Biographer Richardson has written a moving portrait of James--pivotal member of the Metaphysical Club and author of The Varieties of Religious Experience. The biography, ten years in the making, draws on unpublished letters, journals, and family records. Richardson paints extraordinary scenes from what James himself called the "buzzing blooming confusion" of his life, beginning with childhood, as he struggled to achieve amid the domestic chaos and intellectual brilliance of Father, brother Henry, and sister Alice. James was a beloved teacher who (...) taught courage and risk-taking, and served as mentor to W.E.B. Du Bois, Gertrude Stein, and many other Harvard outsiders. Richardson also illuminates James's hugely influential works. One of the great figures in mysticism here brought richly to life, James is a man "whose leading ideas are still so fresh and challenging that they are not yet fully assimilated by the modern world they helped to bring about."--From publisher description. (shrink)

More and more people would like to migrate, but find that every state places barriers in their way. At the same time, most governments not only permit but court foreign investment. Can this difference between the treatment of people and the treatment of money be justified? This book asks this question from the point of view of five different ethical perspectives: liberal egalitarianism, libertarianism, Marxism, natural law and political realism. -- FROM BOOK JACKET.

This comprehensive anthology of Bertrand Russell's writings brings together his definitive essays from the period 1903 to 1959. It covers the most fertile and the most lasting work on every significant area he published in.

In 'A Constitution of Many Minds' Cass Sunstein argues that the three major approaches to constitutional interpretation – Traditionalism, Populism and Cosmopolitanism – all rely on some variation of a ‘many-minds’ argument. Here we assess each of these claims through the lens of the Condorcet Jury Theorem. In regard to the first two approaches we explore the implications of sequential influence among courts (past and foreign, respectively). In regard to the Populist approach, we consider the influence of opinion leaders.

Peter French’s and Steven Ratner’s thoughtful comments are helpful in advancing the analysis we offered in our book On Complicity and Compromise. Inevitably, there are areas of disagreement and bones to pick. However, our primary concern in this reply will be to press, with their assistance, the more positive agenda.

Public support for and interest in various fields, issues, organizations, and situations change. Public support for and interest in science and science education have been studied over a thirty-year period. Yankelovich's work related to science was enlarged to include science education. The public was very supportive of science and science education following the 1957 lauching of the Soviet Sputnik This high level of support is observed again in 1985, presumably because of the relationship of science and technology to economic security. (...) Public support for science and science education was at a low point for the 30 year period in 1975. (shrink)

Utilitarianism, the great reforming philosophy of the nineteenth century, has today acquired the reputation for being a crassly calculating, impersonal philosophy unfit to serve as a guide to moral conduct. Yet what may disqualify utilitarianism as a personal philosophy makes it an eminently suitable guide for public officials in the pursuit of their professional responsibilities. Robert E. Goodin, a philosopher with many books on political theory, public policy and applied ethics to his credit, defends utilitarianism against its critics and (...) shows how it can be applied most effectively over a wide range of public policies. In discussions of such issues as paternalism, social welfare policy, international ethics, nuclear armaments, and international responses to the environment crisis, he demonstrates what a flexible tool his brand of utilitarianism can be in confronting the dilemmas of public policy in the real world. (shrink)

How well is the field of political studies doing and where is it headed? Such questions are examined and answered in this broad world overview of political science, along with the advances and shortcomings, as well as the recommended prescriptions for the future decades of the new century. The book includes three world regional assessments of the discipline, along with an in-depth survey of various sub-disciplinary fields and a concluding critical essay on the future of political studies. This is the (...) final volume in a book series on the development of political science, created in 2000 by Research Committee 33 of the International Political Science Association (IPSA) on the study of political science as a discipline. Contents include: Political Science in Three Asian Democracies: Disaffected (Japan), Third-Wave (Korea), and Fledgling (China) * Political Science in Europe: Its Development as a Discipline * Political Science in North America and Other Continents: Is There a Genuinely Int. (shrink)

This book examines the Condorcet Jury Theorem and how its assumptions can be applicable to the real world. It will use the theorem to assess various familiar political practices and alternative institutional arrangements, revealing how best to take advantage of the truth-tracking potential of majoritarian democracy.

Revisioning macro-democratic processes in light of the processes and promise of micro-deliberation, Innovating Democracy provides an integrated perspective on democratic theory and practice after the deliberative turn.

Bracket out the wrong of committing a wrong, or conspiring or colluding or conniving with others in their committing one. Suppose you have done none of those things, and you find yourself merely benefiting from a wrong committed wholly by someone else. What, if anything, is wrong with that? What, if any, duties follow from it? If straightforward restitution were possible — if you could just ‘give back’ what you received as a result of the wrongdoing to its rightful owner (...) — then matters are morally more straightforward. But in real-world cases that is often impossible, and questions of ‘how much, from whom and to whom?’ become far more vexing. The beneficiary disgorging all benefits of the wrong is part of the story, but where that is not possible or will not suffice to compensate the victim of wrongdoing we discuss various ways of allocating the cost of making the victim whole, including supplementation from public coffers. (shrink)

In this strikingly original book, one of the leading scholars in the field focuses on the influential idea of deliberative democracy. Goodin examines the great challenge of how to implement the deliberative ideal among millions of people at once and comes up with a novel solution: 'democratic deliberation within'.

Discusses the justification for a minimal welfare state independent of political rhetoric from the right or the left.

William Whewell is considered one of the most important nineteenth-century British philosophers of science and a contributor to modern philosophical thought, particularly regarding the problem of induction and the logic of discovery. In this volume, Robert E. Butts offers selections from Whewell's most important writings, and analysis of counter-claims to his philosophy.

Philosophers who complain about the ‹demandingness’ of morality forget that a morality can make too few demands as well as too many. What we ought be seeking is an appropriately demanding morality. This article recommends a ‹moral satisficing’ approach to determining when a morality is ‹demanding enough’, and an institutionalized solution to keeping the demands within acceptable limits.

Having an agreed-upon definition of character education would be useful for both researchers and practitioners in the field. However, even experts in character education disagree on how they would define it. We attempted to achieve greater conceptual clarity on this issue through a prototype analysis in which the features perceived as most central to character education were identified. In Study 1 (N = 77), we asked character education experts to enumerate features of character education. Based on these lists, we identified (...) 30 features. In Study 2 (N = 101), experts assessed which features were central to character education through a categorization task. In Study 3 (N = 166), we assessed the extent of centrality using scalar items. We conclude by offering practical advice for the development of future character education studies and programs rooted in what is deemed central to such programs. (shrink)