One-page tables summarize the basic positions and arguments concerning major topics in moral philosophy, including: metaethics, moral values and justification, the major theories and contributions of individual philosophers, citizen ethics, and bioethics. Unfortunately, there is no index, and the ta

When you boil it down, one of the most important things we do each day is eat. The question of eating—what, and how—may seem simple at first, but it is dense with complex meanings, reflecting myriad roles that food plays and has played over the centuries. In fact, as Raymond D. Boisvert and Lisa Heldke show in this book, it’s difficult to imagine a more philosophically charged act than eating. Philosophers at Table explores the philosophical scaffolding that supports this crucial aspect of everyday life, showing that we are not just creatures with minds, but also with stomachs. Examining a cornucopia of literary works, myths, histories, and film—not to mention philosophical ideas—the authors make the case for a bona fide philosophy of food. They look at Babette’s Feast as an argument for hospitality as a central ethical virtue. They compare fast food in Accra to the molecular gastronomy of Spain as a way of considering the nature of food as art. And they bite into a slug—which is, unsurprisingly, completely gross—to explore tasting as a learning tool, a way of knowing. A surprising, original take on something we have not philosophically savored enough, Philosophers at Table invites readers to think in fresh ways about the simple and important act of eating.

This handbook is one of the first comprehensive research and teaching tools for the developing area of global media ethics. The advent of new media that is global in reach and impact has created the need for a journalism ethics that is global in principles and aims. For many scholars, teachers and journalists, the existing journalism ethics, e.g. existing codes of ethics, is too parochial and national. It fails to provide adequate normative guidance for a media that is digital, global and practiced by professional and citizen. A global media ethics is being constructed to define what responsible public journalism means for a new global media era. Currently, scholars write texts and codes for global media, teach global media ethics, analyse how global issues should be covered, and gather together at conferences, round tables and meetings. However, the field lacks an authoritative handbook that presents the views of leading thinkers on the most important issues for global media ethics. This handbook is a milestone in the field, and a major contribution to media ethics.

Focusing on applied conversation analysis (CA), Applied Conversation Analysis: Social Interaction in Institutional Settings by Jessica N. Lester and Michelle O’Reilly offers practical insights and guidelines for CA scholars studying social interactions in institutional settings. Written in an accessible style and packed with case studies, examples, activities, and practical tips, the book takes readers through the entire process of planning and carrying out an applied CA research study. By highlighting challenges, debates, and important questions, each chapter provides the theoretical foundation necessary for making informed decisions at every stage of a research project. The book is divided into three sections (context and planning, doing a project using conversation analysis, and disseminating your research) to mirror the research process.

How- and when- do children distinguish right from wrong? Several prominent psychologists and a moral philosopher join in these essays to confront this issue and related questions and to clarify the controversies surrounding them. Introducing cross-cultural and cross-disciplinary viewpoints, the resulting volume is a landmark in the study of moral development.

This book is a comparative history that explores the social, cultural, and political formation of the modern nation through the construction of public schooling. It asks how modern school systems arose in a variety of different republics and non-republics across four continents during the period from the late eighteenth century to the early twentieth century. The authors begin with the republican preoccupation with civic virtue – the need to overcome self-interest in order to take up the common interest – which requires a form of education that can produce individuals who are capable of self-guided rational action for the public good. They then ask how these educational preoccupations led to the emergence of modern school systems in a disparate array of national contexts, even those that were not republican. By examining historical changes in republicanism across time and space, the authors explore central epistemologies that connect the modern individual to community and citizenship through the medium of schooling. Ideas of the individual were reformulated in the nineteenth century in reaction to new ideas about justice, social order, and progress, and the organization and pedagogy of the school turned these changes into a way to transform the self into the citizen.