Morally and otherwise right lives, education, and upbringing : a rational basis for citizenship, liberty and peace, and a theory about everything /

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"Morally and Otherwise Right Lives, Education and Upbringing proposes a new theory concerning values. This is argued to be a rationally-justified, evidence-based theory. It has one universally-applicable general value, under which come many specific values, e.g., non-sexism. The book discusses...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Farrand, Kym (Autor)
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Lanham : University Press of America, [2016]
Temas:
Values.
Social ethics.
PHILOSOPHY > Movements > Humanism.
Social ethics
Values
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Foreword; Conventions; Preface; Notes; Part I; Section 1: Introduction to Part I, Some Further Definitions; Section 2: The First, 'From-An-Objective-Viewpoint, ' Argument; Section 3: Comments Which Conclude Previous Sections and Lead into Others; Section 4: An Aside; Section 5: Preliminary Remarks Concerning Part I, Sections 6-8; Section 6: Investigation of What Rationality, Rationally-Defined Evidence and Objectivity Mean Generally; Section 7: That Investigation's Conclusions, and Preliminary Comments Regarding Their Implications for Values
  • Section 8: The Second, 'The Rationally-Unquestionable-Highest-Priority-Aim, ' ArgumentSection 9: Concluding Comments So Far; Notes; Part II; Section 1: Preliminary Comments. A Rationally-Critical Approach; Section 2: Insoluble Practical Applicability Problems?; Section 3: Are the Practical Applications Too Unclear, Too Intellectually Difficult, or Too Narrow?; Section 4: Summarising Some Educational Implications of the Book So Far; Section 5: Some Directly Moral Examples of Applicability; Section 6: Applicability Regarding the A-Objectivity
  • Section 7: A-Objectivity Plurality Consistent with Pro-Objectivity SingularitySection 8: Pro-Objectivity Singularity Coherent with Pro-Objectivity Plurality and Hence Freedom; Section 9: Happiness and Unhappiness; Section 10: More on Motivatability of the Theory; Section 11: Concluding Remarks Concerning Part II; Notes; Part III; Section 1: Introduction to Parts III-VI, Some Further Definitions; Section 2: General Educational/Upbringing Aims; Section 3: Some Related Cognitive and Other Psychological Aims; Notes; Part IV; Section 1: Equality of Outcomes; Section 2: Positive Discrimination
  • Section 3: Coherent Education, Subject Integration, Structure and BalanceSection 4: Relevant Education; Section 5: Inclusivity in Education; Section 6: Early Intervention; Section 7: Morally Etc Right Discipline; Section 8: Discipline, Socialisation, and Students' Natures; Section 9: Student-Centred Education, Child-Centred Upbringing; Section 10: Flexible Education; Section 11: Streaming; Section 12: Co-operative Learning; Students as Educators; Section 13: Students' (Qualified) Need for a Certain Type of Close Circle; Section 14: Student Transition Issues; Section 15: Developmental Stages
  • Transition Issues Here. RebelliousnessSection 16: Some Other Neurological, Value-Related Issues; Section 17: Some Social/Political Issues Here; Section 18: Educational Assessment; Section 19: Uniforms and Appearance; Notes; Part V; Section 1: The General Nature of Educators and Other Upbringers; Section 2: Educating Professional Educators; Section 3: Educating Other Upbringers; Section 4: Working Conditions of Upbringers/Educators; Section 5: Coherence among Educators (and Generally); Section 6: School and University Counsellors; Section 7: Teacher Transfer Issues; Note; Part VI

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