Animals and Ethics 101 helps readers identify and evaluate the arguments for and against various uses of animals, such: - Is it morally wrong to experiment on animals? Why or why not? - Is it morally permissible to eat meat? Why or why not? - Are we morally obligated to provide pets with veterinary care (and, if so, how much?)? Why or why not? And other challenging issues and questions. Developed as a companion volume to an online "Animals & Ethics" course, it is ideal for classroom use, discussion groups or self study. The book presupposes no conclusions on these controversial moral questions about the treatment of animals, and argues for none either. Its goal is to help the reader better engage the issues and arguments on all sides with greater clarity, understanding and argumentative rigor. Includes a bonus chapter, "Abortion and Animal Rights: Does Either Topic Lead to the Other?
Real Life: This is not a Game - Personal Finance for Young Adults" is a learning activity for young people about income and expenses, needs and wants and the jobs and careers needed to pay for daily life and beyond. It introduces kids and young adults to some basic concerns about personal finance: making money, paying bills, and more. Real life, hopefully, is full of lots of fun and exciting and special activities and events with family and friends, and just by yourself sometimes. But real life happens in the foreground of ordinary daily life. And lots of daily life is pretty ordinary stuff that many people often take for granted and don’t notice: living somewhere, sleeping somewhere, eating, deciding what to wear, not getting too hot or cold, and having some fun and relaxation too, among much more. For most adults, daily life happens because they have a job. They go usually somewhere (or they work from home), about 5 days a week, often for about 8 hours a day (or more!), to do work to get paid money so that they can pay for what they need and, sometimes, want for daily life. This is a game to introduce young people to what’s involved in daily life, specifically paying for what’s needed for daily life. What people need for daily life isn’t free - they have to pay for it, with money -- and money doesn’t grow on trees: nearly always, people have to work for it. This game focuses on expenses of daily living. This game involves a lot of internet research and fact finding: how much do the things required for daily life cost? And how much money does someone typically earn at different jobs? And it involves some basic math: what can someone afford, given a particular income (money earned) at a particular job? Thinking about these issues, and becoming aware of them, will help you get prepared for thinking about other financial (that is, money-related) questions, specifically those related to college and jobs. Real life is not a game!
This book introduces readers to the many arguments and controversies concerning abortion. While it argues for ethical and legal positions on the issues, it focuses on how to think about the issues, not just what to think about them. It is an ideal resource to improve your understanding of what people think, why they think that and whether their (and your) arguments are good or bad, and why. It's ideal for classroom use, discussion groups, organizational learning, and personal reading. From the Preface To many people, abortion is an issue for which discussions and debates are frustrating and fruitless: it seems like no progress will ever be made towards any understanding, much less resolution or even compromise. Judgments like these, however, are premature because some basic techniques from critical thinking, such as carefully defining words and testing definitions, stating the full structure of arguments so each step of the reasoning can be examined, and comparing the strengths and weaknesses of different explanations can help us make progress towards these goals. When emotions run high, we sometimes need to step back and use a passion for calm, cool, critical thinking. This helps us better understand the positions and arguments of people who see things differently from us, as well as our own positions and arguments. And we can use critical thinking skills help to try to figure out which positions are best, in terms of being supported by good arguments: after all, we might have much to learn from other people, sometimes that our own views should change, for the better. Here we use basic critical thinking skills to argue that abortion is typically not morally wrong. We begin with less morally-controversial claims: adults, children and babies are wrong to kill and wrong to kill, fundamentally, because they, we, are conscious, aware and have feelings. We argue that since early fetuses entirely lack these characteristics, they are not inherently wrong to kill and so most abortions are not morally wrong, since most abortions are done early in pregnancy, before consciousness and feeling develop in the fetus. Furthermore, since the right to life is not the right to someone else’s body, fetuses might not have the right to the pregnant woman’s body—which she has the right to—and so she has the right to not allow the fetus use of her body. This further justifies abortion, at least until technology allows for the removal of fetuses to other wombs. Since morally permissible actions should be legal, abortions should be legal: it is an injustice to criminalize actions that are not wrong. In the course of arguing for these claims, we: 1. discuss how to best define abortion; 2. dismiss many common “question-begging” arguments that merely assume their conclusions, instead of giving genuine reasons for them; 3. refute some often-heard “everyday arguments” about abortion, on all sides; 4. explain why the most influential philosophical arguments against abortion are unsuccessful; 5. provide some positive arguments that at least early abortions are not wrong; 6. briefly discuss the ethics and legality of later abortions, and more. This essay is not a “how to win an argument” piece or a tract or any kind of apologetics. It is not designed to help anyone “win” debates: everybody “wins” on this issue when we calmly and respectfully engage arguments with care, charity, honesty and humility. This book is merely a reasoned, systematic introduction to the issues that we hope models these skills and virtues. Its discussion should not be taken as absolute “proof” of anything: much more needs to be understood and carefully discussed—always.
