Combining engaging discussions and stimulating new case studies, BUSINESS ETHICS: A TEXTBOOK WITH CASES gives students a comprehensive survey of business ethics that will guide them toward becoming ethical professionals, even if they have never studied philosophy before. Rich with real-world examples, BUSINESS ETHICS: A TEXTBOOK WITH CASES invites students to critically analyze and apply a broad range of philosophical concepts and principles to today's most important issues in business and beyond. BUSINESS ETHICS: A TEXTBOOK WITH CASES (...) is a concise (without readings) and updated version of the eleventh edition of MORAL ISSUES IN BUSINESS. BUSINESS ETHICS: A TEXTBOOK WITH CASES is also available in an eBook format. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. (shrink)

Now available Open Access! See the Bloomsburycollections URL below. Correct bibliographical information is as follows: Gottfried Achenwall, _Natural Law: A Translation of the Textbook for Kant's Lectures on Legal and Political Philosophy_, edited by Pauline Kleingeld, translated by Corinna Vermeulen, with an Introduction by Paul Guyer. London: Bloomsbury, 2020. As the first translation into any modern language of Achenwall’s Ius naturae, from the 1763 edition used by Immanuel Kant, this is an essential work for anyone interested in Kant, the (...) natural law tradition or the history of legal and political theory. For over twenty years, Kant used this book as the basis for his lectures on natural law. It influenced his legal and political philosophy as well as his ethics, and it is indispensable for understanding Kant’s Feyerabend Lectures on Natural Law and his Metaphysics of Morals. Articulating his theory of natural law with clear definitions and precise distinctions, Achenwall offers a lucid account that includes instructive comparisons with the work of Grotius, Hobbes, Pufendorf, Wolff and others. The volume also contains an Introduction by the eminent Kant scholar Paul Guyer, comparing Achenwall’s theory to the legal and political philosophy of Kant’s Doctrine of Right, and a concordance correlating Achenwall’s Natural Law to Kant’s Feyerabend Lectures on Natural Law. (shrink)

The philosophy of science has lost its self-confidence, witness the lack of advanced textbooks in contrast to the abundance of elementary textbooks. Structures in Science is an advanced textbook that explicates, updates, accommodates, and integrates the best insights of logical-empiricism and its main critics. This `neo-classical approach' aims at providing heuristic patterns for research. The book introduces four ideal types of research programs and reanimates the distinction between observational laws and proper theories. It explicates various patterns of explanation by (...) subsumption and specification as well as structures in reductive and other types of interlevel research. Its analysis of theory evaluation leads to new characterizations of confirmation, empirical progress, and pseudoscience. Partial analogies between progress in nomological research and progress in explicative and design research emerge. Finally, special chapters are devoted to design research programs, computational philosophy of science, the structuralist approach to theories, and research ethics. (shrink)

Critical thinking instructors are faced with an overwhelming number of textbooks to choose from for their courses. Many of these texts do not reflect an awareness of current scholarship in critical thinking and informal logic. I argue that instructors should only adopt textbooks that reflect a sound theoretical understanding of the topic by acknowledging the central role of critical thinking dispositions, offering a more nuanced approach to the teaching of fallacies and of inference, stressing dialectic and argument revision, focusing on (...) the analysis and evaluation of real arguments, and broadening the scope of critical thinking beyond argument analysis and evaluation. To support instructors in this regard, I critique one popular textbook now in its sixth edition that does not satisfy many of these criteria, Munson and Black (2012), and applaud one new textbook that I find does succeed on many of these fronts, Bailin and Battersby (2010). (shrink)

