While I worked as a researcher at the Smithsonian Institution, I found sufficient conditions for happiness of my children. Through the words found at the Smithsonian such as goals, freedom and liberty, history, power and war and science, I want to tell my children about my ideas on things such as dream, difference and nature, footprint, beauty and love and God. This essay is about the relationship between dreams and happiness, difference between freedom and liberty, how to say if my children walk along my winding way, the individuals need to keep records of their footprints, the national need not to forget the past, why the bad power and war are always a step ahead of the truth, why Thomas Jefferson didnt describe himself as a scientist in his epitaph, women beauty and love that can light the dark of terrible wars, the importance of scientific method such as experiments and observations during our children life, the importance of inner beauty as well as physical beauty, Why we believe in God, the importance of Love which is the one way to know God and humans, which is not hurrying and waiting for Mr. Right. I want to think about sufficient conditions of happiness with my readers.

This Workbook is a collection of exercises and case studies designed to serve as a companion to Reading Argumentative Texts: Analytic Tools to Improve Understanding. The exercises and case studies track each of the chapters of Reading and provide opportunities for students to hone their skills at using the analytic tools presented in Reading, and to acquire additional analytic tools and concepts. These tools are illustrated through the analysis of complete essays from the mass media, speeches, a sermon, and passages from academic works. The approach is flexible and practical and avoids academic jargon and specific theories of argumentation. As is the case with Reading, this Workbook is grounded in two principles. First, that the meaning of an argumentative text is to be found in the statements that constitute the argument itself, in other statements that are more or less directly related to the argument, and in the structure and context of the text. Accordingly, while this book discusses the analysis of arguments, argument-types, and errors in argumentation (fallacies), it focuses equally on the other sources of meaning of a text. Second, there is no single, authoritative reading of an argumentative text. The interplay of these two premises informs the view that analyzing and understanding an argumentative text is an art and that, within certain well-defined parameters, there are “better” and “worse” readings of a text and not “right” or “wrong” readings. The principal sources of meaning discussed include: (1) the structure of the text (and so the book examines six types of introductions and teaches how to outline and summarize), (2) key sentences, phrases, and words in a text (so the book discusses ambiguity, the difference between factual and normative statements, irony, and rhetoric), (3) context (intellectual, social, political, cultural, and physical context), and (4) the logical connections between terms in an argument (including the four different types of arguments, fallacies, and the distinction between necessary and sufficient conditions). The book is designed to be used in late high school or early college critical reading, critical thinking, rhetoric, or writing courses.

The first part of the book reviews empirical work relating to happiness (including attitudinal studies), claims made in an educational context and postwar philosophical treatment of the concept. There is a useful account of Aristotle's pioneering work and a stimulating summary of some of the main themes to be found in the literature concerning happiness. In the second part the author elucidates the concept of happiness, and consider the significance, reliability and plausibility of the various empirical claims in the light of a clear understanding of what happiness is. After discussing whether happiness ought to be valued in general terms the study concludes by outlining the ways in which it can be related to education and schooling and by suggesting action which could be taken in schools in order to promote happiness.

In these essays, 24 of our most celebrated professors of philosophy address the problem of how to teach philosophy today: how to make philosophy interesting and relevant; how to bring classic texts to life; how to serve all students; and how to align philosophy with more "practical" pursuits. Selected and introduced by three leaders in the world of philosophical education, the insights contained in this inspiring collection illuminate the challenges and possibilities of teaching the academy’s oldest discipline.

Are you free, or are you a machine that suffers from a delusion that it's free? Free will is perhaps the most important subject of all because if we are authentically free, scientific materialism is ipso facto false, and the world is in urgent need of a revolutionary paradigm shift. This book shows that free will has a most unexpected advocate – mathematics. Only in a mathematical universe can we be free. Only in a mathematical universe can we have a soul. And in a mathematical universe, free will is much better understood as will to power, and to have an intimate connection with cosmic symmetry and "God". It's all in the math!

Aristotle's Nicomachean Ethics is one of the most important ethical treatises ever written, and has had a profound influence on the subsequent development of ethics and moral psychology. This collection of essays, written by both senior and younger scholars in the field, presents a thorough and close examination of the work. The essays address a broad range of issues including the compositional integrity of the Ethics, the nature of desire, the value of emotions, happiness and the virtues. The result is a volume which will challenge and advance the scholarship on the Ethics, establishing new ways of viewing and appreciating the work for all scholars of Aristotle.

From Descartes to Spinoza, Western philosophers have attempted to propose an axiomatic systemization of ethics. However, without consensus on the contents and objects of ethics, the system remains incomplete. This four-volume set presents a model that highlights a Chinese philosopher’s insights on ethics after a 22 year study. Three essential components of ethics are examined: metaethics, normative ethics, and virtue ethics. This volume is the second part of the discussion on normative ethics. The author analyzes humanity, liberty, justice, happiness, and systems of moral rules. He puts forward 26 value standards that construct a system of measuring state instruction; reveals the relationship between humanity, liberty and justice; puts forward three objective laws of happiness; and discusses the goodness of important moral rules, such as honesty, self-respect and courage. This set is an essential read for students and scholars of ethics and philosophy in general.

First published in 1974. As logician, economist, political theorist, practical politician and active champion of social freedom, John Stuart Mill is a figure of continuing importance. In this book the author does full justice to the range of Mill’s achievements, providing an introductory guide to his most important and best known writings including Autobiography, A System of Logic, Utilitarianism, Liberty, and The Subjugation of Women. In their treatment of his works, the author seeks to emphasise Mill’s approach to those issues — education, the conflict between social order and individual freedom, the unresolved state of the social sciences, rights and duties of citizens in a democratic state — which remain most alive to us today. At the same time Mill is seen as part of his own age, responding to the anxieties that beset his contemporaries. This book will be of interest to students of politics and philosophy.

The editors, working with a team of 325 renowned authorities in the field of ethics, have revised, expanded and updated this classic encyclopedia. Along with the addition of 150 new entries, all of the original articles have been newly peer-reviewed and revised, bibliographies have been updated throughout, and the overall design of the work has been enhanced for easier access to cross-references and other reference features. New entries include * Cheating * Dirty hands * Gay ethics * Holocaust * Journalism * Political correctness * and many more.

This book presents an account and defense of Wittgenstein's later philosophy emphasizing its therapeutic character. Peterman argues that any therapeutic philosophy must present an account of human health, a related account of the mechanisms of health and illness, and finally an account of how philosophy can bring someone from a state of illness to health. In light of this general model, he presents an interpretation of Wittgenstein's therapeutic project that emphasizes the continuity between it and the earlier ethical project of the Tractatus. The book confronts the problem of continuity by arguing that the earlier ethical goal of coming into agreement with the world as such is replaced in the later views by the therapeutic goal of coming into agreement with forms of life. In the course of the argument, Peterman challenges standard interpretations of Wittgenstein's project and standard modes of criticizing and defending it. The book also contributes to contemporary philosophical discussion by showing why we should take seriously the project of philosophical therapy.