The West feels lost. Brexit, Trump, the coronavirus: we hurtle from one crisis to another, lacking definition, terrified that our best days are behind us. The central argument of this book is that we can only face the future with hope if we have a proper sense of tradition – political, social and religious. We ignore our past at our peril. The problem, argues Tim Stanley, is that the Western tradition is anti-tradition, that we have a habit of discarding old ways and old knowledge, leaving us uncertain how to act or, even, of who we really are. In this wide-ranging book, we see how tradition can be both beautiful and useful, from the deserts of Australia to the court of nineteenth-century Japan. Some of the concepts defended here are highly controversial in the modern West: authority, nostalgia, rejection of self and the hunt for spiritual transcendence. We'll even meet a tribe who dress up their dead relatives and invite them to tea. Stanley illustrates how apparently eccentric yet universal principles can nurture the individual from birth to death, plugging them into the wider community, and creating a bond between generations. He also demonstrates that tradition, far from being pretentious or rigid, survives through clever adaptation, that it can be surprisingly egalitarian. The good news, he argues, is that it can also be rebuilt. It's been done before. The process is fraught with danger, but the ultimate prize of rediscovering tradition is self-knowledge and freedom.

This book is the transcript of a witness seminar on the history of experimental economics, in which eleven high-profile experimental economists participated, including Nobel Laureates Vernon Smith, Reinhard Selten and Alvin Roth. The witness seminar was constructed along four different topics: skills, community, laboratory, and funding. The transcript is preceded by an introduction explaining the method of the witness seminar and its specific set-up and resuming its results. The participants' contribution and their lively discussion provide a wealth of insights into the emergence of experimental economics as a field of research. This book was awarded with best book prize of the European Society for the History of Economic Thought (ESHET) in 2018.

George Eastwood is a fifty-two year old, middle-aged man, husband and proud father of two grown children. George has been brought up within the old traditional values of working hard for a living and getting on with life, no matter what it may throw at you. The problem is life is not being very kind to him at the moment: he is getting older, out of work and the demands of family life are pushing him to the edge of despair. He feels anxious and depressed and cant seem to look forward to anything that can make him feel better. Then, one day, he finds himself on his way to a job interview with a promise that it could be just what he needs to turn his life around. As he rushes to cross the busy road to catch his train, he is helplessly hacked down by a speeding car driven by a seventeen year old drop-out. Georges story continues as he wakes up in strange surroundings: an old Library containing the knowledge of the universe. It is within this place of no time but all time that he looks around believing he is dead but yet not dead . . . and then the strangest of occurrences takes place. He is confronted by a voice that speaks to him of his true destiny; a voice that gives reason to a world that has become confused and lost within the false identity that has created it. He is astounded as a friendship is pulled together, and the big fundamental questions of who we truly are and our purpose upon the earth are revealed to him in a series of conversations and reflections that lead him towards peace, forgiveness, the relinquishment of fear and finally to know that life can be happy on the earth plane, when the false self that has held us tightly in its grip for thousands of years is finally released. George is fascinated by the voice that holds all the answers to a freedom that has been long lost, but, even more astonished to know that the voice is his own . . . . . his own true self.

In this study, John Kekes develops the view that good lives depend on maintaining a balance between one's moral tradition and individuality. Our moral tradition provides the forms of good lives and the permissible ways of trying to achieve them. But to do so, the author argues, we must grow in self-knowledge and self-control to make our characters suitable for realizing our aspirations. In addressing general readers as well as scholars, Kekes makes these philosophical views concrete by drawing on a rich variety of literary sources, including, among others, the works of Sophocles, Henry James, Tolstoy, and Edith Wharton. The first half of the work concentrates on social morality, establishing the conditions all good lives must meet. The second discusses personal morality, the sphere of individuality. Its development enables us to discover what is important to us and how we can fit our personal aspirations into the forms of life our moral tradition provides. Kekes's argument derives its inspiration from Aristotle's objectivism, Hume's emphasis on custom and feeling, and Mill's concentration on individuals and their experiments in living. This book is a nontechnical yet closely reasoned attempt to provide a contemporary answer to the age-old question of how to live well.