Immediately after its appearance, we at the University of Amsterdam’s Institute of Interdisciplinary Studies enthusiastically adopted Allen Repko’s Interdisciplinary Research: Process and Theory (Repko, 2008) as it was the first textbook that offered systematic explanation of and guidance through the complexities of an interdisciplinary research project. However, several characteristics of the projects conducted by our students made it an uneasy match for their needs and ours. For one thing, the Repko text targets students doing individual research projects whereas our (...) students typically perform interdisciplinary research in teams. Our students also typically bring more disciplinary expertise to their interdisciplinary work than those whom the Repko text targets. And they often undertake empirical research as part of their projects—and not just the research in relevant literature that is emphasized in the Repko texts. Feeling the need for a textbook on interdisciplinary research that would better support students like ours, we decided to develop our own textbook, Introduction to Interdisciplinary Research: Theory and Practice. In this article, we describe the version of the research process we present in our text, emphasizing the many forms of pluralism involved in the process as reconceived to better suit teams of researchers based in different disciplines, and sometimes pursuing empirical work which may involve extra-academic stakeholders. (shrink)

One of the issues that receives particular attention and care from both developed and developing societies is the educational issue, gaining its importance from the roles and functions it serves for society. Education is closely linked to various social issues, including political, economic, and cultural matters. These connections and relationships require periodic reforms, especially in light of scientific and technological advancements. In recent years, Algeria’s educational system has undergone numerous reforms and changes, among which is the introduction of the English (...) language at the primary education level. This research paper aims to explore the civilizational and historical dimensions embedded in the English language textbook for the primary stage, relying on content analysis methodology and its associated questionnaire tool, with a focus on the images contained therein. The study found that the textbook features a significant number of historical and cultural symbols that express Algeria’s sovereignty and civilizational affiliations. Education, with all its institutions and tools, represents a challenge that societies rely on to achieve intellectual, economic, and social progress. It is a decisive factor in advancing and developing nations and communities. When we talk about education and school upbringing, we refer to education, teaching, learning, and upbringing in all its dimensions. Based on the belief of societies and countries in the vital role that educational systems play, they give it considerable attention, which can be seen in the significant resources they seek to allocate to this sensitive sector, both material and human. This can also be observed in the ongoing processes of review and reform, indicating continuous monitoring and concern, as well as the close relationship between the education process and social change an interplay of influence and being influenced. This aims to introduce necessary improvements in response to the needs of both the individual and society, in accordance with social, cultural, and civilizational frameworks and criteria. Among the measures taken by the Algerian educational system is the introduction of the English language at the primary education level. (shrink)

In 1672 John Eliot, English Puritan educator and missionary to New England, published The Logick Primer: Some Logical Notions to initiate the INDIANS in the knowledge of the Rule of Reason; and to know how to make use thereof (Eliot 1672) The Logick Primer: Some Logical Notions to Initiate the INDIANS in the Knowledge of the Rule of Reason; and to Know How to Make Use Thereof, Cambridge, MA: Marmaduke Johnson]. This roughly 80 page pamphlet introduces syllogistic vocabulary and reasoning (...) so that syllogisms can be created from Biblical texts. The use of logic for proselytizing purposes is not distinctive: What is distinctive about Eliot's book is that it is bilingual, written in both English and Massachusett (Wôpanâak), an Algonquian language spoken in eastern coastal and southeastern Massachusetts. It is one of the earliest bilingual logic textbooks and it is the first, and perhaps only, textbook in an indigenous American language.In this paper, we (1) introduce John Eliot and the linguistic context he was working in; (2) introduce the contents of the Logick Primer – vocabulary, inference patterns, and applications; (3) discuss notions of ‘Puritan’ logic that inform this primer; and (4) address the importance of his work in documenting and expanding the Massachusett language and the problems that accompany his colonial approach to this work. (shrink)

The concept of substance is considered fundamental in order to understand chemistry and other related concepts, but many problems have been reported about its learning process. Considering the importance of textbooks in the training of chemistry teachers, this study aimed to identify the concepts of substance in general chemistry textbook glossaries. In addition, the study assessed the concepts of substance in relation to other chemical concepts and, when available, compared them with the concepts established by the IUPAC. The methodology (...) employed was content analysis and the results showed that concepts and statements related to the term ‘substance’ are different in the general chemistry textbooks analyzed. They also differ from those stated by IUPAC. Furthermore, it was found that many concepts are dependent on the concept of substance. It is concluded that there must be a greater effort from the community of chemists and the teaching of chemistry in the search for conceptual uniformity to reduce the problems of conceptual understanding. (shrink)

