Farrand, K: Morally and Otherwise Right Lives, Education and

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 ContentsPreface; Overview Of The Book; Some Preliminary Definitions; Preliminary IntroductionPART I: JUSTIFICATION, VIA EVIDENCESection 1: Introduction To Part I; Some Further DefinitionsSection 2: The First, 'From-An-Objective-Viewpoint,' ArgumentSection 3: Comments Which Conclude Previous Sections And Lead Into OthersSection 4: An AsideSection 5: Preliminary Remarks Concerning Sections 6-8Section 6: Investigation Of What Rationality, Rationally-Defined Evidence And Objectivity Mean GenerallySection 7: That Investigation's Conclusions, And Preliminary Comments Regarding Their Implications For ValuesSection 8: The Second, 'The Rationally-Unquestionable Highest-Priority-Aim,' ArgumentSection 9: Concluding Comments So FarNOTES TO PART IPART II: OVERVIEW CONCERNING PRACTICAL APPLICATIONSSection 1: Preliminary Comments. A Rationally-Critical ApproachSection 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 FarSection 5: Some Directly Moral Examples Of ApplicabilitySection 6: Applicability Regarding The A-ObjectivitySection 7: A-Objectivity Plurality Consistent With Pro-Objectivity SingularitySection 8: Pro-Objectivity Singularity Coherent With Pro-Objectivity Plurality And Hence FreedomSection 9: Happiness And UnhappinessSection 10: More On Motivatability Of The TheorySection 11: Concluding Remarks Concerning Part IINOTES TO PART IIPART III: THE BEGINNING OF A MORE DETAILED DISCUSSION OF PRACTICAL APPLICATIONSSection 1: Introduction To Parts III-VI; Some Further DefinitionsSection 2: General Educational/Upbringing AimsSection 3: Some Related Cognitive And Other Psychological AimsNOTES TO PART IIIPART IV: MAINLY CONCERNING CHILDREN/STUDENTS AND (OTHER) GENERAL LEARNING ISSUESSection 1: Equality Of OutcomesSection 2: Positive DiscriminationSection 3: Coherent Education. Subject Integration, Structure And BalanceSection 4: Relevant EducationSection 5: Inclusivity In EducationSection 6: Early InterventionSection 7: Morally Etc Right DisciplineSection 8: Discipline, Socialisation And Students' NaturesSection 9: Student-Centred Education. Child-Centred UpbringingSection 10: Flexible EducationSection 11: StreamingSection 12: Co-Operative Learning; Students As EducatorsSection 13: Students' (Qualified) Need For A Certain Type Of Close CircleSection 14: Student Transition IssuesSection 15: Developmental Stages; Transition Issues Here. RebelliousnessSection 16: Some Other Neurological, Value-Related IssuesSection 17: Some Social/Political Issues HereSection 18: Educational AssessmentSection 19: Uniforms And AppearanceNOTES TO PART IVPART V: MAINLY CONCERNING EDUCATORS AND OTHER UPBRINGERSSection 1: The General Nature Of Educators And Other UpbringersSection 2: Educating Professional EducatorsSection 3: Educating Other UpbringersSection 4: Working Conditions Of Upbringers/EducatorsSection 5: Coherence Among Educators (And Generally)Section 6: School And University CounsellorsSection 7: Teacher Transfer IssuesNOTES TO PART VPART VI: SPECIFIC EDUCATIONAL SUBJECTS OR AREASSection 1: Introduction To Part VISection 2: Philosophy; Critical Reasoning; Problem-SolvingSection 3: Some Justificatory Philosophy, For Students About 13Section 4: Some Justificatory Philosophy For First-Year UniversitySection 5: Concluding Part VI, Sections 2-4Section 6: More On Problems Concerning KnowledgeSection 7: Objectivity And Pro-Objectivity Regarding History And Archaeology. More General Problems Concerning KnowledgeSection 8: Further Here. Comparisons With Science And Other DisciplinesSection 9: Conclusions Here. Right Uses Of History. Preserving The PastSection 10: Introduction To The Following Social Science SectionsSection 11: Values In Social (And Other) ScienceSection 12: Related And Other Social Science Issues. Human NatureSection 13: More On Groups; Group Size And Pro-Objectivity's Universal Focus; CharitySection 14: PsychologySection 15: Gender And Ageing StudiesSection 16: Self-Knowledge; Will-Power; Young Persons Versus Adults. Related IssuesSection 17: Emotions. Some Other Moral Etc IssuesSection 18: General Physical ScienceSection 19: Biological ScienceSection 20: Health-Care SciencesSection 21: Health-Care EthicsSection 22: Issues Here Regarding Justifying Values-Theories. Comparing Some TheoriesSection 23: A Pro-Objectivity-Handled Medical Hard CaseSection 24: More Concerning Hard Health-Care Choices; "Playing God"Section 25: Maths. LogicSection 26: Language. Moral Etc Effects Of LanguageSection 27: Some Further Moral Etc Issues Involving A-Objectivity's Relation To Pro-ObjectivitySection 28: Introduction To The Following Politics And Society SectionsSection 29: Outline Of A Right Society's PoliticsSection 30: Two Democracies. Non-Incoherent Pluralism AgainSection 31: A-Objectivity Democracy And FreedomSection 32: Effects Of And Societal Needs Concerning A-Objectivity FreedomSection 33: Concluding Those Politics And Society Sections So FarSection 34: Pro-Objectivity DemocracySection 35: The Ultimate Guardian IssueSection 36: Legal Studies. LawSection 37: Free Speech Or CommunicationSection 38: Related Issues Concerning Belief, Faith, Meaning And SimilarSection 39: Peace Studies; Violence; CrueltySection 40: FairnessSection 41: EconomicsSection 42: Trust, Guilt And Related Issues Regarding Contributing EconomicallySection 43: Consumer EducationSection 44: Environmental StudiesSection 45: GeographySection 46: Responsibilities Regarding Other SpeciesSection 47: Multi-Cultural StudiesSection 48: Religious Studies. More Concerning EvidenceSection 49: Evidence-Based SpiritualitySection 50: Some Aesthetics; Pleasure; Appearanceism; Some General Moral Issues HereSection 51: Physical Education; Exercise; SportSection 52: Music And DanceSection 53: Health EducationSection 54: Safety. Risk-TakingSection 55: Sex EducationSection 56: Marriage/Partnerships. FamiliesSection 57: Child-Raising. Householder SkillsSection 58: Literature; Drama; ComedySection 59: ArtSection 60: Media StudiesSection 61: Computer StudiesSection 62: CraftsSection 63: Vocational EducationSection 64: ElectivesSection 65: LibrarySection 66: OtherConcluding RemarksNOTES TO PART VIReferences And BibliographyAPPENDIXESForeword To AppendixesAppendix 1: A Science Example Of Coherence In Each Knowledge-AreaAppendix 2: Countering A 'Circularity' Criticism Of The First ArgumentAppendix 3: Coherence Regarding ValuesAppendix 4: Other Justificatory Arguments Related To Part I's First And Second ArgumentsAppendix 5: Why Do What Is Morally Right?Appendix 6: Concerning Emotion And Objectivity. HumeNOTES TO THE APPENDIXES