The biblical notion of dominion has often been cited as the source and sanction for Western attitudes of environmental disregard. An analysis of the Genesis passage in which dominion (radah) is mentioned reveals a curious misreading of the text: dominion is actually an ideal of human-divine intimacy and peacefulness-as one ought to expect in a paradise creation story. I analyze Genesis dominion not only as areligious concept, but also as a philosophical notion manifesting the Hebrew self-understanding of its contemporary experience (...) with the natural world. Being a verb, radah is also an action concept that connotes an ethic of environmental responsibility. Dominion authorizes a philosophical critique of Western attitudes and practices of environmental exploitation. I defend it here as an intentional expression of the Western religious consciousness that could, if it were understood as an ideal of responsible action rather than as an authorization for callous disregard of the natural world, actually promote interreligious dialogue on environmental issues. (shrink)

Self-Deception and the Common Life investigates the topic of self-deception from three points of view: philosophical psychology, ethics, and theology. Empirical evidence and an -ordinary language- analysis support the case that the linguistic expression 'self-deception' is literally meaningful and that the language of the common life can be trusted. After critically analyzing the cognition, translation, and action accounts, along with the contributions of Freud and Sartre, Steffen proposes a new synthetic -emotional perception- account, one that avoids paradox. Giving attention to (...) relevant moral issues, he argues that self-deception is not immoral, but represents a peculiar form of akrasia. Finally, because theologians employ 'self-deception' to describe the cognitive component of sin, Steffen considers the logic of theological self-deception. His study seeks an -intimate acquaintance- with self-deception and exemplifies a method of analysis relevant to constructive theological inquiry.". (shrink)

The first large discoveries of Menander seem to have given courage to a school of critics who thought Terence a crude and bungling adapter; their attitude is typified by the learned article about him written for Pauly-Wissowaby Günther Jachmann. This exaggeration provoked a counter-exaggeration; a school arose which thought Terence a great original poet, treating his originals as Shakespeare did Plutarch; this was the view of Norwood in England, Croce and various followers in Italy, Erich Reitzenstein in Germany. Then truth (...) began to emerge between the extremes, notably in the exact and intelligent study of Terence's individuality which Hans Haffter published in 1953; in 1968 Walter Ludwig modified the picture, claiming somewhat less. (shrink)

Ethics and Experience introduces students to the key topics in moral theory through provocative moral issues—just war, abortion, physician assisted suicide, the death penalty and more. Steffen helps students bridge the gap between ethical theory and experience through developing a “common agreement” ethical system that is applicable to a variety of moral problems and issues with clear language and real-life examples.

For the living, death has a moral dimension. When we confront death and dying in our own lives and in the lives of others, we ask questions about the good, right, and fitting as they relate to our experiences of human mortality. When others die, the living are left with moral questions--questions that often generate personal inquiry as to whether a particular death was "good" or whether it was tragic, terrifying, or peaceful. In The Ethics of Death, the authors, one (...) a philosopher and one a religious studies scholar, undertake an examination of the deaths that we experience as members of a larger moral community. Their respectful and engaging dialogue highlights the complex and challenging issues that surround many deaths in our modern world and helps readers frame thoughtful responses. Unafraid of difficult topics, Steffen and Cooley fully engage suicide, physician-assisted suicide, euthanasia, capital punishment, abortion, and war as areas of life where death poses moral challenges." -- Publisher's description. (shrink)

Anecdotal evidence has long lamented the status of social studies in elementary classrooms as observed by preservice teachers. As standardized testing has risen for mathematics and language arts, social studies has been pushed aside. In the aftermath of accountability legislation such as No Child Left Behind, research indicates that social studies is less visible in elementary classrooms due to an instructional focus on tested content areas (e.g. math, language arts, reading). In this study, approximately 90 elementary preservice teachers enrolled in (...) a social studies methods course responded to a survey and indicated the frequency and quality of lessons they observed over the course of a single semester. Findings report that preservice elementary teachers witnessed few, if any, lessons in social studies in the elementary classroom. Implications for teacher education are discussed. (shrink)

Comments on Fullerton's paper, 'The doctrine of space and time' (1901). Fullerton adapts both Kantian and Berkelian doctrine of space, but his view on space is dominated more by the Berkelian views. His views on time are the same as that on space. His comparative study on animals has been criticized since it is claimed that animals are living wholes and abstracting certain parts have little value for fundamental comparison. The concepts of infinity and infinite divisibility are considered important. However, (...) he misses the real import of infinity by recognizing the possibility of infinite divisibility and ignores the distinction between being infinitely divisible and infinitely divided. The world according to him is not given directly by intuition and consciousness can only represent it. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)