Introduction: conceptual analysis of teaching, by B. P. Komisar and T. W. Nelson.--A concept of teaching, by B. O. Smith.--The concept of teaching, by I. Sheffler.--A topology of the teaching concept, by T. F. Green.--Teaching: act and enterprise, by B. P. Komisar.--Must an education have an aim? By R. S. Peters.--Curriculum as a field of study, by D. Heubner.--Can and should means-ends reasoning be used in teaching? By C. J. B. Macmillan and J. E. McClellan.

Introduction: conceptual analysis of teaching, by B. P. Komisar and T. W. Nelson.--A concept of teaching, by B. O. Smith.--The concept of teaching, by I. Sheffler.--A topology of the teaching concept, by T. F. Green.--Teaching: act and enterprise, by B. P. Komisar.--Must an education have an aim? By R. S. Peters.--Curriculum as a field of study, by D. Heubner.--Can and should means-ends reasoning be used in teaching? By C. J. B. Macmillan and J. E. McClellan.

In responding to and examining Mary Anne Raywid's adoption of community building as an aim for schools, I survey a number of types of communities, including recreational, intentional and language communities. In considering all these communities, I try to show both the power of communities in our personal lives and some idea of why we might be of two minds about promoting community as an ideal in the modern world and in schools in particular.

happens, how it happens, and why it happens. Our assumption ought to be that this is as true in education as it is in atomic physics. But this leaves many other questions to answer. The crucial ones: What kind of science is proper or appropriate to education? How does it differ from physics? What is wrong with the prevai1~ ing, virtually unopposed research tradition in education? What could or should be done to replace it with a more adequate tradi tion? (...) What concepts are necessary to describe and explain what we find there? It is in this realm that we find ourselves. Where to start? One place - our place, needless to say - is with one limited but central concept in education, teaching. A long philosophical tradition concerned with the nature of teaching goes back (along with everything else) to Plato, divulging most recent ly in the work of such philosophers as B. O. Smith, Scheffler, Hirst, Komisar, Green, McClellan, Soltis, Kerr, Fenstermacher, et al. An empirical tradition runs parallelto the philosophers -it has its most notable modern proponents in Gage, the Soars, Berliner, Rosen shine, but its roots can be traced to the Sophists. These two tradi tions have been at loggerheads over the centuries. (shrink)

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This is a review of Jean Curthoys and Victor H. Dudman, VICTOR DUDMAN'S GRAMMAR AND SEMANTICS (Hampshire, UK: Palgrave Macmillan, 2012).

Blending high-interest original writing with select primary sources on political theory, From Concept to Dialogue: An Introduction to Political Theory fosters appreciation for and critical thinking about major political concepts. The text poses thought-provoking questions that guide readers into drawing critical information out of challenging material. Section 1 of the text introduces key concepts and questions of political theory such as human nature, political change, justice, power, governance, and citizenship. Each chapter in this section contains engaging activities that allow readers (...) to apply these concept to their lives. In Section 2 readers are introduced to seminal thinkers including Aristophanes, Plato, Machiavelli, Hobbes, Locke, Rousseau, and Mill. Original works such as The Clouds, The Prince, the Apology of Socrates, and Leviathan are framed by introductions that place them in context. The discussion questions spark thought and discussion, support comprehension and retention, and encourage reflection on the concepts and questions in Section 1. Featuring foundational readings geared to students with no prior exposure to the discipline and original material that shows how they relate to our contemporary political world, From Concept to Dialogue is an ideal textbook for courses in introductory political science and political philosophy. Elissa Alzate holds a Ph.D. in political science from the University of California, Davis. Dr. Alzate is currently an assistant professor at Winona State University in Minnesota, where she has taught courses in the history of political thought, political ideologies, American political thought, political theories of education, religion and toleration in political thought, and feminist political theory. Her writing has appeared in Polity, and she is the author of the book Religious Liberty in a Lockean Society: Burwell v. Hobby Lobby, which is forthcoming from Palgrave MacMillan. Dr. Alzate is a member of the American Political Science Association and the Association for Political Theory. (shrink)

The Islamic Law of War: Justifications and Regulations. By Ahmed Al-Dawoody. Palgrave Series in Islamic Theology, Law, and History, vol. 2. New York: Palgrave Macmillan, 2011. Pp. xiii + 338. $90.

Once upon a time, academic philosophy in the Global North was characterized by a dichotomy between ‘analytic philosophy’ and ‘Continental philosophy.’ This distinction often determined not just one...