The first of its kind, this anthology in the burgeoning field of technology ethics offers students and other interested readers 32 chapters, each written in an accessible and lively manner specifically for this volume. The chapters are conveniently organized into five parts: Perspectives on Technology and its Value Technology and the Good Life Computer and Information Technology Technology and Business Biotechnologies and the Ethics of Enhancement A hallmark of the volume is multidisciplinary contributions both (1) in "analytic" and "continental" philosophies and (2) across several hot-button topics of interest to students, including the ethics of autonomous vehicles, psychotherapeutic phone apps, and bio-enhancement of cognition and in sports. The volume editors, both teachers of technology ethics, have compiled a set of original and timely chapters that will advance scholarly debate and stimulate fascinating and lively classroom discussion. Downloadable eResources (available from www.routledge.com/9781032038704) provide a glossary of all relevant terms, sample classroom activities/discussion questions relevant for chapters, and links to Stanford Encyclopedia of Philosophy entries and other relevant online materials. Key Features: Examines the most pivotal ethical questions around our use of technology, equipping readers to better understand technology’s promises and perils. Explores throughout a central tension raised by technological progress: maintaining social stability vs. pursuing dynamic social improvements. Provides ample coverage of the pressing issues of free speech and productive online discourse.
The Blackwell Companion to Greek Tragedy provides readers with a fundamental grounding in Greek tragedy, and also introduces them to the various methodologies and the lively critical dialogue that characterize the study of Greek tragedy today. Comprises 31 original essays by an international cast of contributors, including up-and-coming as well as distinguished senior scholars Pays attention to socio-political, textual, and performance aspects of Greek tragedy All ancient Greek is transliterated and translated, and technical terms are explained as they appear Includes suggestions for further reading at the end of each chapter, and a generous and informative combined bibliography
Spanning over 2 centuries, James Gregory's Mercy and British Culture, 1760 -1960 provides a wide-reaching yet detailed overview of the concept of mercy in British cultural history. While there are many histories of justice and punishment, mercy has been a neglected element despite recognition as an important feature of the 18th-century criminal code. Mercy and British Culture, 1760-1960 looks first at mercy's religious and philosophical aspects, its cultural representations and its embodiment. It then looks at large-scale mobilisation of mercy discourses in Ireland, during the French Revolution, in the British empire, and in warfare from the American war of independence to the First World War. This study concludes by examining mercy's place in a twentieth century shaped by total war, atomic bomb, and decolonisation.
Works of fiction are works of the imagination and for the imagination. Gregory Currie energetically defends the familiar idea that fictions are guides to the imagination, a view which has come under attack in recent years. Responding to a number of challenges to this standpoint, he argues that within the domain of the imagination there lies a number of distinct and not well-recognized capacities which make the connection between fiction and imagination work. Currie then considers the question of whether in guiding the imagination fictions may also guide our beliefs, our outlook, and our habits in directions of learning. It is widely held that fictions very often provide opportunities for the acquisition of knowledge and of skills. Without denying that this sometimes happens, this book explores the difficulties and dangers of too optimistic a picture of learning from fiction. It is easy to exaggerate the connection between fiction and learning, to ignore countervailing tendencies in fiction to create error and ignorance, and to suppose that claims about learning from fiction require no serious empirical support. Currie makes a case for modesty about learning from fiction -- reasoning that a lot of what we take to be learning in this area is itself a kind of pretence, that we are too optimistic about the psychological and moral insights of authors, that the case for fiction as a Darwinian adaptation is weak, and that empathy is both hard to acquire and not always morally advantageous.
England’s famed Lake District—best known as the place of inspiration for the Wordsworths, Samuel Taylor Coleridge, and other Romantic-era writers—is the locus of this pioneering study, which implements and critiques a new approach to literary analysis in the digital age. Deploying innovative methods from literary studies, corpus linguistics, historical geography, and geographical information science, Deep Mapping the Literary Lake District combines close readings of a body of writing about the region from 1622-1900 with distant approaches to textual analysis. This path-breaking volume exemplifies interdisciplinarity, demonstrating how digital humanities methodologies and geospatial tools can enhance our appreciation of a region whose topography has been long recognized as fundamental to the shape of the poetry and prose produced within it.
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