This article assesses to what extent the future of democratic liberty depends upon its citizens employing a proper approach to the past, by analyzing Tocqueville’s views of three kinds of historical consciousness—aristocratic, revolutionary, and democratic. It is argued that democracies require certain aristocratic assumptions about historical dynamics to cultivate a historical consciousness that fosters liberty. Key to this is the belief in the human capacity to influence the trajectory of history. Tocqueville’s historical approach, which blends aristocratic and democratic elements, (...) is identified as the most effective method for tempering the fatalistic tendencies of the democratic point of view. Thus, for democracies to maintain liberty, citizens should recognize the dual role of general causes and human agency in directing the course of historical events. Tocqueville’s insights on the effects of historical consciousness on the future of democratic liberty remain particularly relevant today when Western democracies confront internal polarization and external anti-democratic challenges, whether neoliberal, illiberal, populist, or fascist. (shrink)

Presenting U.S. history as contested interpretations of compelling problems, this text offers a clear set of principles and strategies, together with case studies and "Mystery Packets" of documentary materials from key periods in American history, that teachers can use with their students to promote and sustain problem-finding and problem-solving in history and social studies classrooms. Structured to encourage new attitudes toward history as hands-on inquiry, conflicting interpretation, and myriad uncertainties, the whole point is to create a (...) user-friendly way of teaching history "as it really is" - with all its problems, issues, unknowns, and value clashes. Students and teachers are invited to think anew as active participants in learning history rather than as passive sponges soaking up pre-arranged and often misrepresented people and events. New in the Second Edition: New chapters on Moundbuilders, and the Origins of Slavery; expanded Gulf of Tonkin chapter now covering the Vietnam and Iraq wars; teaching tips in this edition draw on years of teacher experience in using mysteries in their classrooms since the publication of the first edition. (shrink)

This book studies the history of intercultural human rights. It examines the foundational elements of human rights in the East and the West and provides a comparative analysis of the independent streams of thought originating from the two different geographic spaces. It traces the genesis of the idea of human rights back to ancient Indian and Greco-Roman texts, especially concepts such as the Rigvedic universal moral law, the Upanishadic narratives, the Romans' model of governance, the rule of law, and (...) administration of justice. It also looks at Cicero's concept of rights and duties which focuses on quality of compassion and fair play, and Seneca's expositions on mercy, empathy, justice and checks on the arbitrary exercise of power. An important contribution, this book fills a significant gap in the study of human rights. It will be useful for students and researchers of political science, ancient history, religion and civilizations, philosophy, history, human rights, governance, law, sociology, and South Asian studies. The book also caters to general readers interested in the history of human rights. (shrink)

This essay introduces this special issue on virtue ethics in relation to military AI. It describes the current situation of military AI ethics as following that of AI ethics in general, caught between consequentialism and deontology. Virtue ethics serves as an alternative that can address some of the weaknesses of these dominant forms of ethics. The essay describes how the articles in the issue exemplify the value of virtue-related approaches for these questions, before ending with thoughts for further research.

States are beginning to restructure their U.S. history assessments from previous multiple-choice based assessments to include written-response questions that have higher levels of academic language demands. These higher-order thinking and analytical items pose challenges to linguistically and culturally diverse students. The purpose of the current study is to investigate how the restructuring of a U.S. history state assessment is associated with English Learners’ (ELs) achievement over time. The author incorporates 3 years of data from the Tennessee Department of (...) Education, and utilizes multi-level modeling (Hierarchical Linear Modeling) to examine and compare the association between school percentage ELs and U.S. history achievement on Tennessee's (TN) U.S. history state assessment. Findings indicate that the restructuring of the TN U.S. history state assessment in the 2015–16 school year is significantly and inversely associated with ELs’ achievement on this assessment. At the same time, there are no significant associations for the 2012–13 and the 2013–14 school years. This suggests a negative inverse association between the restructuring of the TN U.S. history state assessment and ELs’ performance. In addition, this suggests that ELs’ lack of U.S. history reading and writing ability may have contributed to the negative association. (shrink)

This is a general account of the Cappadocian Christian Father Gregory of Nyssa (c. 335 - c. 395 CE) as a philosopher. The article is divided into a discussion of his life and his views on God, the world, humanity, history, knowledge, and virtue. A common thread, which would later be systematized in the Palamite essence-energies distinction, is traced in all these topics. Of particular interest to philosophers are comparisons with John Locke and Immanuel Kant.

