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This book is recommended for anyone interested in understanding, questioning, articulating, and acting on the basis of their own and others’ perspectives on sexism, racism, and affirmative action in American higher education. –ChoiceWhile equal opportunity for all candidates is widely recognized as a goal within academia, the implementation of specific procedures to achieve equality has resulted in vehement disputes regarding both the means and ends. To encourage a reexamination of this issue, Cahn asked three prominent American social philosophers–Leslie Pickering Francis, Robert L. Simon, and Lawrence C. Becker–who hold divergent views about affirmative action, to write extended essays presenting their views. Twenty-two other philosophers then respond to these three principal essays. While no consensus is reached, the resulting clash of reasoned judgments will serve to revitalize the issues raised by affirmative action.ContentsIntroduction – Steven M. CahnPart I1. In Defense of Affirmative Action – Leslie Pickering Francis2. Affirmative Action and the University: Faculty Appointment and Preferential Treatment – Robert L. Simon3. Affirmative Action and Faculty Appointments – Lawrence C. BeckerPart II4. What Good Am I? – Laurence Thomas5. Who Counts on Campus? – Ann Hartle6. Reflections on Affirmative Action in Academia – Robert G. Turnbull7. The Injustice of Strong Affirmative Action – John Kekes8. Preferential Treatment Versus Purported Meritocratic Rights – Richard J. Arneson9. Faculties as Civil Societies: A Misleading Model for Affirmative Action – Jeffrie G. Murphy10. Facing Facts and Responsibilities – The White Man’s Burden and the Burden of Proof – Karen Hanson11. Affirmative Action: Relevant Knowledge and Relevant Ignorance – Joel J. Kupperman12. Remarks on Affirmative Action – Andrew Oldenquist13. Affirmative Action and the Multicultural Ideal – Philip L. Quinn14. Affirmative Action in the Cultural Wars – Frederick A. Olafson15. Quotas by Any Name: Some Problems of Affirmative Action in Faculty Appointments – Tom L. Beauchamp16. Are Quotas Sometimes Justified? – James Rachels17. Proportional Representation of Women and Minorities – Celia Wolf-Devine18. An Ecological Concept of Diversity – La Verne Shelton19. Careers Open to Talent – Ellen Frankel Paul20. Some Sceptical Doubts – Alasdair MacIntyre21. Affirmative Action and Tenure Decisions – Richard T. De George22. Affirmative Action and the Awarding of Tenure – Peter J. Markie23. The Case for Preferential Treatment – James P. Sterba24. Saying What We Think – Fred Sommers25. Comments on Compromise and Affirmative Action – Alan H. GoldmanAbout the AuthorsIndex About the Author(s)Steven M. Cahn is Professor of Philosophy and former Provost and Vice President for Academic Affairs at the Graduate Center of the City University of New York. He has published numerous other books, including Morality, Responsibility, and the University (Temple).Contributors: Laurence Thomas, Ann Hartle, Robert G. Turnbull, John Kekes, Richard J. Arneson, Jeffrie G. Murphy, Karen Hanson, Joel J. Kupperman, Andrew Oldenquist, Philip L. Quinn, Frederick A. Olafson, Tom L. Beauchamp, James Rachels, Celia Wolf-Devine, La Verne Shelton, Ellen Frankel Paul, Alasdair MacIntyre, Richard T. De George, Peter J. Markie, James P. Sterba, Fred Sommers, Alan H. Goldman, and the editor.
The Ethics of Teaching provides a frank discussion of the most frequently encountered ethical dilemmas that can arise in educational settings, as well as tips on how to avoid these predicaments and how to deal with them when they do occur. The goal is to stimulate discussion and raise faculties’ consciousness about ethical issues. Ethical dilemmas are presented as short, engaging case scenarios, most of which are based on actual situations, so as to furnish more realistic and interesting stimuli for individual reflection and group discussion. These scenarios offer the opportunity to consider the subtle complexities inherent in the social and psychological contexts in which educator-student interactions occur and the effects of those complexities on ethical decision making. Each case is followed by a detailed analysis and advice. The book’s 195 cases are grouped into 22 chapters representing topics, such as the controversial classroom presentations and assignments, debatable testing and grading practices, problematic student-faculty interactions, dual-role relationships with students, collegial conflicts, managing very difficult students, and confidentiality dilemmas. The Ethics of Teaching: A Casebook, Second Edition: *focuses on commonly encountered ethical “gray areas” that have no clear solution; *includes questions to stimulate discussion of related ethical issues; *concludes with a chapter on prevention, peer mentoring, and intervention; and *serves as excellent “assigned reading” to stimulate group discussion in teaching workshops and faculty development programs. The first edition of this book evolved by collecting a variety of teaching situations that commonly occur in college and university settings. The authors then created responses to the situations and circulated both the cases and the responses to reviewers from a number of departments across the country. As a result, the vast majority of the cases are “discipline free.” The second edition features many new cases to reflect recent trends and events related to academic ethics. Questions were added to stimulate discussion and to further elaborate the issues. The Ethics of Teaching: A Casebook is ideal for college and university faculty, graduate assistants, and administrators involved in workshops, graduate teaching assistant courses, and faculty development and new faculty orientation programs. As a result of the book’s cross-disciplinary development, it will be beneficial to faculty from a broad spectrum of disciplines.
Weakness of will, the phenomenon of acting contrary to one’s own better judgment, has remained a prominent discussion topic of philosophy. The history of this discussion in ancient, medieval, and modern times has been outlined in many studies. Weakness of Will in Renaissance and Reformation Thought is, however, the first book to cover the fascinating source materials on weakness of will between 1350 and 1650. In addition to considering the work of a broad range of Renaissance authors (including Petrarch, Donato Acciaiuoli, John Mair, and Francesco Piccolomini), Risto Saarinen explores the theologically coloured debates of the Reformation period, such as those provided by Martin Luther, Philip Melanchthon, John Calvin, and Lambert Daneau. He goes on to discuss the impact of these authors on prominent figures of early modernity, including Shakespeare, Descartes, Spinoza, and Leibniz.While most of the historical research on weakness of will has focused on the reception history of Aristotle’s Nicomachean Ethics, Saarinen pays attention to the Platonic and Stoic discussions and their revival during the Renaissance and the Reformation. He also shows the ways in which Augustine’s discussion of the divided will is intertwined with the Christian reception of ancient Greek ethics, and argues that the theological underpinnings of early modern authors do not rule out weakness of will, but transform the philosophical discussion and lead it towards new solutions.
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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