Michael Jackson inserts chunks of good-versus-evil fantasy narrative into a series of his own musical numbers, culminating in a sequence in which he stops a gangster turning children into junkies. Joe Pesci and Sean Lennon make cameo appearances.

The sixteen chapters of Josiah Royce for the Twenty-first Century are papers from the Fourth Annual Conference on American and European Values / International Conference on Josiah Royce, held at the Institute of Philosophy, University of Opole, Poland in June 2008. The presentation of diverse perspectives, and the development of many distinctive, promising strands of inquiry from the spring of Royce s work, establish that Royce offers significant resources for a number of areas of contemporary philosophy. The book is organized into four parts: (I) Historical Reinterpretations, (II) Ethics: Interpretations of Loyalty, (III) Religious Philosophy, and (IV) Contemporary Implications. Section I considers Royce s position in the history if ideas, with papers on his account of individuation, his expansion on a key idea from Kant, his use and contribution to mathematical and philosophical conceptions of the infinite and the absolute, and his adaptation of Peircean semiotics. Sections II and III consist of focused readings of Royce s work regarding ethics and religious philosophy, respectively. Section IV is the most diverse in the topics covered, with papers that bring Royce into contemporary discussions of psychology, of the problem of reference, of Rortyan neo-pragmatism, and of literary aesthetics. The purpose of the Opole conference was to elicit fresh perspectives on the work of Josiah Royce from an international group of contributors. This collection achieves that aim by presenting new approaches to relatively familiar writings, by drawing out promising implications of Roycean themes, and by making genuinely new applications of his ideas. Josiah Royce for the Twenty-first Century presents a rich interaction among a diverse mix of commentators, who retrieve and construct promising new insights from the work of one of America's greatest thinkers."

Over the coming decades, every academic discipline will have to respond to the paradigm of more sustainable life practices because students will be living in a world challenged by competition for resources and climate change, and will demand that every academic discipline demonstrate substantial and corresponding relevance. This book takes as its point of departure that integrating a component of sustainability into a discipline-specific course arises from an educator asking a simple question: in the coming decades, as humanity faces unprecedented challenges, what can my discipline or area of research contribute toward a better understanding of these issues? The discipline need not be future-oriented: an archaeologist, for instance, could incorporate into a course some aspects of sustainable archaeological practices in areas threatened by rapid climate change, as well as examples of sustainable or unsustainable ways of living practised by members of the long-gone society under investigation. This book also argues that courses about sustainability need to cross disciplinary boundaries, both because of the inter-relatedness of the issues, and because students will require the ability to use interdisciplinary approaches to thrive through the multiple careers most of them will face. The contributions to this book are presented under four sections. “Sustainability as a Core Value in Education” considers the rationale for incorporating sustainability in disciplinary courses. “Teaching Sustainability in the Academic Disciplines” presents eight examples of courses from disciplines as varied as agriculture, composition, engineering, and teacher education. “Education as a Sustainable Practice” reviews how the physical environment of the classroom and the delivery of instruction need themselves to reflect the values being taught. The final section addresses the issues of leadership and long-term institutional change needed to embed sustainable practice as a core value on campus.

Over the coming decades, every academic discipline will have to respond to the paradigm of more sustainable life practices because students will be living in a world challenged by competition for resources and climate change, and will demand that every academic discipline demonstrate substantial and corresponding relevance. This book takes as its point of departure that integrating a component of sustainability into a discipline-specific course arises from an educator asking a simple question: in the coming decades, as humanity faces unprecedented challenges, what can my discipline or area of research contribute toward a better understanding of these issues? The discipline need not be future-oriented: an archaeologist, for instance, could incorporate into a course some aspects of sustainable archaeological practices in areas threatened by rapid climate change, as well as examples of sustainable or unsustainable ways of living practised by members of the long-gone society under investigation. This book also argues that courses about sustainability need to cross disciplinary boundaries, both because of the inter-relatedness of the issues, and because students will require the ability to use interdisciplinary approaches to thrive through the multiple careers most of them will face. The contributions to this book are presented under four sections. "Sustainability as a Core Value in Education" considers the rationale for incorporating sustainability in disciplinary courses. "Teaching Sustainability in the Academic Disciplines" presents eight examples of courses from disciplines as varied as agriculture, composition, engineering, and teacher education. "Education as a Sustainable Practice" reviews how the physical environment of the classroom and the delivery of instruction need themselves to reflect the values being taught. The final section addresses the issues of leadership and long-term institutional change needed to embed sustainable practice as a core value on campus.