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Russell Hardin presents a new explication of David Hume’s moral and political theory. With Hume, he holds that our normative views can be scientifically explained but they cannot be justified as true. Hume argued for the psychological basis of such views. In particular, he argued for sympathy as the mirroring of the psychological sensations and emotions of others. By placing Hume in the developing tradition of social science, as a strong forerunner of his younger friend Adam Smith, Hardin demonstrates Hume’s strong strategic sense, his nascent utilitarianism, his powerful theory of convention as a main source of social and political order, and his recognition of moral and political theory as a single enterprise.
Every day, people face tough choices in which their basic moral principles seem to be in conflict. Now, the Director of the Institute for Global Ethics offers a clear strategy for solving ethical dilemmas. Rushworth Kidder explains ends-based, rule-based, and care-based decision making–and uses real-life examples to show how these principles can applied to thorny problems.
Examining the emergence and development of legal positivism as a distinctive and particularly powerful tradition in legal thought, this book places particular emphasis on its relationship to traditional understandings of the common law and on forms of idealism. The focus throughout is on the consequences positivism holds for the idea of the rule of law and of law’s role in maintaining (and perhaps creating) conditions of stable social order. The book examines the shifts in thinking about the rule of law and the wider significance of law, brought about by changing conceptions of the nature of law: from an understanding of law in which the primary focus is on rights, to an articulation of the legal order as a body of deliberately posited rules and, finally, to an understanding of law as a corpus of systematic rules and principles, underpinned by an abiding concern with individual rights.
Undermining the fundamental place of freedom, equality and universal reason, Nietzsche’s philosophy recognises that we occupy multiple and contradictory subject positions within social life. With no metaphysical realm of reason, no divine inspiration for morality, and no transcendental basis for human essence, we are left with the embodied, reflective and creative self as a source of ethics. From this perspective arises Nietzsche’s bermensch, a continuous process of overcoming and becoming, interpreted as a metaphor for education that honours difference and incorporates otherness. The book explores the development of Nietzsche’s philosophy and its application to the problems of education, disturbing traditional liberal and democratic accounts of the relationship between individual and society. Threaded throughout is the author’s critique of the way educational institutions are driven by political and economic considerations, explored through notions of autonomy and subjectivity. The book is suitable for graduate students and academics wanting to engage either with postmodern interpretations of ethics in education, or with political philosophy in relation to development of self and community.
ما از اخلاق چه انتظاری داریم؟ این سوال شاید تاحدودی برای عموم مردم و یا متخصصان این رشته قابل پاسخ باشد؛ اینکه خوب بودن را به ما بیاموزد و در تنظیم روابط فردی م...
جشن کتاب تهران به ایستگاه سی و یکم رسیده است. حال و احوال نشر کتاب خوب نیست و باید فرهنگدوستان را به خرید و هدیه دادن کتاب ترغیب نمود. خانه اخلاقپژوهان جوان ب...
بنیاد کتابهای اخلاق اسلامی عمدتا پالایش جان از آلودگیها و آراستن آن به زیباییها است. اندیشه محوری این قبیل کتابها آن است که انسان فعلی آنی نیست که باید باشد...
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