Morally and Otherwise Right Lives, Education and Upbringing proposes a new theory concerning values. This is argued to be a rationally-justified, evidence-based theory. It has one universally-applicable general value, under which come many specific values, e.g., non-sexism. The book discusses practical applications of these values to life generally, especially to morality, education and other upbringing. In doing so, and because this education covers all areas, the book also discusses politics, society, law, peace-studies, health-care ethics, economics, philosophy, gender-issues, sexuality, sexism, racism, environmental-issues, animal rights, natural and social science, psychology, religion, art, music, literature, media and much more. Applications include advocating extensive freedoms and types of democracy, fairness, justice, equality, rights, responsibilities, flourishing, happiness and unselfish universal benevolence. Emotions are argued to be important. Alternative theories are criticised. They are argued to lack evidence. The book discusses problems with evidence, one conclusion being that the theory needs to be self-critical and sometimes skeptical concerning its details.
Table of Contents Preface; Overview Of The Book; Some Preliminary Definitions; Preliminary Introduction PART I: JUSTIFICATION, VIA EVIDENCE Section 1: Introduction To Part I; Some Further Definitions Section 2: The First, 'From-An-Objective-Viewpoint,' Argument Section 3: Comments Which Conclude Previous Sections And Lead Into Others Section 4: An Aside Section 5: Preliminary Remarks Concerning Sections 6-8 Section 6: Investigation Of What Rationality, Rationally-Defined Evidence And Objectivity Mean Generally Section 7: That Investigation's Conclusions, And Preliminary Comments Regarding Their Implications For Values Section 8: The Second, 'The Rationally-Unquestionable Highest-Priority-Aim,' Argument Section 9: Concluding Comments So Far NOTES TO PART I PART II: OVERVIEW CONCERNING PRACTICAL APPLICATIONS Section 1: Preliminary Comments. A Rationally-Critical Approach Section 2: Insoluble Practical-Applicability Problems? Section 3: Are The Practical Applications Too Unclear, Too Intellectually Difficult, Or Too Narrow? Section 4: Summarising Some Educational Implications Of The Book So Far Section 5: Some Directly Moral Examples Of Applicability Section 6: Applicability Regarding The A-Objectivity Section 7: A-Objectivity Plurality Consistent With Pro-Objectivity Singularity Section 8: Pro-Objectivity Singularity Coherent With Pro-Objectivity Plurality And Hence Freedom Section 9: Happiness And Unhappiness Section 10: More On Motivatability Of The Theory Section 11: Concluding Remarks Concerning Part II NOTES TO PART II PART III: THE BEGINNING OF A MORE DETAILED DISCUSSION OF PRACTICAL APPLICATIONS Section 1: Introduction To Parts III-VI; Some Further Definitions Section 2: General Educational/Upbringing Aims Section 3: Some Related Cognitive And Other Psychological Aims NOTES TO PART III PART IV: MAINLY CONCERNING CHILDREN/STUDENTS AND (OTHER) GENERAL LEARNING ISSUES Section 1: Equality Of Outcomes Section 2: Positive Discrimination Section 3: Coherent Education. Subject Integration, Structure And Balance Section 4: Relevant Education Section 5: Inclusivity In Education Section 6: Early Intervention Section 7: Morally Etc Right Discipline Section 8: Discipline, Socialisation And Students' Natures Section 9: Student-Centred Education. Child-Centred Upbringing Section 10: Flexible Education Section 11: Streaming Section 12: Co-Operative Learning; Students As Educators Section 13: Students' (Qualified) Need For A Certain Type Of Close Circle Section 14: Student Transition Issues Section 15: Developmental Stages; Transition Issues Here. Rebelliousness Section 16: Some Other Neurological, Value-Related Issues Section 17: Some Social/Political Issues Here Section 18: Educational Assessment Section 19: Uniforms And Appearance NOTES TO PART IV PART V: MAINLY CONCERNING EDUCATORS AND OTHER