This book focuses on two central debates:how to introduce higher ethical standardshow to regulate business activity and prosecute offenders The authors bring ...

This book undertakes a critical survey of art history across Europe, examining the recent conceptual and methodological concerns informing the discipline as well as the political, social and ideological factors that have shaped its development in specific national contexts.

Crito is a dialogue by the ancient Greek philosopher Plato. It depicts a conversation between Socrates and his wealthy friend Crito regarding justice, injustice, and the appropriate response to injustice. Socrates thinks that injustice may not be answered with injustice, and refuses Crito's offer to finance his escape from prison. The dialogue contains an ancient statement of the social contract theory of government.

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.

This paper explores Plato and Aristotle 's responses to the pre-Socratic philosopher Parmenides, who paradoxically said that there is no such thing as non-being, and no such things as change. I argue that Plato’s response would have been good enough to defeat the claim in a debate, thereby remedying the political aspects of the Parmenides problem. However, Aristotle ’s answer is required to answer some additional philosophical and scientific aspects. Plato's Sophist is a very difficult dialogue to understand; seeing it (...) in light of Aristotle 's discussion of the same topic helps to explain the complexities of what his teacher Plato wrote. (shrink)

Nicholas Oresme's mid-fourteenth-century treatise De moneta falls outside the conventional genres of late medieval scholastic writing: it is neither a commentary, a summa, nor a publicistic tract. Historians of political thought have largely shunned the work. Instead, De moneta has primarily been the object of attention among historians of economic thought. Despite the fact that De moneta certainly contains technical economic analysis of the nature of money in an Aristotelian mode, both the circumstances of its composition and the main lines (...) of its argument suggest that it deserves treatment as a profoundly political work. Oresme's intention is clearly to advise his countrymen in a pragmatic fashion about a matter of public policy. His specialized economic analysis is merely a propedeutic to his main point. In this sense, the political theory contained in De moneta merits serious attention as an attempt to bring economic concerns to bear on the duties of rulers and the needs of their subjects. (shrink)

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.