Iron Man or Captain America? Which one is superior—as a hero, as a role model, or as a personification of American virtue? Philosophers who take different sides come together in Iron Man versus Captain America to debate these issues and arrive at a deeper understanding of the strengths and weaknesses of these iconic characters. The discussion ranges over politics, religion, ethics, psychology, and metaphysics. John Altmann argues that Captain America’s thoughtful patriotism, is superior to Iron Man’s individualist-cosmopolitanism. Matthew William Brake also votes for Cap, maintaining that it’s his ability to believe in the impossible that makes him a hero, and in the end, he is vindicated. Cole Bowman investigates the nature of friendship within the Avengers team, focusing predominantly on the political and social implications of each side of the Civil War as the Avengers are forced to choose between Stark and Rogers. According to Derrida’s Politics of Friendship, Cap is the better friend, but that doesn’t make him the winner! Aron Ericson’s chapter tracks our heroes’ journeys in the movies, culminating with Civil War, where the original attitudes of Tony (trusts only himself) and Steve (trusts “the system�) are inverted. Corey Horn’s chapter focuses on one of the many tensions between the sides of Iron Man and Captain America—the side of Security (Iron Man) versus Liberty (Cap). But Maxwell Henderson contends that if we dig deeper into the true heart of the Marvel Civil War, it isn’t really about security or privacy but more about utilitarianism—what’s best for everybody. Henderson explains why Iron Man was wrong about what was best for everybody and discloses what the philosopher Derek Parfit has to say about evaluating society from this perspective. Daniel Malloy explains that while both Captain America and Iron Man have faced setbacks, only Iron Man has failed at being a hero—and that makes him the better hero! In his other chapter, Malloy shows that where Iron Man trusts technology and systems, Captain America trusts people. Jacob Thomas May explores loss from the two heroes’ points of view and explains why the more tragic losses suffered by Stark clearly make him the better hero and the better person. Louis Melancon unpacks how Captain America and Iron Man each embodies key facets of America attempts to wage wars: through attrition and the prophylactic of technology; neither satisfactorily resolves conflict and the cycle of violence continues. Clara Nisley tests Captain America and Iron Man’s moral obligations to the Avengers and their shared relationship, establishing Captain America’s associative obligations that do not extend to the arbitration and protection of humans that Iron Man advocates. Fernando Pagnoni Berns considers that while Iron Man is too much attached to his time (and the thinking that comes with it), Captain America embraces-historical values, and thinks that there are such things as intrinsic human dignity and rights—an ethical imperative. Christophe Porot claims that the true difference between Captain America and Iron Man stems from the different ways they extend their minds. Cap extends his mind socially while Stark extends his through technology. Heidi Samuelson argues that the true American spirit isn't standing up to bullies, but comes out of the self-interested traditions of liberal capitalism, which is why billionaire, former-arms-industry-giant Tony Stark is ultimately a more appropriate American symbol than Steve Rogers. By contrast, Jeffrey Ewing shows that the core of Captain America: Civil War centers on the challenge superpowers impose on state sovereignty (and the monopoly of coercion it implies). Nicol Smith finds that Cap and Shell-Head’s clash during the Civil War does not necessarily boil down to the issue of freedom vs. regulation but rather stems from the likelihood that both these iconic heroes are political and ideological wannabe supreme rules or “Leviathans.� Craig Van Pelt reconstructs a debate between Captain America and Iron Man about whether robots can ever have objective moral values, because human bias may influence the design and programming. James Holt looks into the nature of God within Captain America’s world and how much this draws on the “previous life� of Captain Steve Rogers. Holt’s inquiry focuses on the God of Moses in the burning bush, as contrasted with David Hume’s understanding of religion. Gerald Browning examines our two heroes in a comparison with the Greek gods Hephaestus and Hercules. Christopher Ketcham supposes that, with the yellow bustard wreaking havoc on Earth, God asks Thomas Aquinas to use his logical process from Summa Theologica to figure which one of the two superheroes would be better at fixing an economic meltdown, and which one would be better at preventing a war. Rob Luzecky and Charlene Elsby argue that gods cannot be heroes, and therefore that the god-like members of the Avengers (Iron Man, with a god’s intelligence; Thor, with a god’s strength, and the Hulk, with a god’s wrath) are not true heroes in the same sense as Captain America. Cap is like Albert Camus’s Sisyphus, heroic in the way that he rallies against abstract entities like the gods and the government.

Twenty-one philosophers investigate the implications of the "Jurassic Park" franchise for our lives, our values, and our future. Human beings live and thrive by modifying nature, but when do the risks of changing nature outweigh the likely benefits? If it's true that "Life will find a way," should we view any modified or newly reconstituted life as a hazard? The new scientific information we could gain by bringing back T. Rex or other dinosaurs is immense, but should we choose to let sleeping dinosaurs lie? And if we do bring them back by reconstituting them from ancient DNA, are they really what they were, or is something missing? How do the different forces -- human curiosity, profitability, and philanthropy -- interact to determine what actually happens in such cases? What moral standards should be applied to those who try to bring back lost worlds? The idea of bringing back the dead and the powerful is not limited to biological species. It also applies to bringing back old gods, old philosophies, old institutions, and old myths. If revived and once again let loose to walk the Earth, these too may turn out to be more dangerous than we bargained for.

Middle Eastern police forces have a reputation for carrying out repression and surveillance on behalf of authoritarian regimes, despite frequently under enforcing the law. But what is their role in co-creating and sustaining social order? In this book, Jessica Watkins focuses on the development of the Jordanian police institution to demonstrate that rather than being primarily concerned with law enforcement, the police are first and foremost concerned with order. In Jordan, social order combines the influence of longstanding tribal practices with regime efforts to promote neoliberal economic policies alongside a sense of civic duty amongst citizens. Rather than focusing on the 'high policing' of offences deemed to threaten state security, Watkins explores the 'low policing' of interpersonal disputes including assault, theft, murder, traffic accidents, and domestic abuse to shed light on the varied strategies of power deployed by the police alongside other societal actors to procure hegemonic 'consent'.

With the Novel Engineering approach, “students become excited about what they are reading, writing, designing, and building! This excitement in turn helps them make strides in engineering and literacy, as well as in their abilities to work together, think creatively and analytically, and communicate their ideas.� —from Chapter 1 of Novel Engineering This book will both introduce your students to an exciting integrated curriculum and support you as you use it in your own elementary or middle school classroom. Novel Engineering shows how your students can work through engineering design challenges inspired by a broad range of literature—novels and short stories, biographies and histories, or even picture books. By way of introduction, the book offers clear conceptual background and practical advice on how the approach works: Your students pull information from literature to identify a problem. Then, using details from the story or text, they go through an engineering design process to develop functional solutions for their “clients�—the book’s characters. To support your efforts and bring the concept to life, the book gives you five in-depth case studies featuring the use of novels, a biography, and a nonfiction historical text. In addition to demonstrating what a Novel Engineering project looks like in an actual classroom, the case studies give you practice in thinking about what your students’ work might look like and how you would respond. One case describes a class in which students help the shipwrecked Swiss Family Robinson build a shelter to keep them cool under the hot sun. Another tells of students who design a hearing aid for the main character in El Deafo—and then style it as a fashion accessory. You’ll see that the books used in the case studies are just suggestions. You don’t have to adopt texts outside your existing English language arts or social studies curriculum. You also don’t have to buy a specific building-materials kit. You just have to embrace the idea that literacy and engineering can support each other in your classroom—and then watch the excitement build.