human-dignity-education-and-political-society

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This book explores the interrelation of human dignity, education, and political society, and discusses why liberal education is best suited to dignified personal and political life. It sets out what is perennially important about such an education, tracks its development historically, and presents relevant contemporary issues.

Religious or spiritual beliefs underpin many controversies and conflicts in the contemporary world. Written by a range of scholarly contributors, this three-volume set provides contextual background information and detailed explanations of religious controversies across the globe. • Provides detailed coverage of a broad range of religious controversies and issues in a single resource • Offers analysis and context from authorities in their fields that goes beyond the often simplified presentations of religious controversies in modern media • Supplies insight into key religious issues that underpin international current events, enabling readers a greater understanding of the root causes of the acrimony and contention regarding seemingly secular issues

Issues of universal human rights are critically important topics in education today. Educators, scholars, and activists urge schools to promote awareness and understanding of human rights in their curricula from the earliest levels. Written by by Betty A. Reardon, one of the foremost scholars on human rights education for the primary and secondary levels, Educating for Human Dignity is designed for both teachers and teacher educators. It is the first resource offering both guidance and support materials for human rights education programs from kindergarten through high school. It opens possibilities for an holistic approach to human rights education that directly confronts the values issues raised by human rights problems in a context of global interrelationships.

Concerned with the trendy, technocratic, and at times sophistical character of contemporary education at all levels, both public and private, the authors of this collection seek to reinvigorate a Thomistic approach to education appropriate to the problems of our day. With its main inspiration taken from the work of Jacques Maritain, especially his 1943 Education at the Crossroads, the volume presents a trenchant critique of the "privacies" of contemporary education, with its emphasis upon the conventional and useful. At the same time, the essays present the outlines of the proper alternative, an education which helps students draw out from themselves the desire for truths which transcend the contingencies of culture and utility. Such an education seeks to guide students to "the common things" available to all human beings. The essays uphold an account of man's intellectual and affective capacities which understands these capacities as naturally ordered to truth. The essays approach the task in different but complementary ways: in critiques of contemporary theories of education, in speculative accounts of knowledge and learning, in applications of theory to specific institutional settings, and in discussions of the political contexts governing modern education. In this rich variety of ways, the essays in The Common Things not only point the way back to the crossroads Maritain spoke of fifty years ago; they go on to indicate something of the landscape along the road not taken by contemporary education. ABOUT THE EDITOR: Daniel McInerny is assistant professor of philosophy at the University of St. Thomas/Center for Thomistic Studies in Houston, Texas. THE CONTRIBUTORS: In addition to the editor, the contributors to the volume are: Benedict M. Ashley, O.P., Romanus Cessario, O.P., Charles Dechert, Donald DeMarco, Curtis L. Hancock, Gregory J. Kerr, Joseph W. Koterski, S.J., Robert Lauder, Herbert I. London, Robert J. McLaughlin, Daniel McInerny, John M. Palms, Jerome Meric Pessagno, Ernest S. Pierucci, Alice Ramos, Mario Ramos-Reyes, Walter Raubicheck, Peter A. Redpath, Gregory M. Reichberg, James V. Schall, S.J., Francis Slade, Michael W. Strasser, and Henk E. S. Woldring. PRAISE FOR THE BOOK: "These essays are a considerable addition to Thomistic thought about education."--Review of Metaphysics

Argues that classical social theory has its intellectual and moral roots in classical Greece. Winner CHOICE 2003 Outstanding Academic Title “McCarthy’s ... erudition may very well render this work a contemporary classic in the continuing discussion of a maturing discipline.” — CHOICE

The issue of human rights, in the context of corporate social responsibility, is normally taken to relate to concern about exploitation in the supply chain - child labour, slavery in developing countries, and similar evils; but of course, human rights are engaged in relation to the treatment of employees in any work situation. Indeed, as Human Dignity and Managerial Responsibility illustrates, the handling of employees is increasingly recognised as an important ingredient of sustainable enterprise - evidence shows that ethical and socially responsible behaviour is increasingly and successfully being engaged in many large corporations. Much has been written about the responsibilities of managers. Since employees are claimed by all organisations to be among their most important stakeholders it is ironic that research finds that the behaviour of many managers towards employees is often inappropriate. The editors and contributors of Human Dignity and Managerial Responsibility argue that there is a clear connection between maintaining the dignity of the workforce and corporate performance and sustainability. Their multiple perspectives on the workplace examine the position of the employee as a stakeholder, together with issues about managing employees in relation to social responsibility and sustainability. They discuss diversity in the broadest sense, filling a gap in the research-related literature essential to a more rounded understanding of CSR. Human Dignity and Managerial Responsibility will appeal to a wide audience amongst those with an academic or professional interest in CSR, sustainability, governance and stakeholder management, human rights, diversity, human resource management, and organisational development.

