Utilitarianism is a classic work of ethical theory, arguably the most persuasive and comprehensible presentation of this widely influential position. Mill argues that it is pleasure and pain that ought to guide our decision-making&and not the pleasure and pain of any one person or group, but the summative experience of all who are affected by our actions. While he didn’t invent utilitarianism, Mill offered its clearest expression and strongest defense, and expanded the theory to account for the variety in quality that we find among specific pleasures and pains. Today, Mill’s version of the “Greatest Happiness Principle” is a standard premise in many moral arguments within the academy and in practical ethical and political deliberation. The complete text of the 1871 edition of Utilitarianism is presented here, with footnote annotations added to clarify unfamiliar references and terminology for the student reader. A detailed introduction by the editor is divided into brief digestible parts discussing the context of the text and offering guidelines on how to read it accurately and critically. This edition has its origin in the acclaimed Broadview Anthology of Social and Political Thought and adheres to the anthology’s format and high standard of accuracy and accessibility.

Robin Barrow has been one of the leading philosophers of education for more than forty years. This book is a critical but appreciative examination of his work by some of the leading philosophers of education at work today, with responses from Professor Barrow. It will focus on his work on curriculum, the analytic tradition in philosophy, education and schooling, and his use of Greek philosophy to enrich current debates in the subject. This work will be of interest to all those who have been influenced by his contributions to educational and philosophical debate.

International Library of the Philosophy of Education reprints twenty-four distinguished texts published in this field over the last half-century and includes works by authors such as Reginald D. Archambault, Charles Bailey, Robin Barrow, Norman J. Bull, D. E. Cooper, R. F. Dearden, Kieran Egan, D. W. Hamlyn, Paul H. Hirst, Glenn Langford, D. J. O'Connor, T. W. Moore, D. A. Nyberg, R. W. K. Paterson, R. S. Peters, Kenneth A Strike, I. A. Snook, John and Patricia White, and John Wilson. Themes discussed include: Liberal education, moral education, the aims of education, the education of teachers, adult & continuing education and the philosophical analysis of education.

This book presents a case for teaching philosophy in schools. It develops two original arguments for teaching philosophy to all students at some point over the course of their education. Gatley argues that teaching philosophy is the best way to help students to think clearly using ordinary, or non-specialist concepts such as 'good', 'truth', or 'happiness'. She goes on to argue that teaching philosophy is the best way to help students to make sense of the different conceptual schemes used by different school subjects. Combining these two arguments, Gatley suggests that these two roles for philosophy are central to the task of educating people, and so philosophy ought to be included on school curricula. Building on the work of philosophers of education including Richard Stanley Peters, Harry Brighouse, Matthew Lipman, Mary Midgley and Martha Nussbaum, the book covers a range of topics including Philosophy for Children (P4C), the aims education, religious education, curriculum design and education policy.

This comprehensive Encyclopedia delves into the underpinnings, approaches, and recent advancements in the dynamic global landscape of happiness and wellbeing research. Laying out the foundational concepts and disciplinary perspectives in the field, international leading and diverse authors survey the determinants and mechanisms which are associated with happiness, quality of life and subjective wellbeing. This title contains one or more Open Access entries.

The idea of utility as a value, goal or principle in political, moral and economic life has a long and rich history. Now available in paperback, The Bloomsbury Encyclopedia of Utilitarianism captures the complex history and the multi-faceted character of utilitarianism, making it the first work of its kind to bring together all the various aspects of the tradition for comparative study. With more than 200 entries on the authors and texts recognised as having built the tradition of utilitarian thinking, it covers issues and critics that have arisen at every stage. There are entries on Plato, Epicurus, and Confucius and progenitors of the theory like John Gay and David Hume, together with political economists, legal scholars, historians and commentators. Cross-referenced throughout, each entry consists of an explanation of the topic, a bibliography of works and suggestions for further reading. Providing fresh juxtapositions of issues and arguments in utilitarian studies and written by a team of respected scholars, The Bloomsbury Encyclopedia of Utilitarianism is an authoritative and valuable resource.

The Research Handbook on Law and Utilitarianism sheds light on contemporary legal culture, and the ways in which it interacts with theories of justice. Guillaume Tusseau brings together an interdisciplinary range of scholars to analyse the utilitarian standpoint on legal disciplines and legal governance, as well as the contribution of utilitarian arguments to current legal debates.

Utilitarianism is the idea that ethics is ultimately about what makes people's lives go better. While utilitarian ideas remain highly influential in politics and culture, they are subject to many well-developed philosophical criticisms, such as the claim that utilitarianism requires too much of us and the view that it does not respect individuals' rights. The theory is widely thought by philosophers to be the least plausible form of consequentialism, hampered by its excessive simplicity. In Taking Utilitarianism Seriously, Christopher Woodard argues that it is not defeated by the standard objections. He presents a new and rich version of utilitarianism that can answer all six commons objections plausibly and, in doing so, launches a state-of-the-art defence of the utilitarian tradition, which has greater resources than its critics have often assumed. Far from being excessively simple, utilitarianism is able to account for much of the complexity and nuance of everyday ethical thought. And rather than being quickly dismissed, utilitarian approaches to moral and political philosophy are due for renewed development and discussion.

The Universal Declaration of Human Rights endorsed in 1948 by member states of the United Nations continues to remain very much valid as it provides the solid foundation for most actions and activities that are aimed at guaranteeing the rights of everybody. The rights enunciated in the Declaration are comprehensive and two that are relevant to the content of this book are the right to education and the right to learn. The right to education and the right to learn are known to have been hotly debated by politicians, policy makers, and implementers. Sometimes, the rights in question here have found their way into political parties’ manifestoes, and advocates oftherighttoeducation andtherighttolearnhavebeenquicktobringintojudgment politicians who have not lived up to their promises. Even at that, many member states of the United Nations have taken steps to ensure that access to learning is jealously guarded. For education and lifelong learning remain among the primary forces that can guarantee individual, community and national development, as they had always been from time immemorial. Globally, there has been ample evidence of efforts made by governments to p- mote the widening of access to participation in learning activities. Even so, the literature on the subject of access and participation has not captured suf ciently what has happened across the world in terms of providing access outside national boundaries in the context of globalization and the rapid creation of the knowled- based economies of the 21st century.

The Third Edition has been thoroughly revised and updated to cover recent developments and current concerns in the field.