|
Showing 1 - 12 of
12 matches in All Departments
Many people place great stock in the importance of civic virtue to
the success of democratic communities. Is this hope well-grounded?
The fundamental question is whether it is even possible to
cultivate ethical and civic virtues in the first place. Taking for
granted that it is possible, at least three further questions
arise: What are the key elements of civic virtue? How should we
cultivate these virtuous dispositions? And finally, how should
schools be organized in order to make the education of citizen
possible? These interrelated questions are the focus of this
collection. By considering these questions from a variety of
philosophical perspectives ranging from moral psychology,
philosophy of education, and political philosophy, the nine essays
assembled here advance our understanding of the challenges we face
in trying to shape children to be virtuous citizens.
Many people place great stock in the importance of civic virtue to
the success of democratic communities. Is this hope well-grounded?
The fundamental question is whether it is even possible to
cultivate ethical and civic virtues in the first place. Taking for
granted that it is possible, at least three further questions
arise: What are the key elements of civic virtue? How should we
cultivate these virtuous dispositions? And finally, how should
schools be organized in order to make the education of citizen
possible? These interrelated questions are the focus of this
collection. By considering these questions from a variety of
philosophical perspectives ranging from moral psychology,
philosophy of education, and political philosophy, the nine essays
assembled here advance our understanding of the challenges we face
in trying to shape children to be virtuous citizens.
This book presents new findings that deal with different
facets of the well-being of children and their relevance to the
proper treatment of children. The well-being of children is
considered against the background of a wide variety of legal,
political, medical, educational and familial perspectives. The book
addresses diverse issues from a range of disciplinary perspectives
using a variety of methods. It has three major sections with the
essays in each section loosely organized about a common general
theme. The first section focuses on issues concerning the relation
between children’s well-being and autonomy or agency. The second
section deals with child well-being insofar as the limits of
parental authority are concerned. The third section has a more
applied orientation and addresses a variety of public policy
controversies involving the interpretation of children’s
well-being.
This book presents new findings that deal with different facets of
the well-being of children and their relevance to the proper
treatment of children. The well-being of children is considered
against the background of a wide variety of legal, political,
medical, educational and familial perspectives. The book addresses
diverse issues from a range of disciplinary perspectives using a
variety of methods. It has three major sections with the essays in
each section loosely organized about a common general theme. The
first section focuses on issues concerning the relation between
children's well-being and autonomy or agency. The second section
deals with child well-being insofar as the limits of parental
authority are concerned. The third section has a more applied
orientation and addresses a variety of public policy controversies
involving the interpretation of children's well-being.
After discovering his mothers suicide 13-year-old Freddy David is
taken in by his estranged Grandmother, and brought to his mothers
mysterious hometown of Sunrise, population 172.
Colin Macleod died in December 1981 at the age of 38. Many regarded him as already one of the most profound interpreters in our times of Greek and Latin literature and ideas; and it was widely felt that his essays should be collected in a single volume. There are twenty longer essays and some dozen shorter ones; the author's marginal notes to his own writings have bene collected as an appendix.
It isn't just in recent arguments over the teaching of intelligent
design or reciting the pledge of allegiance that religion and
education have butted heads: since their beginnings nearly two
centuries ago, public schools have been embroiled in heated
controversies over religion's place in the education system of a
pluralistic nation. In this book, Benjamin Justice and Colin
Macleod take up this rich and significant history of conflict with
renewed clarity and astonishing breadth. Moving from the American
Revolution to the present from the common schools of the nineteenth
century to the charter schools of the twenty-first they offer one
of the most comprehensive assessments of religion and education in
America that has ever been published. From Bible readings and
school prayer to teaching evolution and cultivating religious
tolerance, Justice and Macleod consider the key issues and colorful
characters that have shaped the way American schools have attempted
to negotiate religious pluralism in a politically legitimate
fashion. While schools and educational policies have not always
advanced tolerance and understanding, Justice and Macleod point to
the many efforts Americans have made to find a place for religion
in public schools that both acknowledges the importance of faith to
so many citizens and respects democratic ideals that insist upon a
reasonable separation of church and state. Finally, they apply the
lessons of history and political philosophy to an analysis of three
critical areas of religious controversy in public education today:
student-led religious observances in extracurricular activities,
the tensions between freedom of expression and the need for
inclusive environments, and the shift from democratic control of
schools to loosely regulated charter and voucher programs.
Altogether Justice and Macleod show how the interpretation of
educational history through the lens of contemporary democratic
theory offers both a richer understanding of past disputes and new
ways of addressing contemporary challenges.
It isn't just in recent arguments over the teaching of intelligent
design or reciting the pledge of allegiance that religion and
education have butted heads: since their beginnings nearly two
centuries ago, public schools have been embroiled in heated
controversies over religion's place in the education system of a
pluralistic nation. In this book, Benjamin Justice and Colin
Macleod take up this rich and significant history of conflict with
renewed clarity and astonishing breadth. Moving from the American
Revolution to the present from the common schools of the nineteenth
century to the charter schools of the twenty-first they offer one
of the most comprehensive assessments of religion and education in
America that has ever been published. From Bible readings and
school prayer to teaching evolution and cultivating religious
tolerance, Justice and Macleod consider the key issues and colorful
characters that have shaped the way American schools have attempted
to negotiate religious pluralism in a politically legitimate
fashion. While schools and educational policies have not always
advanced tolerance and understanding, Justice and Macleod point to
the many efforts Americans have made to find a place for religion
in public schools that both acknowledges the importance of faith to
so many citizens and respects democratic ideals that insist upon a
reasonable separation of church and state. Finally, they apply the
lessons of history and political philosophy to an analysis of three
critical areas of religious controversy in public education today:
student-led religious observances in extracurricular activities,
the tensions between freedom of expression and the need for
inclusive environments, and the shift from democratic control of
schools to loosely regulated charter and voucher programs.
Altogether Justice and Macleod show how the interpretation of
educational history through the lens of contemporary democratic
theory offers both a richer understanding of past disputes and new
ways of addressing contemporary challenges.
|
|