L'auteur n'a pas eu l'intention de donner une analyse ni même une description de la pensée politique de Hobbes dans son ensemble. Il pratique plutôt une série de coupes dans l'oeuvre de Hobbes à propos d'un certain nombre de problèmes précis, donc limités, pour chercher à les élucider. Ainsi : La nature humaine - La force et son emploi politique - Philosophie politique et histoire - Individu et société - Le droit et la loi - Théorie de la personne publique. (...) Dix chapitres, qui sont autant d'essais dont chacun se suffit par lui-même, fût-c e au prix de certaines répétitions. Pour spécialistes soit de Hobbes soit de la philosophie politique. (shrink)

The authors developed this textbook in response to an increasing interest in ethics, and a growing number of courses on this topic that are now being offered in educational leadership programs. It is designed to fill a gap in instructional materials for teaching the ethics component of the knowledge base that has been established for the profession. The text has several purposes: First, it demonstrates the application of different ethical paradigms (the ethics of justice, care, critique, and the profession) through (...) discussion and analysis of real-life moral dilemmas that educational leaders face in their schools and communities. Second, it addresses some of the practical, pedagogical, and curricular issues related to the teaching of ethics for educational leaders. Third, it emphasizes the importance of ethics instruction from a variety of theoretical approaches. Finally, it provides a process that instructors might follow to develop their own ethics unit or course. * Part I provides an overview of why ethics is so important, especially for today's educational leaders, and describes a multiparadigm approach essential to practitioners as they grapple with ethical dilemmas. * Part II deals with the dilemmas themselves. Ethical dilemmas written by the authors' graduate students bring readers face-to-face with the kinds of dilemmas faced by practicing administrators in urban, suburban, and rural settings in an era full of complexities and contradictions. * Part III focuses on pedagogy and provides teaching notes for the instructor. The authors discuss the importance of self-reflection on the part of both instructors and students, and model how they thought through their own personal and professional ethical codes as well as reflected upon the critical incidents in their lives that shaped their teaching and frequently determined what they privileged in class. (shrink)

Raymond Polin. valeurs objectives. De l'objectivité des valeurs, n'espère-t-on pas tirer un double bénéfice, fonder la vérité d'une part, et, d'autre part, rendre possible leur universalité ? La liaison des valeurs aux normes est trop essentielle  ...

This text, with its definitions of contract theories and political concepts and its treatment of constitutionalism builds, a link from Plato and Aristotle to the present. It compares Plato and Aristotle's principle points of agreement and disagreement including neglected and misunderstood concepts. Concluding that Plato and Aristotle are not too relevant to the modern scientific-industrial ago (and outdated with regard to women and slavery), but they did contribute to eventual development of the scientific attitude and modern limited government (constitutionalism).

Cette édition numérique a été réalisée à partir d'un support physique, parfois ancien, conservé au sein du dépôt légal de la Bibliothèque nationale de France, conformément à la loi n° 2012-287 du 1er mars 2012 relative à l'exploitation des Livres indisponibles du XXe siècle. Pages de début Adieu à la philosophie de l'histoire De la liberté à la culture Culture et civilisation Les devenirs des cultures La crisecontemporaine de la culture occidentale Pages de fin.