This article presents a comprehensive analysis of the logical views of Stepan Balei, a Ukrainian philosopher, psychologist, and educator, as outlined in his logic textbook for gymnasiums. The aim of the study is to outline the place of S. Balei’s work in the context of the formation of Ukrainian logical terminology and to examine its content, methodological, and linguistic components. The research is conducted in the context of the educational and cultural processes of the late 19th and early 20th (...) centuries, when there was a need to develop Ukrainian-language textbooks in the humanities. This historical period was crucial for the development of professional Ukrainian-language education, which, due to the national revival, required the creation of its own terminological system in various fields of knowledge, particularly in philosophy and logic. The study analyzes the structure and terminology of the textbook, focusing on concepts, judgments, inferences, logical operations, and the symbolic representation of implication. Special attention is given to the main terms of logic proposed by Balei, which form the basis of Ukrainian logical language. The importance of logic as a means of discovering truth through the formation of correct judgments is emphasized. The influence of the Lviv-Warsaw School, especially the ideas of K. Twardowski and F. Brentano, on Balei’s views is traced. Examples of logical symbolism employed by Balei are examined, demonstrating his aspiration to formalize logic within Ukrainian humanities. The article highlights different tendencies in the development of Ukrainian logical terminology through a comparative analysis with Dmytro Chyzhevskyi’s textbook «Logic». Considerable attention is paid to Balei’s ideas on the relationship between thought and language, the nature of judgments, inferences, and the process of knowing the truth. The historical role of the Kamianets-Podilskyi State Ukrainian University is also considered, as well as the figure of Mykola Chaikovskyi, one of the first advocates of developing Ukrainian scientific terminology. The study concludes that Balei’s textbook not only served an educational purpose but also contributed significantly to the establishment of national philosophical and logical terminology and the intellectual development of Ukrainian youth and philosophical culture. Keywords: S. Balei (Baley), M. Chaikovskyi, D. Chyzhevskyi, logic, history of logic, Ukrainian logical terminology, Ukrainian scientific terminology. (shrink)

The chapter presents a critical content analysis of the K-12 Biology textbook with respect to the inclusion of Bioethical issues. Content analysis as a technique for analysis has been chosen to analyse the text. In simple terms, content analysis can be defined as the process of summarizing and reporting data, as well as the main concerns of that data and revealing hidden messages if any. The rationale behind writing this chapter is to highlight such areas and topics within the (...) Biology Text where there could be some confluence of science, technology and Ethics as well as to critically analyse the textbook content for facilitating critical thinking and ethical understanding on the same. (shrink)