Three indexes have been compiled: authors of main articles (including our special departments such as ‘Projects in progress’ and ‘Notes and discussions’); essay reviews; and book reviews. Co-author...

This study examined the historical perspectives of eleven emergent bilingual and bilingual students at two middle schools. Data analysis revealed that the participants’ perspectives on U.S. history reflected three schematic narrative templates focused on nation-building, equality, and discrimination. The participants primarily employed the (in)equality narratives when discussing aspects of U.S. history directly linked to their identities. The findings add to the extant research on student historical perspectives and use of schematic narrative templates. The findings further suggest that engaging (...) (emergent) bilingual students in examining multiple perspectives and conducting critical history inquiry can contribute to notions of culturally and linguistically responsive social studies instruction. (shrink)

The growth of high-stakes testing in state accountability systems necessitates further examination of their impact on stakeholders. Prompted by broader state-level reform in Kentucky, this evaluation aims to provide insight into a new accountability system's effect on social studies teachers. Using a goal-free evaluation model and case study design, the researchers examined the content and instructional decisions made by a group of U.S. history teachers in response to a new end-of-course exam designed by ACT-QualityCore. The evaluation incorporated a content (...) analysis of teacher materials, observation of a professional learning community meeting, and teacher interviews. The results of this evaluation indicate that teachers generally support the changes in the new assessment system but find specific elements frustrating and hesitate to completely revamp their instructional practices. Considering these assessment system changes occurred to advance Kentucky's goal of college and career readiness for all, this evaluation provides insight into what is actually happening in classrooms and should assist teachers and administrators as they assess the impact of these reforms on classroom practice. (shrink)

This study explores how Asian American experiences are depicted in four high school U.S. history textbooks and four middle school U.S. history textbooks used in Virginia. The analytic framework was developed from the scholarship of collective memories and histories of immigration in Asian American studies. Content analysis of the textbooks suggests the overall narrative of Asian American history in U.S. history textbooks aligns with the grand narrative of American history, that is, the “story of progress.” (...) This major storyline of Asian Americans – that they suffered from nativist racism and discrimination for a long time, overcame these obstacles through their hard work and efforts, and achieved the American dream – fits well into the master narrative of American progress, highlighting the process of their belonging to the U.S. as citizens. This storyline misrepresents the realities and diversity among Asian ethnic groups and their migration histories as well as the fluid nature of their identities across national borders. These findings stress the continued challenges in representing Asian American experiences as well as other marginalized groups in U.S. history textbooks. (shrink)

In The Ethics of Food, Gregory E. Pence brings together a collection of voices who share the view that the ethics of genetically modified food is among the most pressing societal questions of our time. This comprehensive collection addresses a broad range of subjects, including the meaning of food, moral analyses of vegetarianism and starvation, the safety and environmental risks of genetically modified food, issues of global food politics and the food industry, and the relationships among food, evolution, and human (...) history. (shrink)

