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First published 1896. Frequently revised.
Addresses selected issues in US school law with an emphasis on those having direct impact at the school- building level. With substantial excerpts from judicial opinions, the author explores the way the courts have interpreted and mediated the conflicting interests and rights of teachers, students,
It is an excellent book – highly intelligent, interesting and original. Expressing high philosophy in a readable form without trivialising it is a very difficult task and McAleer manages the task admirably. Plato is, yet again, intensely topical in the chaotic and confused world in which we are now living. Philip Allott, Professor Emeritus of International Public Law at Cambridge University This book is a lucid and accessible companion to Plato’s Republic, throwing light upon the text’s arguments and main themes, placing them in the wider context of the text’s structure. In its illumination of the philosophical ideas underpinning the work, it provides readers with an understanding and appreciation of the complexity and literary artistry of Plato’s Republic. McAleer not only unpacks the key overarching questions of the text – What is justice? And Is a just life happier than an unjust life? – but also highlights some fascinating, overlooked passages which contribute to our understanding of Plato’s philosophical thought. Plato’s 'Republic': An Introduction offers a rigorous and thought-provoking analysis of the text, helping readers navigate one of the world’s most influential works of philosophy and political theory. With its approachable tone and clear presentation, it constitutes a welcome contribution to the field, and will be an indispensable resource for philosophy students and teachers, as well as general readers new to, or returning to, the text.
In this engaging account, the first president of Brandeis tells how many formidable obstacles to launching a new university without initial capital endowment or any hope of alumni support for at least a generation were overcome; how academic goals were drafted, distinguished faculty recruited, and chairs endowed; and how a dilapidated campus was expended into a well-organized plant of some 90 buildings. In this revision of the 1976 edition, Abram L. Sachar expands the scope of his commentary and imbues it with a critical depth and objectivity that comes from 20 additional years of active involvement in the service of the university.