This volume has its origin in the Francis T. Villemain Memorial lectures at San Jose State University - a lecture series established in 1992 to honor the memory of 1 Dean Francis T. Villemain. All the essays in this volume, with the exception of those by Gert Biesta, Susan Verducci, and Michael Katz, were developed from l- tures given as part of the series. The general rubric of the lectures was "democracy, education, and the moral life" - a title reflecting Villemain's lifelong love of the work of John Dewey whose preface to his famous work in 1916, Democracy and Education, suggested that the purpose of education was to develop democratic ci- zens, citizens infused with the spirit of democracy and the capacity to think and act intelligently within democratic settings. Of course, for Dewey, democracy was not to be conceived of as merely a political form of government, but as a shared form of social life, one that was inclusive rather than exclusive and one that was capable of adapting to the changing features of contemporary social and political reality. Francis T. Villemain's appreciation for the intersections of the values of dem- racy, education, and the moral life was heightened by his doctoral work at Teachers College, Columbia University in the 1950s - where Dewey's legacy remained a powerful one. But it also continued during his career at Southern Illinois University where he collaborated in compiling and editing the collected works of John Dewey.

This volume has its origin in the Francis T. Villemain Memorial lectures at San Jose State University - a lecture series established in 1992 to honor the memory of 1 Dean Francis T. Villemain. All the essays in this volume, with the exception of those by Gert Biesta, Susan Verducci, and Michael Katz, were developed from l- tures given as part of the series. The general rubric of the lectures was "democracy, education, and the moral life" - a title reflecting Villemain's lifelong love of the work of John Dewey whose preface to his famous work in 1916, Democracy and Education, suggested that the purpose of education was to develop democratic ci- zens, citizens infused with the spirit of democracy and the capacity to think and act intelligently within democratic settings. Of course, for Dewey, democracy was not to be conceived of as merely a political form of government, but as a shared form of social life, one that was inclusive rather than exclusive and one that was capable of adapting to the changing features of contemporary social and political reality. Francis T. Villemain's appreciation for the intersections of the values of dem- racy, education, and the moral life was heightened by his doctoral work at Teachers College, Columbia University in the 1950s - where Dewey's legacy remained a powerful one. But it also continued during his career at Southern Illinois University where he collaborated in compiling and editing the collected works of John Dewey.

Many acts of charitable giving fail in their stated goals and some are actually harmful. In Taking Philanthropy Seriously, the authors explain why this state of affairs exists. They outline solutions, ranging from those that equip philanthropists to do good work to those that build a domain of philanthropic knowledge, ethical codes, and best practices. Attention is also given to considering recipients needs, frustrations, and hopes for support. Philanthropic leaders disclose instances of both good and compromised work, show how ethical concerns are secondary to "success" in philanthropy, and reveal strategies to promote effective and ethical conduct.

Contributors are Lynn Barendsen, Mihaly Csikszentmihalyi, William Damon, Akash Deep, Peter Frumkin, Howard Gardner, Laura Horn, Carrie James, Leslie Lenkowsky, Paula Marshall, Jennifer Menon, Sarah Miles, Liza Hayes Percer, Rob Reich, Tanya Rose, Paul G. Schervish, James Allen Smith, Nick Standlea, Thomas J. Tierney, and Susan Verducci."