The history of corporations in the United States (U.S.) is much older than the country, as it must be understood in the context of the history of peoples of Europe who eventually dominated the North American continent in the seventeenth and eighteenth centuries. These European settlers came, in part, to achieve economic prosperity for themselves and, in many cases, for early forerunners of the modern corporation. These business organizations had predecessors in Europe millennia earlier as ancient Romans had (...) developed a functional and successful form of corporation for the purpose of conducting commerce in the Roman Empire. In the decades that followed the founding of the U.S. in 1776, corporations evolved from rare, small, closely controlled business organizations with a multitude of restrictions to very large, very powerful modern institutions that enjoy many of the legal rights of humans. With this evolution came ethical issues, as (1) the ethical distance was altered between corporate decision-makers and those affected by those decisions, and (2) many of the legal rights of individual humans were extended, through litigation, to corporations. This article explains the historical development of the U.S. corporation and identifies 20 Critical Events in the Ethics of Corporation History (CEECH). An understanding of these historical events may facilitate comprehension of many of the current ethical issues associated with a legal organizational form that profoundly affects business and society. (shrink)

Teaching for social justice requires an ability to address sensitive issues such as racism and sexism so that students can gain critical consciousness of these pervasive social realities. However, the empirical literature thus far provides minimal exploration of the factors teachers consider in deciding how to address these issues. This study explores this question through ethnographic case studies of two urban, 11th grade U.S. History classrooms. Differing classroom racial demographics and teacher instructional goals resulted in two distinct pedagogical approaches (...) to social justice teaching. Despite differences in class makeup and teaching approach, students in both classrooms developed intellectual confidence and critical citizenship skills related to their growing sociopolitical awareness. (shrink)

This article considers “safe spaces” for students—in particular LGBT students—as a worthy goal for educators, but ultimately a vision for learning that can shelter and limit the kinds of ethical encounters that provide opportunities for students to engage with contested narratives, histories, and perspectives on LGBT issues. As an alternative, the article explores “spaces of becoming” that work beyond safe spaces to be more inclusive of competing and contentious perspectives on LGBT issues. To examine how spaces of becoming work, two (...) concepts from educational theory informed by the philosophy of Gilles Deleuze—becoming and fabulation—are put to use in analyzing data from a qualitative study of a high school social studies teacher's unit on LGBT history in the United States. Examples of fabulation are highlighted to suggest how the narration of LGBT histories in two lessons of the teacher's ninth grade U.S. History course work both for and against a space of what the author terms “becoming-American” in this social studies classroom. Some implications from this study are drawn for social studies educators, namely how social studies education can push beyond awareness and visibility for LGBT persons for more radical curricular possibilities. (shrink)

Dombrowski's major aim is the positive one of showing that Plato had a philosophy of history, and of exhibiting its content. His minor aim is the negative one of showing that Karl Popper's interpretation of that philosophy is grossly mistaken.

Textbooks are a significant element of the social studies curriculum and teacher pedagogical choice (Apple, 2004; Apple & Christian-Smith, 1991). Students’ views of American history are dramatically affected by the textbook narratives to which they are exposed, and teachers often tilt their curricular choices based on the textbooks available to them ( Luke, 2006 Schug, Western & Enochs, 1997 ). The history of our nation's armed conflicts is often presented, through our textbooks and our pedagogy, as a (...) class='Hi'>history of reluctant violence, which promotes a particular moral agenda that exerts control over our students’ future beliefs and decisions. This is particularly important with regard to our textbook depictions of the U.S. Civil War, which holds a curricular status as a necessary and moral conflict. This study examines the manner in which U.S. history textbooks present the U.S. Civil War, as compared to relevant historiography, and presents recommendations for how teachers may approach the moral realities of war with their students. (shrink)

Howard Zinn's A People's History of the United States is a polarizing historical survey that has become a common subject of social studies curricular battles. This mixed methods study uses survey data and interviews with teachers who frequently assign the book to understand who uses this text and why. Findings reveal that the text has functional, pedagogical, and political appeal for teachers who are committed to including multiple perspectives and critiquing historical narratives. That these teachers are not primarily animated (...) by Zinn's intention for the text to inspire students’ participation in social movements should undermine critics’ fears of indoctrination and sloppy history teaching, but may disappoint supporters of the text hoping for more critical pedagogical motivations. (shrink)

