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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Bibliographic Details
Author / Creator:	Farrand, Kym, author.
Imprint:	Lanham : University Press of America, [2016] ©2016
Description:	1 online resource
Language:	English
Subject:	Values. Social ethics. Social ethics. Values.
Format:	E-Resource Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/13539744

Hidden Bibliographic Details
ISBN:	9780761867135 0761867139 9780761867128 0761867120
Notes:	Includes bibliographical references and index. Online resource; title from PDF title page (EBSCO, viewed December 22, 2015)
Summary:	"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

Table of Contents:

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

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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