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The Liberalism of Care : Community, Philosophy, and Ethics
Attention to care in modern society has fallen out of view as an ethos of personal responsibility, free markets, and individualism has taken hold.The Liberalism of Care argues that contemporary liberalism is suffering from a crisis of care, manifest in a decaying sense of collective political responsibility for citizens’ well-being and for the most vulnerable members of our communities.Political scientist Shawn C. Fraistat argues that we have lost the political language of care, which, prior the nineteenth century, was commonly used to express these dimensions of political life. To recover that language, Fraistat turns to three prominent philosophers—Plato, Jean-Jacques Rousseau, and William Godwin—who illuminate the varied ways caring language and caring values have structured core debates in the history of Western political thought about the proper role of government, as well as the rights and responsibilities of citizens.The Liberalism of Care presents a distinctive vision for our liberal politics where political communities and citizens can utilize the ethic and practices of care to face practical challenges.
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The Philosophy of Higher Education : A Critical Introduction
Providing a comprehensive introduction to the philosophy of higher education this book steps nimbly through the field, leading it into new areas and advancing an imaginative ecological realism.Each chapter takes the form of a short essay, tackling a particular topic such as values, knowledge, teaching, critical thinking and social justice.It also examines key issues including academic freedom, the digital university and the Anthropocene, and draws on classic as well as contemporary texts in the field. Composed of five parts, the book travels on a compelling journey: Part one identifies foundations of the field, distinguishing between the ideas of university and higher education, Part two examines key concepts, including research, culture, academic freedom and reason, Part three focuses on higher education as a set of educational practices and being a student, Part four is concerned with the university as an institution and includes the matters of leadership and the spirit of the university, Part five turns to the university in the world, and argues for an ecological perspective. Written in a lively and accessible style, and ideal for anyone coming to the field for the first time but also of interest to experienced scholars, this book offers sightings of new possibilities for higher education and the university.
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Philosophy as Dialogue
A collection of Hilary Putnam’s stimulating, incisive responses to such varied and eminent thinkers as Richard Rorty, Jürgen Habermas, Noam Chomsky, Martha Nussbaum, W.V. Quine, Wilfrid Sellars, John McDowell, and Cornel West. Hilary Putnam (1926–2016) was renowned—some would say infamous—for changing his philosophical positions over the course of his long and much-admired career.This collection of essays, the first of its kind, showcases how his ideas evolved as he wrestled with the work of his contemporaries. Divided into five thematic sections, Philosophy as Dialogue begins with questions of language and formal logic, tracing Putnam’s reactions to the arguments of Wilfrid Sellars, Noam Chomsky, Charles Travis, and Tyler Burge.Next, it brings together Putnam’s responses to realists and antirealists, philosophers of science and of perception, followed by forays into pragmatism and skepticism.While Putnam devoted most of his efforts to logic, mathematics, and the philosophy of mind, he also took up issues in moral philosophy, politics, and religion.Here we read him in conversation with giants of these fields, including Martha Nussbaum, Jürgen Habermas, Elizabeth Anscombe, Cora Diamond, Richard Rorty, and Franz Rosenzweig.Finally, Philosophy as Dialogue presents Putnam’s deeply personal and largely unknown writing on philosophical method that reveals the influence of W.V. Quine, Michael Dummett, and Stanley Cavell on his work. Once more, Mario De Caro and David Macarthur have presented and introduced a choice selection of Hilary Putnam’s writings that will change the way he is understood.Most of all, these thirty-six replies and responses to his contemporaries showcase the extraordinary—perhaps even unparalleled—breadth of his work, and his capacity to engage deeply with seemingly every mode of philosophy.