The purpose of the current research was to present a proposed outline for an introductory textbook for Theology faculties students. This outline is based on the Common European Framework of Reference for Language Learning, Teaching, and Assessment. The research problem was determined in the need of more academic contributions that can enrich the process of designing educational textbooks and programs which sometimes are not based on sound linguistic and educational foundations, in addition to, the lack of procedural steps for (...) designing an introductory textbook for Arabic language learners in Theology faculty in order to enrich them with the desired linguistic inventory. This can be confirmed by research that indicated a deficiency in the attention given to designing learning textbooks for Arabic language learners in general and for preparatory year students in particular. To address this problem, the research determined the standards of the linguistic performance for the introductory textbooks, the appropriate performance indicators for each standard, the appropriate assessment methods for both linguistic performance and linguistic aspects, then presented the final proposed outline for the introductory textbook in light of the European reference framework." The research utilized the descriptive analytical approach. The theoretical framework of the research consists of two chapters. The first chapter presented the status quo of teaching Arabic language in the preparatory year of theology faculty in Turkey. The second chapter presented the teaching of the Arabic language at the preparatory level in light of the Common European Framework of Reference for Language learning, teaching and assessment. It also presented the specification table of the introductory level mentioned in the Common European Framework of Reference. The research provided a proposed outline and presented linguistic performance indicators and linguistic aspects. Then, it highlighted the importance of cultural content and the assessment methods that can be utilized in the introductory textbook. The research then presented suggestions on the production of the textbook. The conclusion of the research emphasized the importance of having an outline for designing an introductory Arabic language textbook for Turkish theology students in light of the Common European Framework of Reference especially that the available textbooks in the preparatory year is still few and the field is still in need for more attention to accomplish the desired targets; among them, is addressing the individual differences issue among learners and helping teachers to present the subject matter to the learners who are diverse in their cognitive levels as they have linguistic systems that have its phonic, grammatical, morphological, semantic and structural features. The research demonstrated the importance of the paper textbook due to its unique role in the learning and teaching process regardless of its type, pattern, or content. The research emphasized that the adoption of a common framework-based introductory textbook by theology faculty will accomplish numerous benefits. These include reaching a consensus on the level of competence that students are expected to achieve by the end of the preparatory year. In light of the research problem and its revealed findings, the research recommended the importance of designing textbooks and educational series in line with global reference frameworks and reconsidering the content of some preparatory level textbooks. Additionally, the research highlighted the importance of organizing workshops to train Arabic language teachers to use reference frameworks to develop students’ linguistic skills. The research recommended that it is necessary to prepare proposed outlines for other levels, such as the novice, intermediate, and advanced, in light of the European reference framework. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:What Is Deviated Transcendency? Woolf's The Waves as a Textbook CaseSimon De Keukelaere (bio)The Waves, more than any of Virginia Woolf's other novels, conveys the complexities of human experience.—Kate FlintHumankind—according to mimetic theory—is not (as Marx thought) homo economicus but rather homo religiosus. Mensonge Romantique et Vérité Romanesque, Girard's first essay (1961), evocatively opens with a saying by Max Scheler: "L'homme possède ou un Dieu ou une idole" (...) (Man has either a God or an idol). If we may believe Girard, the Enlightenment profoundly misunderstood human beings because it naively assumed that doing away with "ancient superstitions" would fully liberate them: "denial of God does not eliminate transcendency but diverts it from the au-delà to the endeçà " (Girard 1965, 59).What has all this to do with Virginia Woolf's secular art? René Girard's "transcendance déviée," the diverted or deviated transcendency––which we may also want to term idolatry––is beautifully and transparently depicted in one of Woolf's most enigmatic and experimental novels. In The Waves, the portrayal of human desire as mimetic, imitated, is so crystal clear that––once noticed—it can hardly be overlooked any longer. Perhaps even more interesting for mimetic theory is the fact that Woolf (just as Proust did before her) brings into play the language of the sacred when rendering the mimetic nature of human longing. Neither of these two aspects of The Waves (the obsessively mimetic nature of desire and the use of the religious metaphor) have been fully unraveled by Woolf's critics.The purpose of this article is to make obvious the value of Virginia Woolf's (poetic) language for mimetic scholars and to show how deviated transcendency can be made visible and (above all) intelligible through great secular literature. The study of literature is vital to the humanities, not for some frivolous, outdated reasons, but because great literature can, sometimes [End Page 195] more effectively than many erudite studies, convey the complexities of human experience.It would no doubt be unjustifiable to foist Girard's mimetic thesis on Woolf's novel without clear support from the text, but I believe The Waves provides such backing. The outline of the present article is as follows. I first argue that the characters in Woolf's novel really are interdividuals rather than individuals, since mimetic desire plays an important role in them. I subsequently focus on a typically metaphysical illusion that goes along with mimetic desire, that is, the apparent self-sufficiency or divine autonomy of the Other. Then I show how the religious metaphor is consistently linked with the first-mentioned issue and that a form of distorted mysticism is to be recognized throughout the novel. Finally I examine how in The Waves deviated transcendency is depicted as a road toward Death in exactly the same way as Girard does in his Mensonge Romantique et Vérité Romanesque (1961).The Interdividual and Her Mimetic DesireMimetic theory is deeply involved with the problem of selfhood, the paradoxical nature of subjectivity. According to René Girard we are not individuals but interdividuals. The ambiguous nature of the Self is a recurrent theme in Woolf's novels too, and especially in The Waves, it seems. As Lisa Marie Lucenti remarks: "Many critics seem to agree that subjectivity, for Woolf, is no simple matter, but they disagree on the significance, expression and forms of its intricacies. The most productive theories for reading Woolf are those which allow for a large measure of variation and ambiguity both between and within individual subjects" (1998, 34). The problematic nature of the Self challenges the critic, since the very concept of character is turned into a conundrum, rather than a useful instrument with which to analyze the novel. To speak of separated characters, of individuals (in-divisus) with regard to The Waves is particularly difficult. So, for example, at the end of the novel Bernard (one of the six "voices" or "characters" whose lives are recounted) states: "I am many people; I do not altogether know who I am—Jinny, Susan, Neville, Rhoda or Louis; or how to distinguish my life from theirs... (shrink)

