This book brings the tools and ideas of Anglo-American analytic philosophy to bear on how we think about issues of contemporary significance, in a way that is accessible to a broad audience. While acknowledging empirical findings within the social sciences, it takes on the prescriptive task of imagining a better world, in which being citizens in a democracy means actively engaging with others. We cling to tribal affiliations which incline us to look inward and spurn those whom we deem to be “other.” And we observe the mind-numbing, herd-like impact of social (and other) media on our capacity – and that of our children – to distinguish truth and good sense from falsehood and nonsense. Such problems demand our attention as reasonable persons who both think for themselves, and deliberate in good faith with others with whom they may well disagree. The good news is that while reasonableness cannot be taken for granted, it can – indeed, it must – be nurtured and it must be taught. This book both articulates a conception of reasonableness and exemplifies a clear standard of reasonableness, with respect to the questions it raises and the author's responses to them.

This rich collection of essays offers a broad array of perspectives from prominent international ‘philosophy for/with children’ (P4wC) scholars and practitioners regarding the interface between P4wC and teacher education and training curricula. The book considers the deep and varied points of contact that exist between the pedagogical and philosophical principles of the philosophical community of inquiry and teacher education and training programs. It is designed to help improve education systems worldwide as they seek to shift their attention towards the student, student inter-relations, and student-other relations and foster independent high-order, critical, creative, and caring thinking within democratic, pluralistic societies. It proposes an innovative, creative way of approaching teacher education and training—a central subject in today’s educational world. Offering diverse perspectives on integrating progressive educational philosophy and contemporary pedagogy, Philosophy with Children and Teacher Education is a must-read for all those studying philosophy for/with children and researching in this area.

In the USA, minorities such as blacks, Latinos and gays demand a school curriculum that recognizes their identity. Others insist education should instil a common American identity. The author indicates the underlying issues and shows how schools can promote both national and cultural identities.

Democracy and Northern Ireland examines the influence of liberal theories of democracy on recent developments in the Northern Irish peace process. In so doing it analyzes the applicability of theories such as political liberalism, multiculturalism and deliberative democracy to deeply divided societies. Little contends that these models need to build upon recent critiques provided by feminists and civil society theorists in the construction of a more radical interpretation of democracy that can provide a framework for democratic politics in Northern Ireland.

Reasonably Radical synthesizes both approaches in a new form of liberal theory: deliberative liberalism.".

Taking the possibility of change in ethnic identity into account, this book shows and dismantles the theoretical logics linking ethnic diversity to negative outcomes and processes such as democratic destabilisation, clientelism, riots and state collapse. Even more importantly, it changes the questions we can ask about the relationship between ethnicity, politics and economics.