In this book, Penny Thompson discusses the place of Christianity in Religious Education from 1963. She explores the reasons why the committed teaching of the Christian faith has been slowly undermined, and aims to show that the current state of boththeory and practice is incoherent and unsustainable. Her arguments explore the debates and historical developments in this sector, over the past forty years, and convincingly propose that the way forward to is to recover the teaching of Christianityin an open and self-critical way. OFSTED reports that the level of unsatisfactory staffing in RE is now a matter of 'deep concern'. This book seeks to inspire and motivate those who might not be attracted to RE teaching as a profession, and details suggestions which may help to alter this current state of affairs. The author draws on primary sources, her own experiences and interviews with prominent individuals in the profession.

Until the late eighteenth century the Arikaras were one of the largest and most influential Indian groups on the northern plains. For centuries they have lived along the Missouri River, first in present South Dakota, later in what is now North Dakota. Today they share the Fort Berthold Indian Reservation in North Dakota with the Mandans and Hidatsas. Although their postcontact history and aspects of their culture are well documented, Douglas R. Parks's monumental four-volume work Traditional Narratives of the Arikara Indians represents the first comprehensive attempt to describe and record their language and literary traditions. Volumes 1 and 2 present transcriptions of 156 oral narratives in Arikara and include literal interlinear English translations. Volumes 3 and 4 contain free English translations of those narratives, making available for the first time a broad, representative group of Arikara oral traditions that will be invaluable not only to anthropologists and folklorists but to everyone interested in American Indian life and literature. The narratives cover the entire range of traditional stories found in the historical and literary tradition of the Arikara people, who classify their stories into two categories, true stories and tales. Here are myths of ancient times, legends of power bestowed, historical narratives, and narratives of mysterious incidents that affirm the existence today of supernatural power in the world, along with tales of the trickster Coyote and stories of the risque Stuwi and various other animals. In addition, there are accounts of Arikara ritualism: prayers and descriptions of how personal names are bestowed and how the Death Feast originated.

Along with a range of socio-cultural, political and economic concerns, the focus on ‘self’ has been an inevitable assertion of writers during the last quarter of the twentieth century. Individualistic in tone, the contemporary women novelists are trying to portray realistically the predicament of modern women torn between the forces of tradition and modernity, their sense of frustration and alienation, the emotional and psychological turmoil and complexities of man-women relationships and subtleties of feminine consciousness against the persistent patriarchal social set-up. Cognizant of the evils originating from patriarchy, a positive sense of feminine identity has been recognized by them and the result is the emergence of a new woman in Indian society and its concept in the Indian English novel which has assumed a strident posture in the contemporary writings by women. The shift from submission to assertion, acquiescence to resistance and obedience to rebellion, however, has not been abrupt and effortless. Women are still in the process of negotiation with different limiting factors and thresholds of patriarchy to claim their due space and affirm their identity. The present study is an attempt to critically investigate the negotiations with cultural norms by the women characters in the selected novels by the contemporary novelists, namely Manju Kapur and Anita Nair. Almost all the women characters, major and minor, from the selected novels have been considered and positioned as per their ideological leanings and convictions under two thematic chapters namely “Women in the Clutches of Traditional Norms,” and “Tradition to Modernity.” The major issues around which the novels move – education, marriage, gendered space and mother-daughter relationships – are taken up to put them within the contemporary social conditions in which women characters live. The present book is divided into five chapters to make a critical and analytical study of the select novels of these contemporary Indian women writers in English. The present work is focused on five selected novels: Manju Kapur’s “Difficult Daughters”, “Home” and “Custody” and Anita Nair’s “Ladies Coupé” and “Mistress”.

This book brings together a variety of connected voices which consider potential ways forward for school reform. By demonstrating how the ‘subject-centered’ and ‘student-centered’ models of education can, and have been working together in various contexts, the text sets out a compelling case for an emerging movement that unites ideologies and pedagogical traditions which have traditionally been considered to be at odds with one another. In drawing from historical sources, the full range of contemporary research, and a series of investigations led by the authors, this book documents the deep back-story of school reform, and explains the powerful and largely unacknowledged consensus on what constitutes excellence in teaching and learning. This book will be of great interest to researchers, academics, and postgraduate students in the fields of school reform and educational leadership. It will also appeal to graduate students, researchers and postgraduates in the fields of history of education, educational leadership, teaching and learning, and curriculum studies.

The book examines the national, regional and international frameworks of protection of traditional knowledge in all regions of the world. It also discusses options to enhance the existing legal regimes including the use of customary laws and protocols; the adoption of mutual recognition agreements premised on the principle of reciprocity; and the disclosure of source or country of origin of traditional knowledge in intellectual property applications.