This exploratory study is part of a post-doctoral project investigating how Brazilian and Portuguese textbooks present slavery and the slavery trade, as well as how Portuguese students interpret these issues, particularly when they use the sources in their textbooks. A group of 8th-grade students (aged 13–14) from a school in northern Portugal was asked to reflect on the meaning of slavery and its potential consequences for Brazil and Portugal, drawing on evidence related to the slave trade and labour during the (...) 16th century, as presented in their textbooks. The students’ responses were analysed inductively, and the findings are discussed in terms of (a) the specific analytical process employed and (b) the insights gained regarding the relationship between textbook representations and students’ perceptions, framed within the context of situated learning. This framework suggests that prior knowledge, personal experience, and the specific task at hand may influence students' ideas and outcomes. (shrink)

This piece offers a critique of what is commonly the structure of introductory philosophy textbooks, syllabi, and courses. The basic criticism is that this structure perpetuates the systematic devaluing of the views of historically marginalized and exploited people. The form my critique takes is that of a referee report on a hypothetical manuscript for an introductory philosophy textbook, authored by “Dr. Unspecified.” I examine what the manuscript chooses to focus on and what it chooses to omit from discussion. I (...) thereby outline much of the content typically used to introduce newcomers to philosophy, while illustrating that presenting exclusively that content supports a prejudiced view of philosophy. I try to show how this representation of philosophy marginalizes the concerns and insights of many and reinforces the disproportionate extent to which those who can do philosophy for a living are white, straight, men with typical body morphology. My report also identifies various ways that the content of an introductory philosophy textbook or course could be modified or supplemented in light of the sort of critique my report makes. (shrink)

Jonathan Lowe believes that metaphysics should regain its central place in philosophy. It is an autonomous philosophical discipline, which task is to outline the realm of what is really possible by defining a system of fundamental ontological categories under which everything that exists falls, and relations of ontological dependence in which objects of various ontological categories are related to each other. Metaphysical categories are what gives meaning to our experience, however, unlike I. Kant, they are not the result of a (...) priori constraints – on the contrary, they are subject to revision in the face of experience. The question of why there is something in the world rather than nothing, is solved with a non-Wittgensteinian understanding of what the world is (world is the sum of all existing objects because world as “the totality of facts” lacks determinate identity-conditions), as well as an understanding that universals must be actually instantiated in particulars. Far from being an easy textbook in the proper sense, this book is a brilliant example of the return of Aristotle to modern metaphysics. Reflections on the book: Lowe E. J. The Possibility of Metaphysics: Substance, Identity, and Time. Clarendon Press, 1998. (shrink)

Benedict de Soxo, who is sometimes considered one of the best rectors of Vilnius, is the author of a treatise entitled Claves juris, published in 1648. It was the first textbook on the study of law in the Grand Duchy of Lithuania, studied by candidates preparing for utrisque iuris doctorates. The aim of this article is to familiarise contemporary readers with the content of Claves juris. This will not only allow them to learn about the work of the rector (...) of the Vilnius Academy, but also to assess the scientific value of the textbook. The actual content of the work consists of a series of treatises (chapters and subchapters) entitled Claves. The Spanish professor composed Claves juris in such a way that canon law took up more space than Roman (civil) law. The sections devoted to Corpus Iuris Civilis Romanorum were constructed in the form of questions and answers. In this part of the work, the rector of the Vilnius Academy cited only works created as part of the Justinian codification: Digesta, Institutions, Justinian Code and Authenticum – a private collection of Novels from 535–556 AD. (shrink)

This article examines science books for children, a genre that has been neglected both in studies of science discourse and in studies of literature for children. It compares this genre to two other science genres, textbooks and popular science articles, and finds great similarities between science textbooks and science books for children, both in terms of register and cultural values. As a result of these similarities, it suggests that science books for children are valuable in providing access to textbook (...) literacy, which is highly prized in the later school years. (shrink)

(2005). Uncovering The Coverings: The Use Of Corporate-Sponsored Textbook Covers In Furthering Uncritical Consumerism. Educational Studies: Vol. 37, No. 3, pp. 255-266.

