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There have been many books over the past decade, including outstanding collections of essays, on the topic of the ethical virtues and virtue-theoretic approaches in ethics. But the professional journals of philosophy have only recently seen a strong and growing interest in the intellectual virtues and in the development of virtue-theoretic approaches in epistemology. There have been four single-authored book length treatments of issues of virtue epistemology over the last seven years, beginning with Ernest Sosa's Knowledge in Perspective (Cambridge, 1991), and extending to Linda Zabzebski's Virtue of the Mind (Cambridge, 1996). Weighing in with Jonathan Kvanvig's The Intellectual Virtues and the Life of the Mind (1992), and James Montmarquet's Epistemic Virtue and Doxastic Responsibility (1993), Rowman & Littlefield has had a particularly strong interest in the direction and growth of the field. To date, there has been no collection of articles directly devoted to the growing debate over the possibility and potential of a virtue epistemology. This volume exists in the belief that there is now a timely opportunity to gather together the best contributions of the influential authors working in this growing area of epistemological research, and to create a collection of essays as a useful course text and research source. Several of the articles included in the volume are previously unpublished. Several essays discuss the range and general approach of virtue theory in comparison with other general accounts. What advantages are supposed to accrue from a virtue-based account in epistemology, in handling well-known problems such as "Gettier," and "Evil-Genie"-type problems? Can reliabilist virtue epistemology handle skeptical challenges more satisfactorily than non-virtue-centered forms of epistemic reliabilism? Others provide a needed discussion of relevant analogies and disanalogies between ethical and epistemic evaluation. The readings all contribute

Basing his discussion on everyday life in France, Lefebvre shows the degree to which our lived-in world and sense of it are shaped by decisions about which we know little and in which we do not participate.

Led by Amartya Sen, Mary Douglas, and Arjun Appadurai, the distinguished anthropologists and economists in this book forcefully argue that culture is central to development, and present a framework for incorporating culture into development discourse. For further information on the book and related essays, please visit www.cultureandpublicaction.org.

Contemporary society is complex; governed and administered by a range of contradictory policies, practices and techniques. Nowhere are these contradictions more keenly felt than in cultural policy. This book uses insights from a range of disciplines to aid the reader in understanding contemporary cultural policy. Drawing on a range of case studies, including analysis of the reality of work in the creative industries, urban regeneration and current government cultural policy in the UK, the book discusses the idea of value in the cultural sector, showing how value plays out in cultural organizations. Uniquely, the book crosses disciplinary boundaries to present a thorough introduction to the subject. As a result, the book will be of interest to a range of scholars across arts management, public and nonprofit management, cultural studies, sociology and political science. It will also be essential reading for those working in the arts, culture and public policy.

The project has become fundamental to international development and humanitarian practice, playing a key role in defining objectives, funding streams and ultimately determining what success looks like. This book provides a much-needed overview of the project in international development practice, guiding the reader through the latest theoretical debates, and exploring the core tools and stages of planning and design. The book starts with an overview of the role of the project through development history, before taking the reader through the stages of a standard project management cycle. Each chapter introduces the stage, the most common tools used to support that phase of planning, and the critical debates that exist around it, with examples to illustrate discussions from around the world and a range of development fields. The book explores the challenges to working effectively in contemporary aid contexts, including the role of politics and the pressures wrought by the demands to demonstrate quantified results. Throughout, the book argues for the need to see the project as a form of governmentality that arranges resources and people in time and space, and that extends neoliberal forms of managerial control in the sector. Ending with suggestions for innovation, this book is perfect for anyone looking for an accessible and engaging guide to the international development project, whether student, researcher or practitioner.

Exploring foundational theories for emotional dimensions of educational administration and leadership this collection covers a broad range of topics, such as ethics, personality, social justice, gender discrimination and organisational culture.

Social and cultural anthropology and archaeology are rich subjects with deep connections in the social and physical sciences. Over the past 150 years, the subject matter and different theoretical perspectives have expanded so greatly that no single individual can command all of it. Consequently, both advanced students and professionals may be confronted with theoretical positions and names of theorists with whom they are only partially familiar, if they have heard of them at all. Students, in particular, are likely to turn to the web to find quick background information on theorists and theories. However, most web-based information is inaccurate and/or lacks depth. Students and professionals need a source to provide a quick overview of a particular theory and theorist with just the basics—the "who, what, where, how, and why," if you will. In response, SAGE Reference plans to publish the two-volume Theory in Social and Cultural Anthropology: An Encyclopedia. Features & Benefits: Two volumes containing approximately 335 signed entries provide users with the most authoritative and thorough reference resource available on anthropology theory, both in terms of breadth and depth of coverage. To ease navigation between and among related entries, a Reader's Guide groups entries thematically and each entry is followed by Cross-References. In the electronic version, the Reader's Guide combines with the Cross-References and a detailed Index to provide robust search-and-browse capabilities. An appendix with a Chronology of Anthropology Theory allows students to easily chart directions and trends in thought and theory from early times to the present. Suggestions for Further Reading at the end of each entry and a Master Bibliography at the end guide readers to sources for more detailed research and discussion.

This is the first book to focus on teaching visual culture. The author provides the theoretical basis on which to develop a curriculum that lays the groundwork for postmodern art education (K–12 and higher education). Drawing on social, cognitive, and curricular theory foundations, Freedman offers a conceptual framework for teaching the visual arts from a cultural standpoint. Chapters discuss: visual culture in a democracy; aesthetics in curriculum; philosophical and historical considerations; recent changes in the field of art history; connections between art, student development, and cognition; interpretation of art inside and outside of school; the role of fine arts in curriculum; technology and teaching; television as the national curriculum; student artistic production and assessment; and much more. “A compelling synthesis of scholarship from a variety of fields. . . . This book successfully blends theory with provocative arts education applications.” —Doug Blandy, Director, Arts and Administration, Institute for Community Arts Studies, University of Oregon “Insightful and well-researched. . . . This book will spark discussion among art educators, serving as a catalyst for change in theory and practice.” —Mary Ann Stankiewicz, President, National Art Education Association