It is a welcome development when academic philosophy starts to concern itself with practical issues, in such a way as to influence people's lives. Recently this has happened with one moral issue in particular—but infortunately it is the wrong issue, and people's actions have been influenced in the wrong way. The issue is that of the moral status and treatment of animals. A number of philosophers have argued for what they call ‘animal liberation’, comparing it directly with egalitarian causes such (...) as women's liberation and racial equality and suggesting that, if racism and sexism are rationally indefensible, so is ‘speciesism’. If one ought to give equal consideration to the interests of all human beings, then, so they daim, one must on the same grounds and in the same way recognize that ‘all animals are equal’, be they human or non-human. We believe that this assimilation of ‘animal liberation’ to human liberation movements is mistaken. (shrink)

Comparative Political Theory and Cross-Cultural Philosophy explores new forms of philosophizing in the age of globalization by challenging the conventional border between the East and the West, as well as the traditional boundaries among different academic disciplines. This rich investigation demonstrates the importance of cross-cultural thinking in our reading of philosophical texts and explores how cross-cultural thinking transforms our understanding of the traditional philosophical paradigm.

_International Library of the Philosophy of Education _reprints twenty-four distinguished texts published in this field over the last half-century and includes works by authors such as Reginald D. Archambault, Charles Bailey, Robin Barrow, Norman J. Bull, D. E. Cooper, R. F. Dearden, Kieran Egan, D. W. Hamlyn, Paul H. Hirst, Glenn Langford, D. J. O'Connor, T. W. Moore, D. A. Nyberg, R. W. K. Paterson, R. S. Peters, Kenneth A Strike, I. A. Snook, John and Patricia White, and John (...) Wilson. Themes discussed include: Liberal education, moral education, the aims of education, the education of teachers, adult & continuing education and the philosophical analysis of education. _Available now at a special introductory price. This price is applicable until 3 months after publication. For more information, please contact us._. (shrink)

Francis Ingledew's impressive recent article in this journal argues the following: that the Trojan historiography produced by secular clerics for Norman lords and English kings is characterized by the defining features of the Virgilian philosophy of history . Even if the “Book of Troy” is “irreducible … to any single work,” Geoffrey of Monmouth's Historia regum Britanniae may be taken to be exemplary of it, since Geoffrey's “book is the effective mastertext of the new rendering of the historical (...) field.” In this article I set aside my agreement with the broad thrust of Ingledew's argument; instead I want to qualify it in two ways. In the first place, I question whether the template of the Aeneid can be used quite so straightforwardly for Galfridian material. More importantly, I question the notion of one “Troy Book.” There is another version of the “Troy Book,” that of Guido delle Colonne's Historia destructionis Troiae, translations of which constitute a significant body of English vernacular writing in the fourteenth and fifteenth centuries. This tradition is resolutely anti-imperialistic in every way. Even if works in this tradition were written for aristocratic readers, they were pitched from a clerical position that stood opposed to imperial enterprise. I make each of these points by looking back to English narratives in the Guido tradition from the vantage point of Gavin Douglas's early-sixteenth-century translation of the Aeneid, his Eneados. (shrink)

THE P R E F A C E, Giving fome ACCOUNT of the LIFE, WRITINGS, and CHARACTER of the AUTHOR. T"\R. FRANCIS HUTCHESON was born on the 8th of ...

Concerning beauty, order, harmony, design.--Concerning moral good and evil.

Unified theory of cognition -- Psychological laws -- Foundations of person cognition -- Functional theory of attitudes -- Attitude integration theories -- Comparisons of attitude theories -- Moral algebra -- Group dynamics -- Cognitive theory of judgment-decision -- General theory -- Experimental methods -- Unified science of psychology.

James Moore states that "some of the most distinctive and central arguments of Hutcheson's philosophy - the importance of ideas brought to mind by the internal senses, the presence in human nature of calm desires, of generous and benevolent instincts - will be found to emerge in the course of these writings.""--Jacket.

The debate on the European Union's democratic deficit usually operates within a national-democratic framework of analysis. This article argues for a change in methodology. It follows the thesis that the EU is a ‘demoicracy’– a polity of multiple demoi– and has to be evaluated as such. Core principles of demoicracy are developed and the EU is assessed accordingly. Such an evaluation is not only more adequate, but also provides original insights: it is found that, whereas the constitutional development of the (...) EU has approached demoicratic standards in general, major deficits remain at the national level. (shrink)

A professor, dean, and college president for more than twenty years, Francis H. Horn is one of America’s most penetrating educational analysts. And while in this collection of sixteen of his most significant and controversial papers he addresses himself primarily to educational ad­ministrators, the nonspecialist can read what he has to say with pleasure and profit. Extremely well written and jargon free, the essays represent the tenets of Mr. Horn’s main beliefs, many of which go against contemporary conventional views. (...) The papers are divided into four main areas: objectives, problems, administration, and students. Though there is a certain amount of recur­rence of ideas throughout the essays, especially of Mr. Horn’s deeply-held beliefs, the thrust of his thought is objective, patient, provocative, and challenging examination of the realities of the present as well as the hopes of the future. (shrink)

Often described as the father of the Scottish Enlightenment, Francis Hutcheson was born in the north of Ireland to an Ulster-Scottish Presbyterian family. Organised into three 'books' that were divided between two volumes, A System of Moral Philosophy was his most comprehensive work. It synthesised ideas that he had formulated as a minister and as the Chair of Moral Philosophy at the University of Glasgow. Published posthumously by his son in 1755, prefaced by an account of his life, it (...) is the only treatise by Hutcheson for which a manuscript is known to have survived. Asserting that individual natural rights derive from an innate understanding of moral behaviour, Hutcheson offers a model that mediates between individual interests and communal ideals. Volume 1 describes the role and perception of 'perfect' and 'imperfect' natural rights. Volume 2 explores the role of familial and political governance in relation to communal happiness. (shrink)

Since the l960s, archaeology has become increasingly taught in universities and practiced on a growing scale by national and local heritage agencies throughout the world. This book addresses the criticisms of postmodernist writers about archaeology's social role, and asserts its intellectual importance and achievements in discovering real facts about the human past. It looks forward to the creation of a truly global consciousness of the origins of human societies and civilizations.