This book investigates the various meanings of forgetting and their ethical dimension in the Daoist classic Zhuangzi. It responds to recent scholarship in the study of the ethics of forgetting, which has only emerged within the past two decades in the wake of the widespread memory-studies of the late 20th century. This book accomplishes two goals: First, it assimilates insights from contemporary scholarship, and specifically applies Ricoeur’s three areas of ethical examinations of forgetting, to the study of the Zhuangzi. It addresses a wide range of ethical themes related to acts of forgetting, such as the meaning of well-being and healing, the issue of personal identity and relational autonomy, the norm of spontaneity, naturalness and suitability, the capacities for being empathic, altruistic and responsive to others, and the values of accommodation, receptivity and all-inclusive friendliness. Second, it places forgetfulness in the wider context of the Zhuangzi’s ethical inquiry, and offers a novel understanding of this age-old notion and its exegetic tradition, bringing them into dialogue with Western philosophy and contributing to contemporary discourse on the ethics of forgetting. The first book to present a comprehensive examination on the ethical dimension and meanings of forgetting or forgetfulness in the Daoist philosophy of the Zhuangzi, this monograph will be of interest to researchers in Asian philosophy, religion and culture, moral philosophy or ethics, the study of memory and forgetting, and comparative or cross-cultural philosophy and ethics.

"A new ethics guideline for caregivers of "deeply forgetful people" and a program on how to communicate and connect based on 30 years of community dialogues through Alzheimer's organizations across the globe"--

Forgetting is usually juxtaposed with memory as its opposite in a negative way: it is seen as the loss of the ability to remember, or, ironically, as the inevitable process of distortion or dissolution that accompanies attempts to commemorate the past. The civic emphasis on the crucial importance of preserving lessons from the past to prevent us from repeating mistakes that led to violence and injustice, invoked most poignantly in the call of “Never again” from Holocaust survivors, tends to promote a view of forgetting as verging on sin or irresponsibility. In this book, Bradford Vivian hopes to put a much more positive spin on forgetting by elucidating its constitutive role in the formation and transformation of public memory. Using examples ranging from classical rhetoric to contemporary crises like 9/11, Public Forgetting demonstrates how, contrary to conventional wisdom, communities may adopt idioms of forgetting in order to create new and beneficial standards of public judgment concerning the lessons and responsibilities of their shared past.

In the wise and often witty Forgetting Ourselves on Purpose, Brian Mahan considers the question of how it is possible to create a meaningful spiritual life while living in a culture that measures us by what we have rather than who we are. Drawing on nearly two decades of teaching experience. Brian Mahan shares stories of personal struggle and triumph that demonstrate how those who seek meaning and purpose have recalimed their authentic selves by resolving the inevitable tension between personal ambition and spiritual vibrancy.

The term Ethical Monotheism is an important marker in Judaism’s tumultuous transition into the modern era. The term emerged in the context of culture-wars concerning the question of whether or not Jews could or should become emancipated citizens of modern European states. It appeared in arguments whether or not Judaism could be considered a Religion of Reason—a symbolic, motivational representation of a universal morality, and in debates about whether or not Judaism could or should reform itself into a Religion of Reason. This book is both a decisive departure from such discussions and an attempt to add a further, post-modern, statement to their ongoing development. As departure, it refuses to take for granted a philosophical conception of Religion of Reason as the standard for Ethical Monotheism according to which Judaism was to be evaluated or reformed. As continuation, the book undertakes a phenomenology of Jewish modes of ethical religiosity that allows it to inquire what kind of ethical monotheism Judaism might be. Through sophisticated analysis of select "snapshots," or "fragments of a hologram," guided by a robust theory of religion, the author discloses Judaic ethical monotheism as an ongoing wrestling with the meaning of justice. By closely examining five main "snapshots" of this long process—the Bible, rabbinic Judaism, Maimonides, The Zohar, and the modern philosophers, Buber and Levinas—the author offers his own constructive philosophy of Judaism and his own distinctive philosophy of religion. Ethical Monotheism offers a new way to think about Judaism as a religion and as a coherent philosophical debate, and demonstrates the need to integrate philosophy, history, cognitive psychology, anthropology, theology, and history of science in the study of "religion."

This is the second edition of a highly successful and well-received textbook on the responsible conduct of biomedical and health science research. It is aimed at faculty and graduate students in health science and biomedical science programs. In addition those on National Institute of Health research grants, administrators at universities, academic health centers, and medical and graduate schools will find the book a useful resource. The structure of the book remains the same as the first edition. Each chapter offers an overview together with important primary documents and case studies concerned with core ethical issues underlying responsible research. The major changes from the first edition include new chapters providing overviews of each topic, several new published articles added to the readings, revised case studies along with an essay on how they can be used, as well as further readings and web addresses that will serve as invaluable sources of reference.

This book draws upon ethical dimensions of Muslim education as a means through which to address contemporary issues, such as social and societal conflicts, exclusion and marginalisation, and violence. It argues that an ethical Muslim education is underscored by the practice of autonomous, critical and deliberative engagement that can engender reflective judgement, compassionate recognition and a responsible ethical (Muslim) community. Such a community is not only capable of cultivating human relationships based on non-coercion, truthful and peaceful human coexistence, but can also quell the stereotypes and forms of dystopia and exclusion that are pervasive in contemporary society. Put differently, Muslim education extends the neo-Kantian view that ethical human conduct can be rationalised in terms of achieving morally worthwhile action towards forms of engagement that are potentially disruptive.