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Wittgenstein and Levinasexamines the oft-neglected relationship between the philosophies of two of the most important and notoriously difficult thinkers of the twentieth century. By bringing the work of each philosopher to bear upon the other, Plant navigates between the antagonistic intellectual traditions that they helped to share. The central focus on the book is the complex yet illuminating interplay between a number of ethical-religious themes in both Wittgenstein’s mature thinking and Levinas’s distinctive account of ethical responsibility.
Moral Dilemmas in Real Life purports to supply ways of thinking of, perhaps even dealing with, the ins and outs of ethical argument.such argument. The world today presents both individuals and communities with situations, which demand moral and ethical deliberations. From the more general issues of universal globalization to the very specific problems of every-day existence encountered by active agents, contemporary life is replete with moral and ethical conundrums. Any thinking person is required, so it seems, to be concerned, involved, or – at the very least – conversant with these issues and this book supplies the wherewithal needed. Applied ethics is that intellectual locale where theory meets praxis. Moral Dilemmas in Real Life is designed to make that meeting point explicit, by presenting a series of issues in well-grounded philosophical formulations. The book begins with the general relation between the individual and society – instilling ethical tension, and even clashes, between the private and the public in our discourse. Going on, from general to specific, it gradually narrows the ethical playing field to touch on medical ethics, the family, and the practice of punishment. In all cases, the book addresses both consensual and conventional social institutions and distortions thereof.
Conflicts often arise between regulations, making it difficult for school management teams and teachers to resolve situations with appropriate dignity and respect for all concerned. This book discusses provocative actual case studies to help teachers to reflect on their own ethics, guiding them to make more reasonable decisions in their schools, and thereby gradually transforming schools into more cohesive and caring communities. A model of consequences, consistency and caring, each aspect based on traditional ethical theories provides a scientific base – a rational and a responsive base for ethical decision-making. This work covers such everyday problems as censorship, inclusivity, school uniform, punishment, personal gain and confidentiality, and argues that care and respect for others, equity, rational autonomy and concern for long-term benefits are more important for a school community than short-term power and control.
Publisher description: The premise of this book is that individuals and societies have an inexorable urge to morally develop by challenging the assumptions of the previous generation in terms of what is right and wrong. The focus is on the nature and functional value of conflicts and challenges to the dominant moral and social values framework. Through this analysis, individuals develop moral character through conflict with their local authority figures, including parents. The moral structure of societies evolves through intergenerational challenges to and contradictions with the dominant social order. The book is divided into three parts to help frame this discussion. Part I directly takes up the issue of resistance as it occurs at a cultural level, andthe implications of such resistance for moral education and socialization. Part II explores the normative forms of adolescent resistance and contrarian behavior that vex parents and teachers alike. Part III brings back the issue of societal structure andculture to illustrate how negative features of society–such as racial discrimination and economic disparity–can feed into the construction of negative moral identity in youth posing challenges to moral education.
`Colin Farrelly has gathered together in one volume several of the key texts that have shaped recent developments in political theory. The structure of the book reflects that of many courses offering surveys of recent debates between liberals and their critics. It is an excellent teaching resource’ – Shane O’Neill, Queen’s University, Belfast `An excellent selection of key pieces that have shaped the debates that dominate contemporary political philosophy. Each section is prefaced with a clear and insightful introduction which gives a valuable commentary on each piece, sets it in its context, and indicates its influence on the field. This book will be a very useful resource for students of these debates from all backgrounds’ – Catriona McKinnon, University of York Contemporary Political Theory provides an accessible introduction to the key works of major contemporary political theorists. Key theorists and writers include John Rawls, Robert Nozick, Michael Walzer, Michael Sandel, Susan Okin, Will Kymlicka, Iris Marion Young, Charles Taylor, Nancy Fraser and John Dryzek. The readings are organized thematically into seven sections on egalitarian-liberalism, libertarianism, communitarianism, republicanism, feminism, deliberative democracy, and multiculturalism. A substantial introduction is provided to each to identify the main issues and the significance of the carefully selected excerpts that follow. The result is a complete but concise guide through the literature and major topics and areas of debate in contemporary political theory and political philosophy. Colin Farrelly is Assistant Professor in the Department of Political Science at the University of Waterloo, Canada. Contemporary Political Theory: A Reader will complement his textbook Introduction to Contemporary Political Theory also published by SAGE Publications.
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