Focuses on religious education, history, geography and cross-curricular planning in the primary school. It includes discussion of the purpose of education, and how the humanities fit with this purpose, with particular reference to the 1998 Education Act and 1994 National Curriculum Review. The book deals with the themes of time, place, values, communication, responsibilities and decision-making. These link the chapters, and are fully complemented with case studies. For each concept there are suggestions for practical classroom activities. The reader will find the book invaluable in integrating the subjects across the National Curriculum.

The computer-assisted tools, methodologies and structures through which those in the arts and humanities pursue their disciplines - the humanities 'mind technologies' - have come increasingly to the forefront in recent years. Arising in part from recent meetings between the Consortium for Computing in the Humanities (COCH/COSH) and the Social Sciences and Humanities Research Council of Canada (SSHRC), the volume is the first to document the internationally significant work of the Canadian academic community in this area. Addressing issues of funding, research and innovation, these articles foc.

In this book, Robert Wardy, a philosopher and classicist, turns his attention to the relation between language and thought. He explores this huge topic in an analysis of linguistic relativism, with specific reference to a reading of the ming li t'an ('The Investigation of the Theory of Names'), a seventeenth-century Chinese translation of Aristotle's Categories. Throughout his investigation, Wardy addresses important questions. Do the basis structures of language shape the major thought-patterns of its native speakers? Could philosophy be guided and constrained by the language in which it is done? What factors, from grammar and logic to cultural and religious expectations, influence translation? And does Aristotle survive rendition into Chinese intact? His answers will fascinate philosphers, Sinologists, classicists, linguists and anthropologists, and will make a major contribution to the existing literature.

Philosophy for AS and A2 is the definitive textbook for students of Advanced Subsidiary or Advanced Level philosophy courses, structured directly around the specification of the AQA. Following a lively foreword by Nigel Warburton, author of Philosophy: The Basics, a team of experienced teachers devote a chapter each to the six themes covered by the syllabus: Each of the chapters include helpful student-friendly features. a list of key concepts, to introduce students to the topic bite-size sections corresponding to the syllabus topics actual exam questions from previous years suggested discussion questions to promote debate text-boxes with helpful summaries, case-studies and examples an annotated further-reading list directing students towards the best articles, books and websites a comprehensive glossary, providing a handy reference point There is a final chapter on essay writing and exam preparation, designed to help students get to grips with the examination board requirements. Philosophy for AS and A2 is written by a team of expert teachers based at Heythrop College - part of the University of London - which specializes in teaching philosophy and theology.

Included are Grant's early reviews, a brief journal written as he recovered from tuberculosis in 1942, his earliest social and political writings, and his DPhil thesis on the Scottish philosopher John Oman.

The book offers a conception of philosophy as a form of self-enquiry which begins not in reflection, but in silence and meditation, conceived as conditions for the emergence and cessation of contending states of mind which influence perception and action. The philosopher thus becomes a kind of cartographer of a shifting interior landscape. This underlying perspective explains the personal nature of the writing and its mixing of genres. The book draws on both the Greek and Buddhist traditions, recognising that it is time for Western thinkers to acknowledge and respond to an intercultural canon. It aims to integrate ethics and a non-theistic philosophy of religion through the medium of aesthetics, mapping Buddhist 'mindfulness' and the Greek virtues and vices of temperance and licentiousness, continence and incontinence, onto an account of the development of moral sentiments and their relation to practical judgement in the context of oppressive political and social realities.

To desire something is a condition familiar to everyone. It is uncontroversial that desiring has something to do with motivation, something to do with pleasure, and something to do with reward. Call these "the three faces of desire." The standard philosophical theory at present holds that the motivational face of desire presents its unique essence--to desire a state of affairs is to be disposed to act so as to bring it about. A familiar but less standard account holds the hedonic face of desire to reveal to true nature of desire. In this view, to desire something is to tend to pleasure if it seems that the desired state of affairs has been achieved, or displeasure if it seems otherwise, thus tying desire to feelings instead of actions. In Three Faces of Desire, Schroeder goes beyond actions and feelings to advance a novel and controversial theory of desire that puts the focus on desire's neglected face, reward. Informed by contemporary science as much as by the philosophical tradition, Three Faces of Desire discusses recent scientific discoveries that tell us much about the way that actions and feelings are produced in the brain. In particular, recent experiments reveal that a distinctive system is responsible for promoting action, on the one hand, and causing feelings of pleasure and displeasure, on the other. This system, the brain's reward system, is the causal origin of both action and feeling, and is the key to understanding the nature of desire.