Christopher Southgate has been the editor of the textbook God, Humanity and the Cosmos. I consider this textbook fair on science and wise in intertwining issues in theology and science with ecology, climate change, and technology. It might also be challenging for students, as it introduces them to a variety of perspectives and a rich palette of literature. I wonder whether such a book, with its strong theological, “cognitive,” orientation will remain relevant in European contexts, given shifts in (...) society away from Christianity and changes in understanding what it is to be religious. (shrink)

This book, written by a top scholar in the business law area, is written to create a skill in ethical decision-making and building ethical culture. It is complete summary of the leading theories of business ethics today. The book draws students into the material by providing experiences that allow them to tell their own stories and to define their own business ethics. It provides student examples of how to apply the frameworks and decision-making models so that the "how-to" is clear. (...) The book synthesizes a very strong legal foundation with both philosophical ethics and cognitive psychology to create an integrated textbook drawing on not one, but all the major traditions found in business schools worldwide today. (shrink)

The medieval fascination with the mysterious language of Dionysius the Areopagite is nowhere more evident than in the thirteenth-century textbook edition of his treatise on liturgical rites. Dionysius employed unfamiliar Greek to describe people, actions, and texts that would have been perfectly familiar to his readers. The Latin translation used in the thirteenth-century textbook strives to preserve this unfamiliarity, but commentaries are introduced between its lines and paragraphs, disrupting its ability to bewilder and surprise. These commentaries make the (...) Dionysian text less mysterious, while also slightly altering its meaning. In the hands of the commentators, Dionysius becomes less interested in the aesthetic mystery of the liturgy, and more interested in credal orthodoxy. To read text and commentary together is to confront seven hundred years of competing voices speaking on the nature and purpose of the Christian church. (shrink)

Analysing Representation: A Corpus and Discourse Textbook guides readers through the process of researching how people and phenomena are represented in discourse and introduces them to key tools they can use from corpus linguistics and (critical) discourse analysis. The book takes a step-by-step approach to introducing each concept and includes exercises and further reading to help readers check their progress and prepare for independent research. It is unique in introducing readers to a range of experts representing the full range (...) of work in this area. It is aimed at final-year undergraduate, taught postgraduate and doctoral level students, as well as scholars who are new to combining corpus and discourse methods to investigating representation. (shrink)

LK is much more difficult than NK, and to make matters worse, Gentzen's intention is still unclear when it comes to that system (LK). -/- This book, Vol.1 of the series titled What is LK?, tackles this issue, focusing on the sequent, the most enigmatic notion we find in LK. The dependence-relation we find in NK shall play a crucial role in that investigation. -/- The style is typically textbook-like, so readers can learn the system of LK, using this (...) series as a guidance, too. (shrink)

Crucial Note (April 9, 2026) This edition has already been replaced with the 2026 revised edition: "What Is LK? Vol.2-I--As a Meta-Theory of NK: A Fully Revised Edition of Vol.2 (Textbook Series in Symbolic Logic)". For reference, the author, although hesitantly, has left this former version (What is LK? Vol.2. Structural Inference-Figures) , which includes numerous incorrect passages. ******the following is the previous abstract******** -/- LK is much more difficult than NK, and to make matters worse, Gentzen's intention is (...) still unclear when it comes to that system (LK). -/- The second and third volumes of the series titled What is LK? conduct the detailed survey of each inference-figure in a toe-to-toe way, as it were, which most mathematicians looked through. -/- The present volume, Vol.2, looks deeper into structural inference-figures, which is never an easy task. (shrink)

The booklet provides teachers and others who use the textbook "Logic" by Srećko Kovač with basic theoretical and philosophical ideas about logic as a discipline, as well as practical instructions on how to use the textbook.

