Kym Farrand

Morally and Otherwise Right Lives, Education and Upbringing (eBook, ePUB)

A Rational Basis for Citizenship, Liberty and Peace, and a Theory about Everything

• Format: ePub

Produktbeschreibung

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.

Produktdetails

• Verlag: Bloomsbury eBooks US
• Seitenzahl: 366
• Erscheinungstermin: 1. April 2016
• Englisch
• ISBN-13: 9780761867135
• Artikelnr.: 44765203

Autorenporträt

Kym Farrandtaught in Australian schools for about 25 years, teaching all levels and abilities from Junior Primary to Secondary School, and representatively taught virtually all subjects. Kym is a qualified psychologist, and has taught and researched university philosophy and other tertiary subjects. Kym has four children, two boys and two girls, and 10 grandchildren.

Inhaltsangabe

Table of Contents
Preface; Overview Of The Book; Some Preliminary Definitions; Preliminary
Introduction
PART I: JUSTIFICATION, VIA EVIDENCE
Section 1: Introduction To Part I; Some Further DefinitionsSection 2: The
First, 'From-An-Objective-Viewpoint,' ArgumentSection 3: Comments Which
Conclude Previous Sections And Lead Into OthersSection 4: An AsideSection
5: Preliminary Remarks Concerning Sections 6-8Section 6: Investigation Of
What Rationality, Rationally-Defined Evidence And Objectivity Mean
GenerallySection 7: That Investigation's Conclusions, And Preliminary
Comments Regarding Their Implications For ValuesSection 8: The Second, 'The
Rationally-Unquestionable Highest-Priority-Aim,' ArgumentSection 9:
Concluding Comments So FarNOTES TO PART IPART II: OVERVIEW CONCERNING
PRACTICAL APPLICATIONSSection 1: Preliminary Comments. A
Rationally-Critical ApproachSection 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 FarSection 5: Some Directly Moral
Examples Of ApplicabilitySection 6: Applicability Regarding The
A-ObjectivitySection 7: A-Objectivity Plurality Consistent With
Pro-Objectivity SingularitySection 8: Pro-Objectivity Singularity Coherent
With Pro-Objectivity Plurality And Hence FreedomSection 9: Happiness And
UnhappinessSection 10: More On Motivatability Of The TheorySection 11:
Concluding Remarks Concerning Part IINOTES TO PART IIPART III: THE
BEGINNING OF A MORE DETAILED DISCUSSION OF PRACTICAL APPLICATIONSSection 1:
Introduction To Parts III-VI; Some Further DefinitionsSection 2: General
Educational/Upbringing AimsSection 3: Some Related Cognitive And Other
Psychological AimsNOTES TO PART IIIPART IV: MAINLY CONCERNING
CHILDREN/STUDENTS AND (OTHER) GENERAL LEARNING ISSUESSection 1: Equality Of
OutcomesSection 2: Positive DiscriminationSection 3: Coherent Education.
Subject Integration, Structure And BalanceSection 4: Relevant
EducationSection 5: Inclusivity In EducationSection 6: Early
InterventionSection 7: Morally Etc Right DisciplineSection 8: Discipline,
Socialisation And Students' NaturesSection 9: Student-Centred Education.
Child-Centred UpbringingSection 10: Flexible EducationSection 11:
StreamingSection 12: Co-Operative Learning; Students As EducatorsSection
13: Students' (Qualified) Need For A Certain Type Of Close CircleSection
14: Student Transition IssuesSection 15: Developmental Stages; Transition
Issues Here. RebelliousnessSection 16: Some Other Neurological,
Value-Related IssuesSection 17: Some Social/Political Issues HereSection
18: Educational AssessmentSection 19: Uniforms And AppearanceNOTES TO PART
IVPART V: MAINLY CONCERNING EDUCATORS AND OTHER UPBRINGERSSection 1: The
General Nature Of Educators And Other UpbringersSection 2: Educating
Professional EducatorsSection 3: Educating Other UpbringersSection 4:
Working Conditions Of Upbringers/EducatorsSection 5: Coherence Among
