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What is a human right? How can we tell whether a proposed human right really is one? How do we establish the content of particular human rights, and how do we resolve conflicts between them? These are pressing questions for philosophers, political theorists, jurisprudents, international lawyers, and activists. James Griffin offers answers in his compelling new investigation of the foundations of human rights. First, On Human Rights traces the idea of a natural right from its origin in the late Middle Ages, when the rights were seen as deriving from natural laws, through the seventeenth and eighteenth centuries, when the original theological background was progressively dropped and ‘natural law’ emptied of most of its original meaning. By the end of the Enlightenment, the term “human rights” (droits de l’homme) appeared, marking the purge of the theological background. But the Enlightenment, in putting nothing in its place, left us with an unsatisfactory, incomplete idea of a human right. Griffin shows how the language of human rights has become debased. There are scarcely any accepted criteria, either in the academic or the public sphere, for correct use of the term. He takes on the task of showing the way towards a determinate concept of human rights, based on their relation to the human status that we all share. He works from certain paradigm cases, such as freedom of expression and freedom of worship, to more disputed cases such as welfare rights–for instance the idea of a human right to health. His goal is a substantive account of human rights–an account with enough content to tell us whether proposed rights really are rights. Griffin emphasizes the practical as well as theoretical urgency of this goal: as the United Nations recognized in 1948 with its Universal Declaration, the idea of human rights has considerable power to improve the lot of humanity around the world. We can’t do without the idea of human rights, and we need to get clear about it. It is our job now–the job of this book–to influence and develop the unsettled discourse of human rights so as to complete the incomplete idea.
This landmark text is the first introduction to concepts and issues in critical discourse analysis for educational researchers. The central premise is that critical discourse analysis must be conducted “systematically,” which means conducting inquiry into the ways in which language form and function correlate with social practices. Bringing together the work of New Literacy Studies, situated literacy, critical discourse theory and analysis with theories of learning, the text is distinctive in providing not just useful analytic accounts of discourse in classroom and other settings, but going on to identify ways in which these forms of language are connected to theories of learning. Contributions from two pioneers in the field–James Gee and Norman Fairclough–are combined with empirically grounded chapters that illustrate variations of their approaches to critical discourse analysis. Each chapter presents examples of systematical critical discourse analysis and its relevance in education settings, and provides detailed information on analytic procedures. An Introduction to Critical Discourse Analysis in Education: *introduces key concepts in critical discourse analysis and answers some of the frequently asked questions; *situates critical discourse analysis within educational research; and *provides detailed analytic procedures, to demystify the process, allow researchers to have a conversation about issues of trustworthiness of interpretations and value to educational contexts, and enable replication of studies. The new synthesis of theoretical and empirical studies in critical discourse analysis and education the book presents will interest newcomers to critical discourse analysis, as well as researchers and educators interested in discourse, identity, and learning. The descriptive, critical ethnographic and interpretive approaches to critical discourse analysis developed in each chapter make the book accessible yet theoretically rich. Pedagogical features make critical discourse analysis accessible to students. The text is cross-disciplinary, intended for courses in qualitative methodology, discourse analysis, critical discourse studies, and literacy education. It will appeal not only to education researchers but to a wide readership within literacy studies, linguistics, sociology, and other social sciences concerned with contemporary approaches to describing and explaining the role of language in learning and education.
“Critical philosophical investigation of the question: What is the meaning of life? Discusses views prominent in analytic philosophy, phenomenology, and existentialism, drawing especially on the thought of Tolstoy, Wittgenstein, Sartre, and Camus and exploring in depth the insights these thinkers offer regarding their own difficulties concerning the meaning of life”–Provided by publisher.
Here is a thorough, vividly written introduction to contemporary philosophy and some of the most crucial questions of human existence: the nature of mind and knowledge, the status of moral claims, the existence of God, the role of science, and the mysteries of language, among them. In Thinking It Through, esteemed philosopher Kwame Anthony Appiah shows us what it means to “do” philosophy in our time and why it should matter to anyone who wishes to live a more thoughtful life. Opposing the common misconceptions that being a philosopher means espousing a set of philosophical beliefs, or being a follower of a particular thinker, Appiah argues that “the result of philosophical exploration is not the end of inquiry in a settled opinion, but a mind resting more comfortably among many possibilities, or else the reframing of the question, and a new inquiry.” Thinking It Through is organized around eight central topics — mind, knowledge, language, science, morality, politics, law, and metaphysics. It traces how philosophers in the past have considered each subject (how Hobbes, Wittgenstein, and Frege, for example, approached the problem of language) and then explores some of the major questions that still engage philosophers today. More important, Appiah shows us not only what philosophers have thought but how they think, giving us examples we might use in our own attempts to navigate the complex issues that confront any reflective person in the 21st century. Filled with concrete examples of how philosophers work and written in the liveliest prose, Thinking It Through guides readers through the process of philosophical reflection and enlarges our understanding of the central questions of human life.
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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