly regarded thinkers in the fields of theology, philosophy, and anthropology, which address the question: Can virtue be taught? Collectively these essays illuminate our current national dilemma over the problematic role of moral education in a pluralistic society; in addition they illustrate the positive role diversity plays in any discussion of virtues and education in our interdependent global community. Contibutors: Huston Smith, Amelie Oksenberg Rorty, Bhikhu Parekh, Elizabeth Kamarck Minnich, Frederick J. Streng, Katherine Platt, Ninian Smart, Leroy S. Rouner, Robert Cummings Neville Sharon Daloz Parks, and George Rupp.