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German Philosophy : A Dialogue
Two eminent French philosophers discuss German philosophy-including the legacy of Kant, Hegel, Nietzsche, Adorno, Fichte, Marx, and Heidegger-from a French perspective. In this book, Alain Badiou and Jean-Luc Nancy, the two most important living philosophers in France, discuss German philosophy from a French perspective.Written in the form of a dialogue, and revised and expanded from a 2016 conversation between the two philosophers at the Universitat der Kunste Berlin, the book offers not only Badiou's and Nancy's reinterpretations of German philosophers and philosophical concepts, but also an accessible introduction to the greatest thinkers of German philosophy.Badiou and Nancy discuss and debate such topics as the legacies of Kant, Hegel, and Marx, as well as Nietzsche, Adorno, Fichte, Schelling, and the unavoidable problem of Heidegger and Nazism.The dialogue is contentious, friendly, and often quotable, with strong-at times passionate-positions taken by both Badiou and Nancy, who find themselves disagreeing over Kant, for example, and in unexpected agreement on Marx, for another. What does it mean, then, to conduct a dialogue on German philosophy from a French perspective?As volume editor Jan Voelker observes, "German philosophy" and "French philosophy" describe complex constellations that, despite the reference to nation-states and languages, above all encompass shared concepts and problems-although these take a range of forms.Perhaps they can reveal their essential import only in translation.
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How can one construct a function without critical points?
One way to construct a function without critical points is to create a function that is either strictly increasing or strictly decreasing over its entire domain. This can be achieved by using simple functions like linear functions or exponential functions. By ensuring that the function does not have any local maxima or minima, critical points can be avoided. Additionally, functions that are constant over their domain will also not have any critical points.
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How can one construct a function without any critical points?
One way to construct a function without any critical points is to choose a function that is either strictly increasing or strictly decreasing over its entire domain. This means that the function's derivative will never be equal to zero, and therefore there will be no critical points. For example, the function f(x) = x^3 is strictly increasing for all real numbers x, and its derivative f'(x) = 3x^2 is never equal to zero. Therefore, f(x) = x^3 has no critical points. Similarly, the function g(x) = -x^2 is strictly decreasing for all real numbers x, and its derivative g'(x) = -2x is also never equal to zero. Therefore, g(x) = -x^2 has no critical points. In general, any function that is strictly increasing or strictly decreasing over its entire domain will not have any critical points.
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What are the critical points of this 4th degree function?
The critical points of a 4th degree function occur where the derivative of the function is equal to zero or undefined. To find the critical points, we need to take the derivative of the 4th degree function and set it equal to zero. Once we solve for the values of the independent variable that make the derivative zero, we can then determine the corresponding values of the function at those points. These points are the critical points of the 4th degree function.
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Are ethics philosophy experts in demand?
Yes, ethics philosophy experts are in demand in various fields such as academia, business, law, and healthcare. They are sought after for their expertise in ethical reasoning, critical thinking, and decision-making. With the increasing focus on ethical considerations in today's society, the demand for ethics philosophy experts is likely to continue to grow.
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Philosophy and Ethics
Deliver an ambitious, knowledge-rich philosophy and ethics curriculum at KS3 with 18 ready-made, flexible and high quality KS3 lessons. The first unit 'Philosophy of religion' explores the ideas of influential Western philosophers focusing on questions surrounding human knowledge and the existence of God.The second unit ‘Ethics’ explores questions about right and wrong, human nature and artificial intelligence. · Ignite pupils’ interest with engaging content and questions that spark discussion and help pupils think critically about philosophy and ethics· Give pupils a firm foundation that will help them excel at GCSE 9-1 Religious Studies· Assess pupils’ understanding with questions for each lesson, including discursive questions to provide extended writing and essay practice· Aid pupils' long-term memory with a knowledge organiser and quiz at the end of each unit covering key ideas, vocabulary and people· Ease teacher workload by providing expert subject knowledge and tried and tested lessons that make it easy to implement a carefully sequenced, broad and balanced curriculum at KS3
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Critical Reflections on Teacher Education : Why Future Teachers Need Educational Philosophy
Critical Reflections on Teacher Education argues that educational philosophy can improve the quality of teacher education programs in Canada, the United States, and the United Kingdom.The book documents the ways in which the market model of education propagated by governments and outside agencies hastens the decline of philosophy of education and turns teachers into technicians in hierarchical school systems.A grounding in educational philosophy, however, enables future teachers to make informed and qualified judgements defining their professional lives.In a clear and accessible style, Howard Woodhouse uses a combination of reasoned argument and narrative to show that educational philosophy, together with Indigenous knowledge systems, forms the basis of a climate change education capable of educating future teachers and their students about the central issue of our time.
