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This volume studies the teaching of Aristotle's "Nichomachean Ethics (the standard textbook for moral philosophy) in the universities of Renaissance Italy. Special attention is given to how university commentaries on the "Ethics reflect developments in educational theory and practice and in humanist ...

This volume studies the teaching of Aristotle's "Nichomachean Ethics (the standard textbook for moral philosophy) in the universities of Renaissance Italy. Special attention is given to how university commentaries on the "Ethics reflect developments in educational theory and practice and in humanist Aristotelianism.
After surveying the fortune of the "Ethics in the Latin West to 1650 and the work's place in the universities, the discussion turns to Italian interpretations of the "Ethics up to 1500 (Part Two) and then from 1500 to 1650 (Part Three).
The focus is on the universities of Florence-Pisa, Padua, Bologna, and Rome (including the Collegio Romano). Five substantial appendices document the institutional context of moral philosophy and the Latin interpretations of the "Ethics during the Italian Renaissance.
Largely based on archival and unpublished sources, this study provides striking evidence for the continuing vitality of university Aristotelianism and for its fruitful interaction with humanism on the eve of the early modern era.

The current development of biomedical ethics is a source of radical critique not only in the clinic, but also in the classroom. This volume argues that today's moral education is too abstract to be effective and would benefit from the adoption of the practical approach which is typical of biomedical ...

The current development of biomedical ethics is a source of radical critique not only in the clinic, but also in the classroom. This volume argues that today's moral education is too abstract to be effective and would benefit from the adoption of the practical approach which is typical of biomedical ethics--"thinking with cases." In presenting this approach, Radest explores various issues of moral epistemology and advocates the urgency of realism and decision in ethics. The use of a rich and complex literature drawn from biomedical ethics, pedagogy, and philosophy serves to stimulate the reader to think through the moral complexity and ambivalence of modern experience.

The current development of biomedical ethics is a source of radical critique not only in the clinic, but also in the classroom. This volume argues that today's moral education is too abstract to be effective and would benefit from the adoption of the practical approach which is typical of biomedical ...

The current development of biomedical ethics is a source of radical critique not only in the clinic, but also in the classroom. This volume argues that today's moral education is too abstract to be effective and would benefit from the adoption of the practical approach which is typical of biomedical ethics--"thinking with cases." In presenting this approach, Radest explores various issues of moral epistemology and advocates the urgency of realism and decision in ethics. The use of a rich and complex literature drawn from biomedical ethics, pedagogy, and philosophy serves to stimulate the reader to think through the moral complexity and ambivalence of modern experience.

This is a book about the ethics of teaching in the context of higher education. While many books focus on the broader socially ethical topics of widening participation and promoting equal opportunities, this unique book concentrates specifically on the lecturer's professional responsibilities. It ...

This is a book about the ethics of teaching in the context of higher education. While many books focus on the broader socially ethical topics of widening participation and promoting equal opportunities, this unique book concentrates specifically on the lecturer's professional responsibilities. It covers the real-life, messy, everyday moral dilemmas that confront university teachers when dealing with students and colleagues - whether arising from facilitated discussion in the classroom, deciding whether it is fair to extend a deadline, investigating suspected plagiarism or dealing with complaints. Bruce Macfarlane analyses the prescriptive professional codes of practice employed by many universities, and promotes the active development of professional virtues over bureaucratic recommendations. The material is presented in a scholarly yet accessible style, and case examples are used throughout to encourage a practical, reflective approach. Teaching With Integrity bridges the pedagogic gap currently separating the debate about teaching and learning in higher education from the broader social and ethical environment in which it takes place.

The early childhood services of Reggio Emilia in Northern Italy has gained worldwide interest and admiration. Drawing on the âeuro~Reggio approach', and others, this book explores the ethical and political dimensions of early childhood services and argues the importance of these dimensions at a time ...

The early childhood services of Reggio Emilia in Northern Italy has gained worldwide interest and admiration. Drawing on the âeuro~Reggio approach', and others, this book explores the ethical and political dimensions of early childhood services and argues the importance of these dimensions at a time when they are often reduced to technical and managerial projects, without informed consideration for what is best for the child.Extending and developing the ideas raised in Beyond Quality in Early Childhood Care and Education the successful team of authors make a wide range of complex material accessible to readers who may have little knowledge of the various important and relevant areas within philosophy, ethics, or politics, covering subjects such as: post-structural thinkers and their perspectives the history and practice of early childhood work in Reggio Emilia globalization, technological change, poverty, and environmental degradation ethical and political perspectives relevant to early childhood services from Foucault and Deleuze, to Beck, Bauman and Rose.This book presents essential ideas, theories and debates to an international audience. Those who would find this particularly useful are practitioners, trainers, students, researchers, policymakers and anyone with an interest in early childhood education.