I. Musulʹmansʹka kulʹtura ĭ filosofii︠a︡ na pivdennoukraïnsʹkykh zemli︠a︡kh -- Filosofsʹkyĭ sufizm Ibrahima alʹ-Kyrymi -- Abu lʹBaka'alʹ-Kafauvi: paradyhma postklasychnoho syntezu nauk -- Rat︠s︡ionalizm Mukhammada alʹ-Kafauvi ta Mukhammada alʹ-Akkirmani -- II. Obraz ti︠u︡rksʹkykh narodiv v ukraïnsʹkiĭ literaturi rannʹomedrnoï doby.

Objectives:Over the past two decades, all U.S. states have incorporated alcohol ignition interlock technology into sentencing laws for individuals convicted of driving while intoxicated. This article provides the first 50-state summary of these laws to include changes in the laws over time and their effective dates. This information is critical for policy makers to make informed decisions and for researchers to conduct quantitative evaluation of the laws.Methods:Standard legal research and legislative history techniques were used, including full-text searches in the (...) Westlaw legal database and identification of state session laws. Because ignition interlock device laws often change over time, we identified the date of each law's initial enactment as well as the effective date of each law in its current form.Results:Beginning with California and Washington in 1987, all 50 states have enacted IID laws as a sentencing option for DWI offenders. Initially, most of these laws were discretionary. Today, however, 48 states mandate IID installation for at least some types of DWI offenders to maintain lawful driving privileges. Of these, 27 mandate an IID for all offenders; seven mandate an IID for repeat offenders only; and 21 for some combination of specific groups of DWI offenders, including repeat offenders, offenders with a blood alcohol content above a legislatively-specified level, and aggravated offenders.Conclusion:States have wrestled with a number of IID policy issues, including for whom to mandate IIDs and whether to suspend a license for DWI prior to reinstating driving privileges with or without an IID. By understanding how state interlock laws differ, policy makers and researchers can ultimately better ascertain the impact of these laws. (shrink)

This textual analysis is a collective case study of K-12 United States History content standards in light of how they represent the historical experiences of African Americans during the Civil Rights Movement. The study uses a multi-perspective critical conceptual framework to evaluate the standards for nine state-level polities on both the quality of treatment and the orientation of how African Americans are depicted in the standards. Analysis revealed that the reviewed standards tend to discourage rigorous historical thinking in favor (...) of non-conflictual narrative perspectives that accentuate the historical contributions of African Americans within a framework of linear social progress. This curricular approach is ultimately problematic because it encourages teachers and students to rely on convenient historical archetypes to construct a usable past, rather than problematizing the past and present experiences of African Americans. (shrink)

Scholars have a history of crossing intellectual borders (Abbott, 2001). In particular, educators draw from a diversity of intellectuals upon which to base our understanding of, for example, schools and society, curriculum content, teaching, and learning. In addition to icons such as Marx, James, Freud, and Dewey, the works of the Frankfurt School (e.g., Horkheimer, Adorno, Marcuse), Foucault, Gilligan, Derrida, Gramsci, West, Arendt, and Fraser, just to name a few, have been used to guide our scholarship and practice. However, (...) with the exception of few scholars (e.g., Peters & Ghiraldelli, 2001), one of America's most controversial scholars,1 Richard Rorty, has been largely ignored. This situation is unfortunate .. (shrink)

A causal-comparative, mixed methods design was used to study a partnership between a university and school district formed with the goal of improving history teachers’ United States history content knowledge to raise student engagement and achievement. Data were collected from middle and high school history teachers including teacher interviews, classroom observations, and student work. Student engagement surveys and academic performance data were also collected. Student academic performance was positively impacted and changes in classroom practice were found in (...) the treatment group. However, differences in student engagement between groups were not found to be statistically significant. (shrink)

On aestietics in Hindu philosophy and Sanskrit poetry.