In the first anthology of its kind, Thomas O'Brien and Scott Paeth have gathered unique pieces from across religious perspectives to illustrate the growing influence and contribution of religion to the field of business ethics. Events in the recent past make clear people in business urgently need to focus on the moral dimension of practices and behaviors. Courses in business ethics are increasingly more prevalent in business schools and in departments of philosophy and religious studies, and yet texts for these courses normally pay scant attention to the much-needed religious perspective on what constitutes ethical practice and behavior. O'Brien and Paeth now fill that need with this new text! Tackling such wide-ranging subjects as Jewish environmental ethics, Zen in the workplace, and Christian social ethics, this text is a valuable addition to any business ethics course.

This book examines the women's movement in Iran and its role in contesting gender relations since the 1979 revolution. Looking at examples from politics, law, employment, environment, media and religion and the struggle for democracy, this book demonstrates how material conditions have important social and political consequences for the lives of women in Iran and exposes the need to challenge the dominant theoretical perspectives on gender and Islam. A truly fascinating insider's look at the experiences of Iranian women as academics, political and civil society activists, this book counters the often inaccurate and misleading stereotyping of Iranian women to present a vibrant and diverse picture of these women's lives. A welcome and unique addition to the vibrant and growing literature on women, Islam, development, democracy and feminisms.

Introduction to Politics and Society draws on examples from popular political culture in order to convey how politics operates in the contemporary world. Examples illustrate the meaning of theories and show the relevance of central theoretical debates. Planned and developed with an eye to the needs of students, the book is an extraordinary resource for undergraduate teaching and study needs. It will be required reading for undergraduate students in sociology, politics and social policy.

This book is the outcome of a global study undertaken on behalf of the World Education Fellowship (WEF) in collaboration with UNESCO. It provides education policy makers with evidence to support programs that address the major challenges faced by education systems in the next decade. It contains case studies, and it expands on the work done by UNESCO’s International Commission on Education for the 21st Century (the Delors Report).

A number of case studies about interventions in schools to promote the inclusion of pupils referred to a local authority Educational Psychology Service (EPS) in the north of England are to be found in this book. The aim of the book is to provide accounts which do not shirk from describing ‘failures’ as well as ‘successes’. These are written as ‘stories’ from the point of view of an educational psychologist and they ‘bring alive’ the dilemmas of professional practice.

Drawing on historical inisights, systematic reflections and empirical data, this book offers a substantive understanding of the complex relationship between religion and human rights and of the empirical impact of Christianity and Islam on the attitudes toward human rights, i.e. a human rights culture.

The Pursuit of Liberal Education is a scholarly but accessible book on philosophy of education. It also involves a look at a philosophy of man, mind, conduct, government and progress. There is a discussion of the humanities and sciences, along with some social criticism, too. It calls for a revival of liberal education. It redefines liberal education as both a preservation of the best of the cultural heritage, and as a helpful guide for social reform. Thinking and learning about ideas and values across the spectrum of knowledge are considered. This is an indispensable book that puts everything in perspective.

The relationship between religion and the law is a hot-button topic in America, with the courts, Congress, journalists, and others engaging in animated debates on what influence, if any, the former should have on the latter. Many of these discussions are dominated by the legal perspective, which views religion as a threat to the law; it is rare to hear how various religions in America view American law, even though most religions have distinct views on law. In Faith and Law, legal scholars from sixteen different religious traditions contend that religious discourse has an important function in the making, practice, and adjudication of American law, not least because our laws rest upon a framework of religious values. The book includes faiths that have traditionally had an impact on American law, as well as new immigrant faiths that are likely to have a growing influence. Each contributor describes how his or her tradition views law and addresses one legal issue from that perspective. Topics include abortion, gay rights, euthanasia, immigrant rights, and blasphemy and free speech.

Education seems to have lost its orientation in Western culture and is in disarray all over the globe in time of global transitions. This book attempts to address the challenge of globalization to education in the broadest sense of the concept of education. The various texts are written by some of the most famous and interesting scholars in the field. This collection is unique and opens the door for further research and public discussion on the future role of education.

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