Social studies suffers from a lack of popularity among its prime consumers--students. Textbooks, according to some investigators, may be the problem. They dominate in classrooms as the social studies curriculum material of choice. The Peter Parley social studies books may hold clues to how social studies textbook authors can address the popularity of their product. Peter Parley is the pseudonym used by Samuel Griswold Goodrich, and the name became synonymous with popular geography, history, and other children’s books which were (...) published during the 19th century. (shrink)

This article identifies and describes the rhetorical organization of the Textbook genre, based on a corpus-based approach and on part of PUCV-2006 Corpus of Academic Spanish. This subcorpus includes 126 textbooks collected from four scientific disciplines at undergraduate university programmes: Social Work, Psychology, Construction Engineering and Industrial Chemistry. In order to fulfil the goals, the article determines and describes the communicative purposes of each of the moves and steps identified, and gives examples from the four disciplinary domains. A new (...) macro-level to fully account for the analysis is introduced and justified, which turned out to be essential for a better description of an extensive textual unit as these texts are. This is named as macro-move. The main findings reveal a well-organized organization directed towards educational instruction. The genre fundamental nucleus is formed by the macro-move Conceptualization and Exercising, which is repeated as many times as the contents are displayed. By the end of the article, the question appearing in the title is answered and arguments are offered to explain why the genre’s rhetorical organization is described as a ‘colony-in-loops’. (shrink)

There is a difficulty in distinguishing the cultural heritage of Europe from the cultures deriving from the European tradition. They do not want to be regarded as the provinces under the European domination. This is not the only problem which emerges when we describe European civilization as a product of Greek and Christian traditions. The authors of the textbook entitled Between the Myth and the Logos were confronted with much greater difficulty, namely, with the need of defining what in (...) the European philosophy and culture makes a whole, and what stays apart from this unity and determines the unique character of the currents of thought specific for different European regions and countries. It was essential therefore to select philosophers and their works in such a way, that the choice might reflect the unity of European philosophy and, at the same time, save the differences existing between philosophers and between methods of philosophy conditioned, to a certain extent, by the economical, political and cultural specificity of the European countries. (shrink)

This book offers 32 texts and case studies from across a wide range of business sectors around a managerial framework for Sustainable Business. The case studies are developed for and tested in executive education programmes at leading business schools. The book is based on the premise that the key for managing the sustainable business is finding the right balance over time between managing competitiveness and profitability AND managing the context of the business with its political, social and ecological risks and (...) opportunities. In that way, a sustainable business is highly responsive to the demands and challenges from both markets and societies and managers embrace the complexity, ambivalence and uncertainty that goes along with this approach. The book presents a framework that facilitates the adoption of best business practice. This framework leads executives through a systematic approach of strategic analysis and business planning in risk management, issues management, stakeholder management, sustainable business development and strategic differentiation, business model innovation and developing dynamic capabilities. The approach helps broaden the understanding of what sustainable performance means, by protecting business value against sustainability risks and creating business value from sustainability opportunities. (shrink)

Review of Artiukh, V., & Tymoshenko, Y. (2025). The history of Ukrainian historiosophical thought (mid-19th – first half of the 20th century): Textbook. Kyiv: FOP Yamchynskyi.

Contending that concern over the ethical dimensions of these and other like issues are no longer just in the domain of those involved in medical practice, the...

