First published in 1981, Education and the Individual presents a reasoned case for maintaining the maximum freedom of choice in education in those areas where the interests of the individual and the state conflict. The book argues that ultimately the freedom to opt out of the education system altogether must be protected, as well as the freedom to choose a religious education in a secular state, or a secular education in a religious state, and freedom from political indoctrination. It analyses what is required of education in a liberal society, and explores its implications for the wider international context of human rights. It also promotes the basic rights of freedom of choice in education and, wherever conflict is inevitable, it argues for the issue to be settled in favour of the individual, rather than the state. Education and the Individual will appeal to those with an interest in the history of education, the philosophy of education, and the relationship between education and politics.

First published in 1982, Means and Ends in Education explores the contrasts between approaches to teaching where teaching is simply a means to some other end; approaches in which the end determines the means; and approaches in which means and ends are integrated and education serves an intrinsic purpose. The book considers the concept of education and evaluates different processes and techniques of teaching and learning. Divided into three parts, it covers instrumentalist approaches, learner-oriented approaches, and liberal approaches to education. It puts forward differing views as to what the term ‘education’ means to different professions and in different contexts, and how different approaches result in a very different experience for the recipient. It also discusses the extent to which an evaluation of methods of education and an evaluation of the aims of education are linked. Means and Ends in Education will appeal to those with an interest in the philosophy of education.

In bringing the concepts and methods of philosophy to bear on specific, pressing, practical concerns, applied philosophy is the modern expression of a perennial concern: to understand, in part to control, and to come to terms with the conditions in which human life is to be lived. Originally published in 1991 and written by distinguished philosophers and academics from Europe, the USA and Australia, the essays collected in this volume examine subjects of continued concern and debate, such as the environment, personal relationships, terrorism and medicine. The contributions were originally published in the Journal of Applied Philosophy.

First published in 1981, Education and the Individual presents a reasoned case for maintaining the maximum freedom of choice in education in those areas where the interests of the individual and the state conflict. The book argues that ultimately the freedom to opt out of the education system altogether must be protected, as well as the freedom to choose a religious education in a secular state, or a secular education in a religious state, and freedom from political indoctrination. It analyses what is required of education in a liberal society, and explores its implications for the wider international context of human rights. It also promotes the basic rights of freedom of choice in education and, wherever conflict is inevitable, it argues for the issue to be settled in favour of the individual, rather than the state. Education and the Individual will appeal to those with an interest in the history of education, the philosophy of education, and the relationship between education and politics.

First published in 1982, Means and Ends in Education explores the contrasts between approaches to teaching where teaching is simply a means to some other end; approaches in which the end determines the means; and approaches in which means and ends are integrated and education serves an intrinsic purpose. The book considers the concept of education and evaluates different processes and techniques of teaching and learning. Divided into three parts, it covers instrumentalist approaches, learner-oriented approaches, and liberal approaches to education. It puts forward differing views as to what the term 'education' means to different professions and in different contexts, and how different approaches result in a very different experience for the recipient. It also discusses the extent to which an evaluation of methods of education and an evaluation of the aims of education are linked. Means and Ends in Education will appeal to those with an interest in the philosophy of education.

In bringing the concepts and methods of philosophy to bear on specific, pressing, practical concerns, applied philosophy is the modern expression of a perennial concern: to understand, in part to control, and to come to terms with the conditions in which human life is to be lived. Originally published in 1991 and written by distinguished philosophers and academics from Europe, the USA and Australia, the essays collected in this volume examine subjects of continued concern and debate, such as the environment, personal relationships, terrorism and medicine. The contributions were originally published in the Journal of Applied Philosophy.

This title was first published in 2003.Developments in genetic science are opening up new possibilities for human beings;A both the creationA and the shaping of human life are now possible in the laboratory. As these techniques develop, questions are increasingly asked about how far everything that is scientifically possible should - morally, legally and socially - be pursued.A Whilst much attention andA policy-making has focussed on the development of regulation of technologies affecting human reproduction, regulation where plants and animals are concerned is much more limited. In this book, developments in genetics are addressed in the broad sense by an international range of contributors.A This includesA not only issues such as eugenics and the modification of the human embryo, but also the genetic modification of plants and animals in the pursuit of commerce, agriculture and biomedical research. A This book is published in association with the Society for Applied Philosophy

This title was first published in 2003.Developments in genetic science are opening up new possibilities for human beings;A both the creationA and the shaping of human life are now possible in the laboratory. As these techniques develop, questions are increasingly asked about how far everything that is scientifically possible should - morally, legally and socially - be pursued.A Whilst much attention andA policy-making has focussed on the development of regulation of technologies affecting human reproduction, regulation where plants and animals are concerned is much more limited. In this book, developments in genetics are addressed in the broad sense by an international range of contributors.A This includesA not only issues such as eugenics and the modification of the human embryo, but also the genetic modification of plants and animals in the pursuit of commerce, agriculture and biomedical research. A This book is published in association with the Society for Applied Philosophy

Georges Enderle Before presenting some introductory remarks on the topic of this volume I should like to outline briefly the context from which this selection of articles originates. (It seems to me necessary to emphasise these circumstances in order to make clearer the contours of what is said and what is not said and to understand it better. ) This context involves, flrstly, a general evaluation of the state of the business ethics debate today and, secondly, considerations of the question of what attitude and strategy should be chosen in order to promote business ethics most effectively. On the present state of affairs of the business ethics debate Today, it is extremely difflcult, if not impossible, to gain even a rough overview of the business ethics debate in the different countries of Europe and North America. Many activities take place in informal circles and on a local and regional level; linguistic and other barriers impede the spread of information about them and, often, they are not even labelled "business ethics." At the same time, so many other things sail under the flag of "business ethics" that one sometimes wonders if it should not be replaced by another flag, for instance new methods of public-relations or better motivation of company's employees. Yet, in spite of these difflculties in deflning business ethics activities, one statement at least can be made with certainty.

Georges Enderle Before presenting some introductory remarks on the topic of this volume I should like to outline briefly the context from which this selection of articles originates. (It seems to me necessary to emphasise these circumstances in order to make clearer the contours of what is said and what is not said and to understand it better. ) This context involves, flrstly, a general evaluation of the state of the business ethics debate today and, secondly, considerations of the question of what attitude and strategy should be chosen in order to promote business ethics most effectively. On the present state of affairs of the business ethics debate Today, it is extremely difflcult, if not impossible, to gain even a rough overview of the business ethics debate in the different countries of Europe and North America. Many activities take place in informal circles and on a local and regional level; linguistic and other barriers impede the spread of information about them and, often, they are not even labelled "business ethics." At the same time, so many other things sail under the flag of "business ethics" that one sometimes wonders if it should not be replaced by another flag, for instance new methods of public-relations or better motivation of company's employees. Yet, in spite of these difflculties in deflning business ethics activities, one statement at least can be made with certainty.