In Theologizing Friendship, the author aims to revitalize Jean Leclercq's defense of monastic theology, while expanding and qualifying some of the central theses expounded in Leclercq's magisterial The Love of Learning and the Desire for God. The current work contributes to a revised and updated status quaestionis concerning the theological relationship between classical monasticism and scholasticism, construed in more systematic and speculative terms than those of Leclercq, rendered here through the lens of friendship as a theological topos. The work shares with Ivan Illich's In the Vineyard of the Text the conviction that the rise of the Schools (Paris, Oxford, etc.) constitutes one of the greatest intellectual watersheds in the history of Western civilization: where Illich's ruminations are largely philosophical and particularly epistemological, the author's are theological and metaphysical. In his novel proposal that within the monastic and scholastic milieux there obtain parallel threefold analogies among friendship, reading, and theology, the author not only offers an original contribution to current scholarship, but gestures towards avenues for institutional self-examination much needed by the contemporary--modern and postmodern--Academy.
Christianization and Commonwealth in Early Medieval Europe re-examines the alterations in Western European life that followed widespread conversion to Christianity-the phenomena traditionally termed "Christianization". It refocuses scholarly paradigms for Christianization around the development of mandatory rituals. One prominent ritual, Rogationtide supplies an ideal case study demonstrating a new paradigm of "Christianization without religion." Christianization in the Middle Ages was not a slow process through which a Christian system of religious beliefs and practices replaced an earlier pagan system. In the Middle Ages, religion did not exist in the sense of a fixed system of belief bounded off from other spheres of life. Rather, Christianization was primarily ritual performance. Being a Christian meant joining a local church community. After the fall of Rome, mandatory rituals such as Rogationtide arose to separate a Christian commonwealth from the pagans, heretics, and Jews outside it. A Latin West between the polis and the parish had its own institution-the Rogation procession-for organizing local communities. For medieval people, sectarian borders were often flexible and rituals served to demarcate these borders. Rogationtide is an ideal case study of this demarcation, because it was an emotionally powerful feast, which combined pageantry with doctrinal instruction, community formation, social ranking, devotional exercises, and bodily mortification. As a result, rival groups quarrelled over the holiday's meaning and procedure, sometimes violently, in order to reshape the local order and ban people and practices as non-Christian.
What is the connection between Christian doctrine and concrete social action? This question marks the often unarticulated divide between systematic theology and liberation theology, each often emphasizing one primarily or formally over the other. Examining the work of Karl Barth, T. F. Torrance, and Jon Sobrino, here Nathan Hieb contests this bifurcation, specifically around the nodal points of the crucifixion, or the doctrine of atonement, and the context of suffering. This book is an innovative study that bridges the boundaries of method, doctrine, and praxis, creating a strong theological and action-oriented relationship between systematic and liberation theology.
This is a reproduction of the original artefact. Generally these books are created from careful scans of the original. This allows us to preserve the book accurately and present it in the way the author intended. Since the original versions are generally quite old, there may occasionally be certain imperfections within these reproductions. We're happy to make these classics available again for future generations to enjoy!
In a series of intimate and searing portraits, Nathan Wachtel traces the journeys of the seventeenth- and eighteenth-century Marranos—Spanish and Portuguese Jews who were forcibly converted to Catholicism but secretly retained their own faith. Fleeing persecution in their Iberian homeland, some sought refuge in the Americas, where they established transcontinental networks linking the New World to the Old. The Marranos—at once Jewish and Christian, outsiders and insiders—nurtured their hidden beliefs within their new communities, participating in the economic development of the early Americas while still adhering to some of the rituals and customs of their ancestors. In a testament to the partial assimilation of these new arrivals, their faith became ever more syncretic, mixing elements of Judaism with Christian practice and theology. In many cases, the combination was fatal. Wachtel relies on inquisitorial archives of trials and executions to chronicle legal and religious prosecutions for heresy. From the humble Jean Vicente to the fabulously wealthy slave trafficker Manuel Bautista Perez, from the untutored Theresa Paes de Jesus to the learned Francisco Maldonado de Silva, each unforgettable figure offers a chilling reminder of the reach of the Inquisition. Sensitive to the lingering tensions within the Marrano communities, Wachtel joins the concerns of an anthropologist to his skills as a historian, and in a stunning authorial move, he demonstrates that the faith of remembrance remains alive today in the towns of rural Brazil.
