Civic matters affect all members of a community and are thus of potential concern to all. In Community Matters: Challenges to Civic Engagement in the 21st Century, six distinguished scholars address three perennial challenges of civic life: the making of a citizen, how citizens are to agree (and disagree), and how to define the rights and responsibilities of citizenship. The thought-provoking essays in this volume discuss integral civic concerns such as: how can we improve civic education? How do we address controversy within our communities? What are the responsibilities of a citizen? Should the national draft be re-instated in the U.S? These essays will encourage students, academics, and interested citizens outside the academy to go farther and dig deeper into these vital issues.

Leveling the Playing Field examines the admissions policies of contemporary American colleges and universities in light of the assumption that enhancing the educational opportunities of lower-income and minority students would make American society more just. It asks how current admissions policies affect the prospects of such students, and it evaluates alternative approaches. The book treats a variety of topics relevant to answering these questions. What does it mean to reward people according to merit? Is the American system of higher education a meritocracy, and should it be? How do the missions of contemporary institutions of higher education bear on admissions? What are the implications of the Supreme Court's landmark affirmative action decisions of 2003? What is the proper role and significance of standardized tests like the SAT? How does 'lower' education prepare students, or fail to, for higher education? In answering these questions, the book examines legacy preference, early admissions policies, financial aid, the test-prep industry, college counseling, and athletics, evaluating their effects on the distribution of higher education in the United States, not only for lower-income and minority students but for college-bound students in general.

What are the limits of justified retaliation against aggression? What actions are morally permissible in preventing future aggression? Against whom may retaliation be aimed? These questions have long been part of the debate over the ethics of warfare. They all took on new meaning after terrorists hijacked four U.S. airliners on September 11, 2001. War after September 11 considers the just aims and legitimate limits of the United States' response to the terrorist attacks. Six essayists from the Institute for Philosophy and Public Policy at the University of Maryland pair off to discuss ethical questions such as, What are the moral challenges posed by terrorism? Can modern terrorism be addressed within the existing paradigms of just war and international law? Should the U.S. respond militarily or by some other means? Taken together, the essays in this volume ask the fundamental question: How should the United States use its power to combat terrorism?

What are the limits of justified retaliation against aggression? What actions are morally permissible in preventing future aggression? Against whom may retaliation be aimed? These questions have long been part of the debate over the ethics of warfare. They all took on new meaning after terrorists hijacked four U.S. airliners on September 11, 2001. War after September 11 considers the just aims and legitimate limits of the United States' response to the terrorist attacks. Six essayists from the Institute for Philosophy and Public Policy at the University of Maryland pair off to discuss ethical questions such as, What are the moral challenges posed by terrorism? Can modern terrorism be addressed within the existing paradigms of just war and international law? Should the U.S. respond militarily or by some other means? Taken together, the essays in this volume ask the fundamental question: How should the United States use its power to combat terrorism?

This important collection of essays offers a sustained philosophical examination of fundamental questions raised by multicultural education in primary and secondary schools. The essays focus on both theory and policy. They discuss the relation between culture and identity, the role of reason in bridging cultural divisions, and the civic implications of multi-culturalism in the teaching of history and literature. Several of the essays examine aspects of multicultural policies in California and New York, as well as the curriculum guidelines promulgated by the National Council for Social Studies. Although much has been published on the subject of multi-culturalism, including the cultural war on American campuses, there is very little available on the impact of multicultural policies for primary and secondary education. So this is a volume that will be welcomed by all those interested in multicultural education: philosophers and historians of education, sociologists, professional educators and policy-makers.