What should the aims of education policy be in the United States and other culturally diverse democracies? Should the foremost aim be to allow the flourishing of social and religious diversity? Or is it more important to foster shared political values and civic virtues?
Stephen Macedo believes that diversity should usually, but not always, be highly valued. We must remember, he insists, that many forms of social and religious diversity are at odds with basic commitments to liberty, equality, and civic flourishing. Liberalism has an important but neglected civic dimension, he argues, and liberal democrats must take care to promote not only well-ordered institutions but also well-ordered citizens. Macedo shows that this responsibility is incompatible with a neutral or hands-off stance toward diversity in general or toward the education of children in particular. Extending the ideas of John Rawls, he defends a "civic liberalism" that supports the legitimacy of reasonable efforts to inculcate shared political virtues while leaving many larger questions of meaning and value to private communities.
Macedo's tough-minded liberal agenda for civic education offers a fundamental challenge to free market libertarians, the religious right, parental rights activists, postmodernists, and many of those who call themselves multiculturalists. This book will become an important resource in the debate about the reform of public education, and in the culture war over the future of liberalism.
Japan, as recent history has powerfully illustrated, is one of the world’s most earthquake-prone countries. Today it is also one of the best prepared to face such seismic risk. This was not always the case.
Earthquake Children is the first book to examine the origins of modern Japan’s infrastructure of resilience. Drawing from a rich collection of previously unexplored sources, Janet Borland vividly illustrates that Japan’s contemporary culture of disaster preparedness and its people’s ability to respond calmly in a time of emergency are the result of learned and practiced behaviors. She traces their roots to the 1923 Great Kantō Earthquake, which killed over 100,000 people when it struck the Tokyo region.
Beyond providing new perspectives on Japan’s seismic past, the history of childhood, and everyday life in interwar Japan, Borland challenges the popular idea that Japanese people owe their resilience to some innate sense of calm under pressure. Tokyo’s traumatic experiences in 1923 convinced government officials, seismologists, teachers, physicians, and architects that Japan must better prepare for future disasters. Earthquake Children documents how children, schools, and education became the primary tools through which experts sought to build a disaster-prepared society and nation that would withstand nature’s furies.
Poorman brings together ethics and pastoral practice in an interactional model that captures the distinctive character of Christian pastoral counseling. His work is especially important in a culture that often confuses pastoral counseling with therapy. It also challenges traditional notions which portray the pastoral minister as an instructor who dispenses the church's moral teaching. Poorman distinguishes the pastoral task from that of therapist or teacher, while drawing on the best resources of contemporary psychology and moral development theories. he brings moral theology into lively conversation with pastoral experience; at the same time, his clear presentation brings a critical method of moral discernment to Christian ministry which is rooted in faith and the wisdom of the community.
Reprimand a class comic, restrain a bully, dismiss a student for brazen attire--and you may be facing a lawsuit, costly regardless of the result. This reality for today's teachers and administrators has made the issue of school discipline more difficult than ever before--and public education thus more precarious. This is the troubling message delivered in Judging School Discipline, a powerfully reasoned account of how decades of mostly well-intended litigation have eroded the moral authority of teachers and principals and degraded the quality of American education.
Judging School Discipline casts a backward glance at the roots of this dilemma to show how a laudable concern for civil liberties forty years ago has resulted in oppressive abnegation of adult responsibility now. In a rigorous analysis enriched by vivid descriptions of individual cases, the book explores 1,200 cases in which a school's right to control students was contested.
Richard Arum and his colleagues also examine several decades of data on schools to show striking and widespread relationships among court leanings, disciplinary practices, and student outcomes; they argue that the threat of lawsuits restrains teachers and administrators from taking control of disorderly and even dangerous situations in ways the public would support.
On Morals or Concerning Education is an exhortation on the importance of education by the prolific late-Byzantine author and statesman Theodore Metochites (1270–1332), who rose to the aristocracy from a middle-class background but fell from favor late in life and died as a monk. As a manual of proper living and ethical guidance, the treatise offers unique insights into the heightened roles of philosophy and rhetoric at a time when the elite engaged intensely with their Hellenic heritage, part of a larger imperial attempt to restore Byzantium to its former glories.
On Morals probes hotly disputed issues in fourteenth-century Byzantine society, such as the distinction between the active and contemplative life and the social position of scholars. Metochites’s focus on the character and function of Christian faith also reflects ongoing debates regarding the philosophy of religion. Occasional autobiographical digressions offer fascinating glimpses of Metochites’s distinctive personality.
This volume provides the full Byzantine Greek text alongside the first English translation of one of Metochites’s longest works.
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