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How much can we reasonably expect from education? This book, written by a philosopher of education, casts new light on this question by seeing values education, not as a separate activity within schools, but as an aspect of education that both reflects the surrounding climate of values and can help to change it. Graham Haydon argues that all of us – whether as teachers, parents, students or citizens – share in a responsibility for the quality of that ethical environment. He argues that we must ensure that what happens in schools will: enable young people to appreciate the diversity of our ethical environment help them find their way through its complexities contribute to developing a climate of values that is desirable for all. This book shows that values education is too demanding to be left to parents and too important to be entrusted to government initiatives. For teachers engaged in values education, this book brings a fresh perspective to what they are doing, within a realistic view of their responsibilities. For students of education, it shows that practical issues can be illuminated by insights from philosophy.
How much can we reasonably expect from education? This book, written by a philosopher of education, casts new light on this question by seeing values education, not as a separate activity within schools, but as an aspect of education that both reflects the surrounding climate of values and can help to change it. Graham Haydon argues that all of us – whether as teachers, parents, students or citizens – share in a responsibility for the quality of that ethical environment. He argues that we must ensure that what happens in schools will: enable young people to appreciate the diversity of our ethical environment help them find their way through its complexities contribute to developing a climate of values that is desirable for all. This book shows that values education is too demanding to be left to parents and too important to be entrusted to government initiatives. For teachers engaged in values education, this book brings a fresh perspective to what they are doing, within a realistic view of their responsibilities. For students of education, it shows that practical issues can be illuminated by insights from philosophy.
This book explores alternative ways of understanding our environmental situation by challenging the Western view of nature as purely a resource for humans. Environmental Consciousness, Nature and the Philosophy of Education asserts that we need to retrieve a thinking that expresses a different relationship with nature: one that celebrates nature's otherness and is attuned to its intrinsic integrity, agency, normativity and worth. Through such receptivity to nature's address we can develop a sense of our own being-in-nature that provides a positive orientation towards the problems we now face. Michael Bonnett argues that this reframing and rethinking of our place in nature has fundamental implications for education as a whole, questioning the idea of human "stewardship" of nature and developing the idea of moral education in a world of alterity and non-rational agents. Drawing on and revising work published by the author over the last 15 years, this book will be essential reading for students and scholars of environmental studies, environmental education, and the philosophy of education.
The Legal and Ethical Environment of Business is a concise presentation of the key business-law topics that ensures every page is relevant, engaging, and interesting to today's learners. Summaries of cases and case excerpts improve student understanding. Plentiful embedded video links expand on topics to shed light on how law and ethics impact real-world business situations. This book encourages students to retain what they learn by understanding the reasons behind the law, rather than simply memorizing facts and cases.
This invaluable resource explores situations that principals are likely to encounter and presents questions and issues to help them confront difficult ethical dilemmas.
Often the school is left as an institution seemingly ethically neutral, leaving untouched questions about whether the school itself is a site of injustice toward both educators and children. Springing from his well-known Building an Ethical School, Robert J. Starratt now looks more closely at the educational leader’s responsibility to ensure that the whole fabric of the educational process reflects an ethical philosophy of education. Starratt argues that the work of educating young people is by its very nature an ethical work as well as an intellectual work, and that this work inescapably engages educators and their pupils with an academic curriculum, a social curriculum, and a civic curriculum. Cultivating an Ethical School lays a foundation for educators seeking to cultivate a comprehensive ethical educating environment. The second half of the book then takes up the more specific perspectives on teaching and learning that constitute the heart of cultivating an ethical school. Starratt provides examples of how an ethical school can expose students to a variety of perspectives on the challenges they will be called upon to face in the worlds of culture, nature, and society. This valuable book shows leaders and educators the importance of organizing a curriculum and a pedagogy that simultaneously respect and cultivate the intellectual, personal, and social qualities of being human.
Written for a wide range of readers in environmental science, philosophy, and policy-oriented programs The Routledge Companion to Environmental Ethics is a landmark, comprehensive reference work in this interdisciplinary field. Not merely a review of theoretical approaches to the ethics of the environment, the Companion focuses on specific environmental problems and other concrete issues. Its 65 chapters, all appearing in print here for the first time, have been organized into the following eleven parts: I. Animals II. Land III. Water IV. Climate V. Energy and Extraction VI. Cities VII. Agriculture VIII. Environmental Transformation IX. Policy Frameworks and Response Measures X. Regulatory Tools XI. Advocacy and Activism The volume not only explains the nuances of important core philosophical positions, but also cuts new pathways for the integration of important ethical and policy issues into environmental philosophy. It will be of immense help to undergraduate students and other readers coming up to the field for the first time, but also serve as a valuable resource for more advanced students as well as researchers who need a trusted resource that also offers fresh, policy-centered approaches.
What is the environment, and how does it figure in an ethical life? This book is an introduction to the philosophical issues involved in this important question, focussing primarily on ethics but also encompassing questions in aesthetics and political philosophy. Topics discussed include the environment as an ethical question, human morality, meta-ethics, normative ethics, humans and other animals, the value of nature, and nature's future. The discussion is accessible and richly illustrated with examples. The book will be valuable for students taking courses in environmental philosophy, and also for a wider audience in courses in ethics, practical ethics, and environmental studies. It will also appeal to general readers who want a reliable and sophisticated introduction to the field.
We often make judgments about good and bad, right and wrong. Philosophical ethics is the critical examination of these and other concepts central to how we evaluate our own and each others' behavior and choices. This text examines some of the main threads of discussion on these topics that have developed over the last couple of millenia, mostly within the Western cultural tradition.The book is designed to be used alone or alongside a reader of historical and contemporary original sources, and is freely available in web and digital formats at https: //press.rebus.community/intro-to-phil-ethics/. If you are adopting or adapting this book for a course, please let us know on our adoption form for the Introduction to Philosophy open textbook series: https: //docs.google.com/forms/d/e/1FAIpQLSdwf2E7bRGvWefjhNZ07kgpgnNFxVxxp-iidPE5gfDBQNGBGg/viewform?usp=sf_link. Cover art by Heather Salazar; cover design by Jonathan Lashley. One of nine books in the Introduction to Philosophy open textbook serie
Discussing Plato’s views on knowledge, recollection, dialogue, and epiphany, this ambitious volume offers a systematic analysis of the ways that Platonic approaches to education can help students navigate today’s increasingly complex moral environment. Though interest in Platonic education may have waned due to a perceived view of Platonic scholarship as wholly impractical, this volume addresses common misunderstandings of Plato’s work and highlights the contemporary relevance of Plato’s ideas to contemporary moral education. Building on philosophical interpretations, the book argues persuasively that educators might employ Platonic themes and dialogue in the classroom. Split into two parts, the book looks first to contextualise Plato’s theory of moral education within political, ethical, and educational frameworks. Equipped with this knowledge, part two then offers contemporary educators the strategies needed for implementing Plato’s educational theory within the pluralistic, democratic classroom setting. A Platonic Theory of Moral Education will be of interest to academics, researchers, and post-graduate students in the fields of: ethics; Plato scholarship; moral psychology; educational foundations; and the philosophy of education. This book would also benefit graduate students and scholars in teacher education. Mark E. Jonas is Professor of Education and Professor of Philosophy (by courtesy) at Wheaton College, US. Yoshiaki Nakazawa is Assistant Professor of Education at University of Dallas, US.