This book investigates how Erasmus viewed non-Christians and different races, including Muslims, Jews, the indigenous people of the Americas, and Africans. Nathan Ron argues that Erasmus was devoted to Christian Eurocentrism and not as tolerant as he is often portrayed. Erasmus’ thought is situated vis-à-vis the thought of contemporaries such as the cosmographer and humanist Aeneas Sylvius Piccolomini who became Pope Pius II; the philosopher, scholar, and Cardinal, Nicholas of Cusa; and the Dominican missionary and famous defender of the Native Americans, Bartolomé Las Casas. Additionally, the relatively moderate attitude toward Islam which was demonstrated by Michael Servetus, Sebastian Franck, and Sebastian Castellio is analyzed in comparison with Erasmus’ harsh attitude toward Islam/Turks.
Promise and Fulfillment: The Relationship Between the Old and the New Testaments is the eight volume in the acclaimed series from Scott Hahn’s St. Paul Center for Biblical Theology. Letter & Spirit, the most widely read journal of Catholic Biblical Theology in English, seeks to foster a deeper conversation about the Bible. The series takes a crucial step toward recovering the fundamental link between the literary and historical study of Scripture and its religious and spiritual meaning in the Church’s liturgy and Tradition. This volume features an all-star lineup tackling one of the oldest questions in Christian biblical scholarship — the relationship between the Old and New Testaments. Highlights include Hahn’s essay on the meaning of covenant in Hebrews 9 and Brant Pitre’s reading of the parable of the Royal Wedding Feast (Matt 22:1-14) against the backdrop of Jewish Scripture and tradition.
This book is a sequel to Nathan Ron's Erasmus and the “Other.” Should we consider Erasmus an involved or public intellectual alongside figures such as Machiavelli, Milton, Locke, Voltaire, and Montesquieu? Was Erasmus really an independent intellectual? In Ron's estimation, Erasmus did not fully live up to his professed principles of Christian peace. Despite the anti-war preaching so eminent in his writings, he made no stand against the warlike and expansionist foreign policies of specific European kings of his era, and even praised the glory won by Francis I on the battlefield of Marignano (1515). Furthermore, in the face of Henry VIII’s execution of his beloved Thomas More and John Fisher, and the atrocities committed by the Spanish against indigenous peoples in the New World, Erasmus preferred self-censorship to expressions of protest or criticism and did not step forward to reproach kings of their misdeeds or crimes.
By exploring gender and identity in fourth-century Cappadocia, where bishops used a rhetoric of contest to align with classical Greek masculinity, this book contributes to discussions about how gender, identity formation, and materiality shaped episcopal office and theology in late antiquity.
A major benefit to learning the Latin language is the improvement of one's vocabulary. Many students could benefit from learning Latin to improve their daily vocabulary, but health science students in particular could benefit from the roots that Latin provides. Many medical terms have these Latin roots, and so a fundamental understanding of Latin should aid in the learning of these terms. I have studied Latin for the entirety of my high school career, and for the last two I have taken up health science classes. By combining these two fields, I hope to educate a student who is interested in both the Health Sciences and the Classics. This book was designed as a high school senior project at Mansfield Frontier High School. During this project students are required to take internship hours and create a product.
The triumphant return of a book that gave us permission to throw out the rulebook, in activities ranging from play to architecture to revolution. When this book first appeared in 1972, it was part of the spirit that would define a new architecture and design era—a new way of thinking ready to move beyond the purist doctrines and formal models of modernism. Charles Jencks and Nathan Silver's book was a manifesto for a generation that took pleasure in doing things ad hoc, using materials at hand to solve real-world problems. The implications were subversive. Turned-off citizens of the 1970s immediately adopted the book as a DIY guide. The word “adhocism” entered the vocabulary, the concept of adhocism became part of the designer's toolkit, and Adhocism became a cult classic. Now Adhocism is available again, with new texts by Jencks and Silver reflecting on the past forty years of adhocism and new illustrations demonstrating adhocism's continuing relevance. Adhocism has always been around. (Think Robinson Crusoe, making a raft and then a shelter from the wreck of his ship.) As a design principle, adhocism starts with everyday improvisations: a bottle as a candleholder, a dictionary as a doorstop, a tractor seat on wheels as a dining room chair. But it is also an undeveloped force within the way we approach almost every activity, from play to architecture to city planning to political revolution. Engagingly written, filled with pictures and examples from areas as diverse as auto mechanics and biology, Adhocism urges us to pay less attention to the rulebook and more to the real principle of how we actually do things. It declares that problems are not necessarily solved in a genius's “eureka!” moment but by trial and error, adjustment and readjustment.
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