UPBRINGERS Section 1: The General Nature Of Educators And Other Upbringers Section 2: Educating Professional Educators Section 3: Educating Other Upbringers Section 4: Working Conditions Of Upbringers/Educators Section 5: Coherence Among Educators (And Generally) Section 6: School And University Counsellors Section 7: Teacher Transfer Issues NOTES TO PART V PART VI: SPECIFIC EDUCATIONAL SUBJECTS OR AREAS Section 1: Introduction To Part VI Section 2: Philosophy; Critical Reasoning; Problem-Solving Section 3: Some Justificatory Philosophy, For Students About 13 Section 4: Some Justificatory Philosophy For First-Year University Section 5: Concluding Part VI, Sections 2-4 Section 6: More On Problems Concerning Knowledge Section 7: Objectivity And Pro-Objectivity Regarding History And Archaeology. More General Problems Concerning Knowledge Section 8: Further Here. Comparisons With Science And Other Disciplines Section 9: Conclusions Here. Right Uses Of History. Preserving The Past Section 10: Introduction To The Following Social Science Sections Section 11: Values In Social (And Other) Science Section 12: Related And Other Social Science Issues. Human Nature Section 13: More On Groups; Group Size And Pro-Objectivity's Universal Focus; Charity Section 14: Psychology Section 15: Gender And Ageing Studies Section 16: Self-Knowledge; Will-Power; Young Persons Versus Adults. Related Issues Section 17: Emotions. Some Other Moral Etc Issues Section 18: General Physical Science Section 19: Biological Science Section 20: Health-Care Sciences Section 21: Health-Care Ethics Section 22: Issues Here Regarding Justifying Values-Theories. Comparing Some Theories Section 23: A Pro-Objectivity-Handled Medical Hard Case Section 24: More Concerning Hard Health-Care Choices; "Playing God" Section 25: Maths. Logic Section 26: Language. Moral Etc Effects Of Language Section 27: Some Further Moral Etc Issues Involving A-Objectivity's Relation To Pro-Objectivity Section 28: Introduction To The Following Politics And Society Sections Section 29: Outline Of A Right Society's Politics Section 30: Two Democracies. Non-Incoherent Pluralism Again Section 31: A-Objectivity Democracy And Freedom Section 32: Effects Of And Societal Needs Concerning A-Objectivity Freedom Section 33: Concluding Those Politics And Society Sections So Far Section 34: Pro-Objectivity Democracy Section 35: The Ultimate Guardian Issue Section 36: Legal Studies. Law Section 37: Free Speech Or Communication Section 38: Related Issues Concerning Belief, Faith, Meaning And Similar Section 39: Peace Studies; Violence; Cruelty Section 40: Fairness Section 41: Economics Section 42: Trust, Guilt And Related Issues Regarding Contributing Economically Section 43: Consumer Education Section 44: Environmental Studies Section 45: Geography Section 46: Responsibilities Regarding Other Species Section 47: Multi-Cultural Studies Section 48: Religious Studies. More Concerning Evidence Section 49: Evidence-Based Spirituality Section 50: Some Aesthetics; Pleasure; Appearanceism; Some General Moral Issues Here Section 51: Physical Education; Exercise; Sport Section 52: Music And Dance Section 53: Health Education Section 54: Safety. Risk-Taking Section 55: Sex Education Section 56: Marriage/Partnerships. Families Section 57: Child-Raising. Householder Skills Section 58: Literature; Drama; Comedy Section 59: Art Section 60: Media Studies Section 61: Computer Studies Section 62: Crafts Section 63: Vocational Education Section 64: Electives Section 65: Library Section 66: Other Concluding Remarks NOTES TO PART VI References And Bibliography APPENDIXES Foreword To Appendixes Appendix 1: A Science Example Of Coherence In Each Knowledge-Area Appendix 2: Countering A 'Circularity' Criticism Of The First Argument Appendix 3: Coherence Regarding Values Appendix 4: Other Justificatory Arguments Related To Part I's First And Second Arguments Appendix 5: Why Do What Is Morally Right? Appendix 6: Concerning Emotion And Objectivity. Hume NOTES TO THE APPENDIXES