In many countries of the world, courses on religious teaching start from preschool and continue from first grade until the last grade. Regarding the scope and models of these courses there are different applications in various countries. As for our country, the Religion Culture and Moral Knowledge course is compulsory with the 24th article of the 1982 Constitution. Although, in the relevant paragraph of the constitution, the expression of “Religious culture and moral education is among the compulsory courses taught in (...) primary and secondary education institutions” is wide enough to cover both primary and secondary education, this course is taught from the 4th grade of primary school in practice. In the 19th National Education Council held in 2014, a recommendation was made for teaching the Religion Culture and Moral Knowledge course at the 1st, 2nd and 3th grades of primary school. However, there is no experience and educational background related to religious education at these classes. It is obvious that primarily academic studies that will form the basis of this field are needed. Based on this idea, this study aimed to examine a religion course given at the 1st and 2nd grades of primary school through a sample textbook. Accordingly, Mein Islambuch 1/2 textbook prepared for Muslim children in Germany was analyzed by document analysis in terms of its content features. Analysis themes determined in this direction were as follows: “Individual and Social Focused Issues”, “Belief in Allah-Creation Issues”, “Faith-Worship Issues”, “Prophets-Qur’ān Issues” and “Religions-Holidays”. The main question of the research was: “What are the content features of a religious textbook for Muslim students written at primary school levels?” With the results revealed by this research, it is expected to shed light on the studies to be carried out for a course likely to take place at these grade levels in our country. Basic findings of the study, obtained within the scope of the five analysis themes, are as follows: Within the scope of individual and social focused issues, emphasis was identified that Muslim students living in a multicultural society should recognize and introduce their own identity while trying to recognize their interlocutors. It is also emphasized in the book that although there are disagreements with siblings and friends from time to time, they should discover each other’s common aspects. In addition, it was also seen that an ideal Muslim family life is depicted as family elders are valued, parents and children share domestic responsibilities, the family spends time together effectively, and the children can perform some works independently. In the context of belief in Allah-creation issues, the names and attributes of Allah are given and illustrated by various visuals, verses and poems supporting the subject that Allah created the whole universe and possesses infinite power and might. It is also stated in the book that it is impossible to see God by eye but based on what He created His power can be seen and felt. It was determined that this content is presented in a level and scope in which seven-toeight-year-old children can recognize and discover the universe with their own experience, in accordance with their age, experience and level of development. (shrink)

The emphasis on the fact that the philosophy of science is not always the philosophy of physics, and the use of immunology as the main example makes it possible for Robert Klee to clearly demonstrate that the essence of introduction is not only and not so much to show the development of problems in a historical context, but to point out to the fact that even the most fundamental assumptions and basic intuitions are not immune to criticism. Wide coverage - (...) from formal presentation of theories, Duhem - Quine thesis and the problem of explanation to social constructivism and the feminist philosophy of science, together with the relentless justification of the need for scientific realism, makes the textbook one of the best in its genre. Reflections on the book: Klee R. Introduction to the Philosophy of Science: Cutting Nature at Its Seams. Oxford University Press, 1997. (shrink)

Love of life is the theme running through the eight chapters of this book, which cover theories of bioethics, the language of love, self love (embracing autonomy, selfishness, and altruism), love of freedom, loving relationships, animal ethics, and environmental ethics. Love of life, says Macer, is the “simplest and most all encompassing definition of bioethics, and it is universal among all peoples of the world” (page 1). This vision of love as a basis for a universal bioethics is part of (...) a more …. (shrink)

본 논문의 목적은 21세기 생명윤리, 환경윤리, 생태윤리 문제 해결 가능한 이론적 대안으로 에코페미니즘을 소개하고 2007 개정 도덕 교과서의 내용요소에 구체적으로 적용하여 실천하려는 것이다. 생태학과 페미니즘이 결합된 에코페미니즘은 기존 전통윤리학이 지닌 인식론·방법론의 한계를 극복하기 위해 떠오른 급진적 대안으로 생태주의 ― 심층생태주의, 사회생태주의 ― 와 함께 오늘날 인류가 직면한 인구문제, 자원고갈, 환경오염 문제를 해결하는데 적합한 이론 및 실천운동으로 평가된다. 본문에서는 에코페미니즘의 이론적 배경을 중심으로 2007 개정 도덕 교과서에서 다루는 낙태와 재생산보조기술을 중심으로 한 생명공학 등의 생명윤리 문제, 그리고 자연자원에 대한 고갈 및 환경위기를 (...) 다루는 환경·생태윤리 문제, 부족한 식량문제를 해결하기 위한 에코페미니즘의 유효성과 필요성 및 한계에 대하여 논하고 있다. (shrink)