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A Dialogue of Hope : Critical Thinking for Critical Times
We live in an Ireland, and a world, where conventional economic models have failed, politics is fractured, what it means to be human is contested, and opposition between secularists and believers is conducted like some kind of Punch-and-Judy show.The dominant narrative of our time is spent. What might replace it?A group of individuals, with expertise in different fields of Irish life, have come together to make a case for constructive engagement and dialogue between secularists and religious believers, in order to imagine an alternative narrative for our day.This narrative, involving a more participatory democracy, would be in service of social and ecological justice and human flourishing.It is a narrative that would welcome input from secular sources and religious voices, from poor and rich people, from atheists and believers, from scientists and philosophers, from poets and theologians. The present book is the fruit of their sharing and deliberations.It is their hope that they can contribute to a more widespread `dialogue of hope' that will champion an inclusive vision of society where all can flourish and feel at home.
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Reconceptualizing the Role of Critical Dialogue in American Classrooms : Promoting Equity through Dialogic Education
Acknowledging teacher and student dialogue as key to student development, this volume takes a critical perspective on notions of classroom participation, extending previous scholarship to illustrate how critical, dialogic pedagogies can promote equity and inclusivity.In proposing and outlining the parameters of "critical dialogic education," the contributors to this volume document and discuss examples of classroom discourse practices that challenge the monolithic and uncritical discourse practices that traditionally silence minoritized students.Chapters draw on a range of empirical studies and present multimodal data to consider aspects of teacher education; classroom environments; and curricular innovations which promote critical and dialogical student interaction, civic engagement, and linguistic versatility. This book will be of interest to scholars, postgraduate students, and researchers working in the fields of language, classroom discourse, social justice, and critical pedagogies, as well as teacher educators and professional development leaders who work with classroom teachers.
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'Function or no function?'
A function is a relation between a set of inputs and a set of possible outputs where each input is related to exactly one output. To determine if a relation is a function, we can use the vertical line test. If a vertical line can intersect the graph of the relation at more than one point, then it is not a function. If the vertical line intersects the graph at only one point for every input value, then the relation is a function.
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What is animal ethics in Aristotle's philosophy?
In Aristotle's philosophy, animal ethics is the consideration of how humans should treat animals based on their inherent value and capabilities. Aristotle believed that animals have a lower level of rationality compared to humans, but they still possess some level of consciousness and should be treated with respect and kindness. He argued that humans have a responsibility to care for and protect animals, as they are part of the natural world and contribute to the overall balance and harmony of the ecosystem. Overall, animal ethics in Aristotle's philosophy emphasizes the importance of recognizing the value of animals and treating them with compassion and consideration.
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Do metaphysics, ethics, etc. belong to philosophy?
Yes, metaphysics, ethics, and other branches such as epistemology, logic, and aesthetics are all considered fundamental areas of philosophy. Metaphysics deals with the nature of reality and existence, ethics focuses on moral principles and values, and these branches, along with others, form the core of philosophical inquiry. They are essential in exploring fundamental questions about the nature of reality, knowledge, values, and existence, making them integral parts of the broader field of philosophy.
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Should one study ethics in the teaching profession for philosophy or ethics?
One should study ethics in the teaching profession from both a philosophical and ethical perspective. Philosophy provides a theoretical framework for understanding the fundamental principles of ethics, while ethics offers practical guidance on how to apply these principles in real-life teaching situations. By studying both, educators can develop a deep understanding of ethical issues and dilemmas in education and cultivate the critical thinking skills necessary to navigate them effectively. This dual approach can help teachers make informed, morally sound decisions in their professional practice.
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