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Locke Science And Politics

Author: Steven Forde
Publisher: Cambridge University Press
ISBN: 1107041147
Size: 42.82 MB
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The first book to explore the deep influence of modern science on Locke's moral and political philosophy.

Education For Life

Author: George Turnbull
ISBN: 9780865976221
Size: 30.98 MB
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Liberty Fund recognizes the significance of George Turnbull, one of the earliest of the authors in the Scottish tradition, with the publication of new editions of hisPrinciples of Moral and Christian Philosophy, his Observations upon Liberal Education, and his translation of Heineccius. These major works testify to Turnbull's distinctive voice in presenting natural-law theory on a scientific model, in harnessing the arts to promote the principles of moral and civil virtue, and in extolling reason as the foundation of liberty. The short pieces in Education for Life: Correspondence and Writings on Religion and Practical Philosophy supplement Turnbull's larger and more sprawling works and give a more concentrated presentation of his ideas. These extremely rare works include two Aberdeen graduation theses, three tracts on religion, various writings on education and art, and, for the first time in print, the correspondence of Turnbull. M. A. Stewart is Professor Emeritus of the History of Philosophy at the University of Lancaster, Honorary Research Professor at the University of Aberdeen, and Senior Research Fellow at Harris Manchester College, Oxford. Paul Wood is Professor of History and Director of the Humanities Centre at the University of Victoria. Knud Haakonssen is Professor of Intellectual History at the University of Sussex, England.

Human Dignity Of The Vulnerable In The Age Of Rights

Author: Aniceto Masferrer
Publisher: Springer
ISBN: 3319326937
Size: 56.10 MB
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This volume is devoted to exploring a subject which, on the surface, might appear to be just a trending topic. In fact, it is much more than a trend. It relates to an ancient, permanent issue which directly connects with people’s life and basic needs: the recognition and protection of individuals’ dignity, in particular the inherent worthiness of the most vulnerable human beings. The content of this book is described well enough by its title: ‘Human Dignity of the Vulnerable in the Age of Rights’. Certainly, we do not claim that only the human dignity of vulnerable people should be recognized and protected. We rather argue that, since vulnerability is part of the human condition, human vulnerability is not at odds with human dignity. To put it simply, human dignity is compatible with vulnerability. A concept of human dignity which discards or denies the dignity of the vulnerable and weak is at odds with the real human condition. Even those individuals who might seem more skilled and talented are fragile, vulnerable and limited. We need to realize that human condition is not limitless. It is crucial to re-discover a sense of moderation regarding ourselves, a sense of reality concerning our own nature. Some lines of thought take the opposite view. It is sometimes argued that humankind is – or is called to be – powerful, and that the time will come when there will be no vulnerability, no fragility, no limits at all. Human beings will become like God (or what believers might think God to be). This perspective rejects human vulnerability as in intrinsic evil. Those who are frail or weak, who are not autonomous or not able to care for themselves, do not possess dignity. In this volume it is claimed that vulnerability is an inherent part of human condition, and because human dignity belongs to all individuals, laws are called to recognize and protect the rights of all of them, particularly of those who might appear to be more vulnerable and fragile.

The Reforming Of General Education

Author: S. A. Barnett
Publisher: Routledge
ISBN: 1351475363
Size: 22.55 MB
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This comprehensive examination of general education by Daniel Bell scrutinizes the experiences of Columbia College, Harvard, and The College of the University of Chicago. These three basic models of general education in the country are set against a background of social change which includes a detailed analysis of structural changes in American society, the universities and the secondary schools and what Bell has called the emerging "postindustrial" society.Bell attacks the distinction between general education and specialism. He holds that one must embody and exemplify general education through disciplines and extend the context of specialism by setting it within the methodological grounds of knowledge. The common link between the two is the emphasis on conceptual inquiry. By emphasizing modes of conceptualization?"how one knows, rather than what one knows"?Bell insists that colleges can have a new, vivifying function between the pressures of the secondary and graduate schools.In his proposals for a new curriculum, Bell sets forth a scheme that imagines the first year as an acquisition of necessary historical and humanistic knowledge, the next two years as training in a discipline, and the last year, "the third-tier"?the most radical innovation?as a new kind of general education course which would "brake" specialization and apply disciplined knowledge to broad intellectual and policy questions.