Morally and Otherwise Right Lives, Education and Upbringing proposes a new theory concerning values. This is argued to be a rationally-justified, evidence-based theory. It has one universally-applicable general value, under which come many specific values, e.g., non-sexism. The book discusses practical applications of these values to life generally, especially to morality, education and other upbringing. In doing so, and because this education covers all areas, the book also discusses politics, society, law, peace-studies, health-care ethics, economics, philosophy, gender-issues, sexuality, sexism, racism, environmental-issues, animal rights, natural and social science, psychology, religion, art, music, literature, media and much more. Applications include advocating extensive freedoms and types of democracy, fairness, justice, equality, rights, responsibilities, flourishing, happiness and unselfish universal benevolence. Emotions are argued to be important. Alternative theories are criticised. They are argued to lack evidence. The book discusses problems with evidence, one conclusion being that the theory needs to be self-critical and sometimes skeptical concerning its details.

An outspoken Christian reproductive-justice advocate draws on his upbringing in the Deep South and his experiences as a physician and abortion provider to explain why he believes that helping women in need without judgment is in accordance with Christian values.

"Rarely have I come across a book that so quickly provoked me to re-examine my own classroom behavior. There is no place to hide in this careful scrutiny of the teacher as crucial player in the daily morality tale that becomes the story of school life." -- Vivian Gussin Paley, teacher, University of Chicago Laboratory Schools This book takes the reader on an eye-opening journey through a variety of elementary and high school classrooms, highlighting the moral significance of all that transpires there. Drawing on the results of a two-and-a-half year study, the authors examine the ways in which moral considerations permeate the everyday life of classrooms. In addition to providing teachers and teacher educators with a new framework for looking at and thinking about the moral dimensions of schooling, the authors also offer specific suggestions about how to look at classroom events from a moral perspective. Contents One. Looking for the Moral: An Observer's Guide Two. Becoming Aware of Moral Complexity Within a School Setting: Four Sets of Observations Three. Facing Moral Ambiguity and Tension: Four More Sets of Observations Four. Cultivating Expressive Awareness in Schools and Classrooms Postscript: Where Might One Go from Here? Philip W. Jackson is the David Lee Shillinglaw Distinguished Service Professor of Education and Psychology and a member of the Committee on Ideas and Methods at the University of Chicago. Robert E. Boostrom is a senior research associate of the Benton Center for Curriculum and Instruction at the University of Chicago. David T. Hansen is an assistant professor of curriculum and instruction in the College of Education at the University of Illinois at Chicago

Examines the Protestant origins of motherhood and the child consumer Throughout history, the responsibility for children’s moral well-being has fallen into the laps of mothers. In The Moral Project of Childhood, the noted childhood studies scholar Daniel Thomas Cook illustrates how mothers in the nineteenth-century United States meticulously managed their children’s needs and wants, pleasures and pains, through the material world so as to produce the “child” as a moral project. Drawing on a century of religiously-oriented child care advice in women’s periodicals, he examines how children ultimately came to be understood by mothers—and later, by commercial actors—as consumers. From concerns about taste, to forms of discipline and punishment, to play and toys, Cook delves into the social politics of motherhood, historical anxieties about childhood, and early children’s consumer culture. An engaging read, The Moral Project of Childhood provides a rich cultural history of childhood.

Madame Justice Bertha Wilson, the first woman appointed to the Supreme Court of Canada, is an enormously influential and controversial figure in Canadian legal and political history. This engaging, authorized, intellectual biography draws on interviews conducted under the auspices of the Osgoode Society for Legal History, held in Scotland and Canada with Madame Justice Wilson, as well as with her friends, relatives, and colleagues. The biography traces Wilson's story from her birth in Scotland in 1923 to the present. Wilson's contributions to the areas of human rights law and equality jurisprudence are many and well-known. Lesser known are her early days in Scotland and her work as a minister's wife or her post-judicial work on gender equality for the Canadian Bar Association and her contributions to the Royal Commission on Aboriginal Peoples. Through a scrupulous survey of Wilson's judgements, memos, and academic writings (many as yet unpublished), Ellen Anderson shows how Wilson's life and the law were seamlessly integrated in her persistent commitment to a stance of principled contextuality. This stance has had an enduring effect on the evolution of Canadian law and cultural history. Supported with the warmth and generosity of Wilson's numerous personal anecdotes, this work illuminates the life and throught of a woman who has left an extraordinary mark on Canada's legal landscape.

Procreation, Parenthood, and Educational Rights explores important issues at the nexus of two burgeoning areas within moral and social philosophy: procreative ethics and parental rights. Surprisingly, there has been comparatively little scholarly engagement across these subdisciplinary boundaries, despite the fact that parental rights are paradigmatically ascribed to individuals responsible for procreating particular children. This collection thus aims to bring expert practitioners from these literatures into fruitful and innovative dialogue around questions at the intersection of procreation and parenthood. Among these questions are: Must individuals be found competent in order to have the right to procreate or to parent? What, if anything, can justify parents' special authority over, or special obligations toward, their children, particularly children they biologically procreate? How is the relationship between the right to procreate and the right to parent best understood? How ought liberal societies understand the parent-child relationship and the rights and claims it gives rise to? A distinguishing feature of the collection is that several of its chapters address these issues by drawing on philosophical work in the realm of education, one of the most controversial areas in the ethics of parenthood. This book represents a distinctive synthesis of topics and literatures likely to appeal to scholars and advanced students working across a wide range of disciplines.

Philosophy for Children (P4C) has long been considered as crucial for children’s ethical and moral education and a decisive contribution for education for the democratic life. The book gathers contributions from experts in the field who reflect on fundamental issues on how childhood and ethics are interrelated within the P4C movement. The main interest of this volume is to offer an understanding of how different philosophical conceptions of childhood can be coordinated with different ethical and meta-ethical philosophical considerations in P4C addressing topics such as P4C and relativism, P4C and Virtue ethics, ethics and emotions in P4C, philosophical commitments and P4C application, and Socratic practice within a pragmatist framework. A thought-provoking collection about how assumptions of particular philosophical conceptions of childhood modify moral and ethical education and a testimony of the undeniable contribution of P4C for moral education and reconceptualization of childhood.