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بایگانی‌های 978-0-674-74385-4 - خانه اخلاق پژوهان جوان
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Dignity in adversity

by Seyla Benhabib

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Subject: Human Rights, Human Rights - Political Aspects,

The language of human rights has become the public vocabulary of our contemporary world. Ironically, as the political influence of human rights has grown, their philosophical justification has become ever more controversial. Building on a theory of discourse ethics and communicative rationality, this book addresses the politics and philosophy of human rights against the background of the broader social transformations that are shaping the modern world. Rejecting the reduction of international human rights to the Trojan horse of a neo-liberal empire’s bid for world power, as well as the conservative objections to legal cosmopolitanism as encroachments upon democratic sovereignty, Benhabib develops two key concepts to move beyond these false antitheses. International human rights norms need contextualization in specific polities through processes of what she calls ‘democratic iterations.’ Furthermore, such norms have a ‘jurisgenerative power, ‘ in that they enable new actors to enter fields of social and political contestation; they promote new vocabularies for public claim-making and anticipate a justice to come. — Book Description.

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Moral Psychology Handbook

by John M. Doris

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Subject: Ethics, Philosophy / Ethics & Moral Philosophy, Philosophy / General, Psychology / General,

The Moral Psychology Handbook offers a survey of contemporary moral psychology, integrating evidence and argument from philosophy and the human sciences. The chapters cover major issues in moral psychology, including moral reasoning, character, moral emotion, positive psychology, moral rules, the neural correlates of ethical judgment, and the attribution of moral responsibility. Each chapter is a collaborative effort, written jointly by leading researchers in thefield.

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Cultural Studies and Environmentalism

by Deborah J. Tippins

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Subject: Education, Environmental Law, Science - Study And Teaching,

As the first book to explore the confluence of three emerging yet critical fields of study, this work sets an exacting standard. The editors’ aim was to produce the most authoritative guide for ecojustice, place-based education, and indigenous knowledge in education. Aimed at a wide audience that includes, but is not restricted to, science educators and policymakers, Cultural Studies and Environmentalism starts from the premise that schooling is a small part of the larger educational domain in which we live and learn. Informed by this overarching notion, the book opens up ways in which home-grown talents, narratives, and knowledge can be developed, and eco-region awareness and global relationships can be facilitated. Incorporating a diversity of perspectives that include photography, poetry and visual art, the work provides a nuanced lens for evaluating educational problems and community conditions while protecting and conserving the most threatened and vulnerable narratives. Editors and contributors share the view that the impending loss of these narratives should be discussed much more widely than is currently the case, and that both teachers and children can take on some of the responsibility for their preservation. The relevance of ecojustice to this process is clear. Ecojustice philosophy is a way of learning about how we frame, or perceive, the world around us—and why that matters. Although it is not synonymous with social or environmental justice, the priorities of ecojustice span the globe in the same way. It incorporates a deep recognition of the appropriateness and significance of learning from place-based experiences and indigenous knowledge systems rather than depending on some urgent (3)4z(Becological crises(3)4y (Bto advocate for school and societal change. With a multiplicity of diverse voices coming together to explore its key themes, this book is an important starting point for educators in many arenas. It brings into better focus a vital role for the Earth’s ecosystems in the context of ecosociocultural theory and participatory democracy alike. (3)4z(BEncompassing theoretical, empirical, and experiential standpoints concerning place-based knowledge systems, this unique book argues for a transformation of (science) education’s intellectual tradition of thinking that emphasizes individual cognition. In its place, the book offers a wisdom tradition of thinking, living, and being that emphasizes community survival in harmony within itself and with Mother Earth.(3)4y (BGlen Aikenhead.

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