Educators (And Generally)Section 6: School And University
CounsellorsSection 7: Teacher Transfer IssuesNOTES TO PART VPART VI:
SPECIFIC EDUCATIONAL SUBJECTS OR AREASSection 1: Introduction To Part
VISection 2: Philosophy; Critical Reasoning; Problem-SolvingSection 3: Some
Justificatory Philosophy, For Students About 13Section 4: Some
Justificatory Philosophy For First-Year UniversitySection 5: Concluding
Part VI, Sections 2-4Section 6: More On Problems Concerning
KnowledgeSection 7: Objectivity And Pro-Objectivity Regarding History And
Archaeology. More General Problems Concerning KnowledgeSection 8: Further
Here. Comparisons With Science And Other DisciplinesSection 9: Conclusions
Here. Right Uses Of History. Preserving The PastSection 10: Introduction To
The Following Social Science SectionsSection 11: Values In Social (And
Other) ScienceSection 12: Related And Other Social Science Issues. Human
NatureSection 13: More On Groups; Group Size And Pro-Objectivity's
Universal Focus; CharitySection 14: PsychologySection 15: Gender And Ageing
StudiesSection 16: Self-Knowledge; Will-Power; Young Persons Versus Adults.
Related IssuesSection 17: Emotions. Some Other Moral Etc IssuesSection 18:
General Physical ScienceSection 19: Biological ScienceSection 20:
Health-Care SciencesSection 21: Health-Care EthicsSection 22: Issues Here
Regarding Justifying Values-Theories. Comparing Some TheoriesSection 23: A
Pro-Objectivity-Handled Medical Hard CaseSection 24: More Concerning Hard
Health-Care Choices; "Playing God"Section 25: Maths. LogicSection 26:
Language. Moral Etc Effects Of LanguageSection 27: Some Further Moral Etc
Issues Involving A-Objectivity's Relation To Pro-ObjectivitySection 28:
Introduction To The Following Politics And Society SectionsSection 29:
Outline Of A Right Society's PoliticsSection 30: Two Democracies.
Non-Incoherent Pluralism AgainSection 31: A-Objectivity Democracy And
FreedomSection 32: Effects Of And Societal Needs Concerning A-Objectivity
FreedomSection 33: Concluding Those Politics And Society Sections So
FarSection 34: Pro-Objectivity DemocracySection 35: The Ultimate Guardian
IssueSection 36: Legal Studies. LawSection 37: Free Speech Or
CommunicationSection 38: Related Issues Concerning Belief, Faith, Meaning
And SimilarSection 39: Peace Studies; Violence; CrueltySection 40:
FairnessSection 41: EconomicsSection 42: Trust, Guilt And Related Issues
Regarding Contributing EconomicallySection 43: Consumer EducationSection
44: Environmental StudiesSection 45: GeographySection 46: Responsibilities
Regarding Other SpeciesSection 47: Multi-Cultural StudiesSection 48:
Religious Studies. More Concerning EvidenceSection 49: Evidence-Based
SpiritualitySection 50: Some Aesthetics; Pleasure; Appearanceism; Some
General Moral Issues HereSection 51: Physical Education; Exercise;
SportSection 52: Music And DanceSection 53: Health EducationSection 54:
Safety. Risk-TakingSection 55: Sex EducationSection 56:
Marriage/Partnerships. FamiliesSection 57: Child-Raising. Householder
SkillsSection 58: Literature; Drama; ComedySection 59: ArtSection 60: Media
StudiesSection 61: Computer StudiesSection 62: CraftsSection 63: Vocational
EducationSection 64: ElectivesSection 65: LibrarySection 66:
OtherConcluding RemarksNOTES TO PART VIReferences And
BibliographyAPPENDIXESForeword To AppendixesAppendix 1: A Science Example
Of Coherence In Each Knowledge-AreaAppendix 2: Countering A 'Circularity'
Criticism Of The First ArgumentAppendix 3: Coherence Regarding
ValuesAppendix 4: Other Justificatory Arguments Related To Part I's First
And Second ArgumentsAppendix 5: Why Do What Is Morally Right?Appendix 6:
Concerning Emotion And Objectivity. HumeNOTES TO THE APPENDIXES