Morally and otherwise right lives, education, and upbringing : a rational basis for citizenship, liberty and peace, and a theory about everything /
Saved in:
| Author / Creator: | Farrand, Kym, author. |
|---|---|
| Imprint: | Lanham : University Press of America, [2016] ©2016 |
| Description: | 1 online resource |
| Language: | English |
| Subject: | |
| Format: | E-Resource Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/13539744 |
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| 100 | 1 | |a Farrand, Kym, |e author. | |
| 245 | 1 | 0 | |a Morally and otherwise right lives, education, and upbringing : |b a rational basis for citizenship, liberty and peace, and a theory about everything / |c Kym Farrand. |
| 264 | 1 | |a Lanham : |b University Press of America, |c [2016] | |
| 264 | 4 | |c ©2016 | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed December 22, 2015) | |
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a "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 practical applications of these values to life generally, especially to morality, education and other upbringing. In doing so, and because this education covers all areas, the book also discusses politics, society, law, peace-studies, health-care ethics, economics, philosophy, gender-issues, sexuality, sexism, racism, environmental-issues, animal rights, natural and social science, psychology, religion, art, music, literature, media and much more. Applications include advocating extensive freedoms and types of democracy, fairness, justice, equality, rights, responsibilities, flourishing, happiness and unselfish universal benevolence. Emotions are argued to be important. Alternative theories are criticised. They are argued to lack evidence. The book discusses problems with evidence, one conclusion being that the theory needs to be self-critical and sometimes skeptical concerning its details."--Amazon | ||
| 505 | 0 | |a 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 650 | 0 | |a Values. |0 http://id.loc.gov/authorities/subjects/sh85141939 | |
| 650 | 0 | |a Social ethics. |0 http://id.loc.gov/authorities/subjects/sh85123939 | |
| 650 | 7 | |a PHILOSOPHY |x Movements |x Humanism. |2 bisacsh | |
| 650 | 7 | |a Social ethics. |2 fast |0 (OCoLC)fst01122447 | |
| 650 | 7 | |a Values. |2 fast |0 (OCoLC)fst01163906 | |
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| 928 | |t Library of Congress classification |a BD435 |l Online |c UC-FullText |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=e000xna&AN=1107684 |z eBooks on EBSCOhost |g ebooks |i 13682266 | ||