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In this paper I will focus on education as the core function of reason in Kant and Fichte. The notion of reason carries an intrinsic tendency to universality, which is difficult to be reconciled with its local (cultural, historical, anthropological) background and actualisation. I believe that the stress on the importance of learning, which can be seen in the works of both Kant and Fichte, might provide useful clues to approaching the relation between universality and particularity. I will start by focusing on Kant's narration on the genealogy of human reason in the Conjectural Beginning of Human History, and then move on to the critical writings and selected lectures in order to focus on the role of human dignity and ethical education for the moral appraisal and the practice of virtue. Later, I will consider Fichte's lectures on the Vocation of the Scholar, the Vocation of Man and The Characteristics of the Present Age, which are crucial to understanding the social, ethical and political role of the scholar. For Fichte, education is the best instrument to eradicate selfishness, regarded as a historical phenomenon which can lead a nation to ruin. I will then provide some conclusions concerning the two accounts and their implications.

In this paper I will focus on education as the core function of reason in Kant and Fichte. The notion of reason carries an intrinsic tendency to universality, which is difficult to be reconciled with its local (cultural, historical, anthropological) background and actualisation. I believe that the stress on the importance of learning, which can be seen in the works of both Kant and Fichte, might provide useful clues to approaching the relation between universality and particularity. I will start by focusing on Kant's narration on the genealogy of human reason in the Conjectural Beginning of Human History, and then move on to the critical writings and selected lectures in order to focus on the role of human dignity and ethical education for the moral appraisal and the practice of virtue. Later, I will consider Fichte's lectures on the Vocation of the Scholar, the Vocation of Man and The Characteristics of the Present Age, which are crucial to understanding the social, ethical and political role of the scholar. For Fichte, education is the best instrument to eradicate selfishness, regarded as a historical phenomenon which can lead a nation to ruin. I will then provide some conclusions concerning the two accounts and their implications.

Chapter 1. Theoretical grounding of higher education leadership research (Michael Uljens) -- Chapter 2. Levels of pedagogical leadership in higher education: An overview (Janne Elo) -- Chapter 3. Higher education curriculum leadership in the Anthropocene (Lili-Ann Wolff) -- Chapter 4. National funding of higher education from a non-affirmative perspective (Jussi Kivistö) -- Chapter 5. Understanding Higher Education Decision-making and Educational Practice as Interrelated and Historically Framed Phenomena – A Non-affirmative Take (Jussi Välimaa) -- Chapter 6. Affirmative and non-affirmative dimensions in quality assurance: Balancing the accountability–improvement dilemma as a matter of trust and learning (Ingunn Dahler Hybertsen) -- Chapter 7. Rejuvenating 'on campus' education to reinforce the particular response-ability of the university (Jan Masschelein) -- Chapter 8. On maintaining social and moral agency beyond instrumental managerialism in a knowledge-based economy – a sociological and educational perspective (Romuald Normand) -- Chapter 9. Conclusions (Janne Elo).

Jean Hampton's work first came to my attention in 1984, when the summer issue of Philosophy & Public Affairs appeared in my mailbox. Hampton's essay in that issue, "The Moral Education Theory of Punishment," did not persuade me—or many others, I suspect—that "punishment should not be justified as a deserved evil, but rather as an attempt, by someone who cares, to improve a wayward person" (Hampton 1984, 237). The essay did persuade me, though, that moral education is a plausible aim of punishment, even if it is not the "full and complete justification" Hampton claimed it to be (Hampton 1984, 209). It also persuaded me that I would do well to keep an eye out for further work by this gifted philosopher.

This book seeks to critically examine African Americans in higher education with an emphasis on social and philosophical foundations of Africana culture. This is a critical interdisciplinary study, which examines the collection, interpretation, and analysis of quantitative and qualitative data in the field of higher education. To date, there are not any single-authored or edited collections that attempt to research the logical and conceptual ideas of the disciplinary matrix of Africana social and philosophical foundations of African Americans in higher education. Therefore, this volume provides readers with a compilation of literary, historical, philosophical, and communicative essays that describe and evaluate the Black experience from an Afrocentric perspective for the first time. It is required reading in a wide range of African American Studies courses.

This study investigates how the self-employed define themselves and their businesses in relation to taxation issues, and whether there is evidence that this segment engages with taxation in ways that are different from other segments of the population. Data are collected from a random sample of 2040 Australians. Four domains are chosen for comparison: perceived deterrence for non-compliance, tax morale, perceived fairness, and work practice. As evident in the discriminant function analysis, the self-employed are distinguished by not receiving an annual tax refund, perceiving themselves as paying less than their fair share of tax, having less tax competence and independence, perceiving greater power in the tax office to elicit compliance, favouring small government and minimum government interference, and opposing tax expenditure for redistributive programmes such as health, welfare and education. Findings are discussed in a regulatory context.

This study investigates how the self-employed define themselves and their businesses in relation to taxation issues, and whether there is evidence that this segment engages with taxation in ways that are different from other segments of the population. Data are collected from a random sample of 2040 Australians. Four domains are chosen for comparison: perceived deterrence for non-compliance, tax morale, perceived fairness, and work practice. As evident in the discriminant function analysis, the self-employed are distinguished by not receiving an annual tax refund, perceiving themselves as paying less than their fair share of tax, having less tax competence and independence, perceiving greater power in the tax office to elicit compliance, favouring small government and minimum government interference, and opposing tax expenditure for redistributive programmes such as health, welfare and education. Findings are discussed in a regulatory context.

pt. OneWe Need to Talk About Children --1.A Sense of Moral Crisis --2.Ministering to the Good --pt. TwoEnhancing Children --3.Should We Try to Make Children Happy? --4.Should We Equip Children for Twenty-First-Century Life? --5.Should We Promote Flourishing Through Virtue? --6.Should We Foster Respect Through Inclusion? --pt. ThreeCherishing Children --7.Humanness and the Difficulty of Reality --8.Aristotle and the Transformation of Emotion --9.An Ethic of Cherishing.

This volume fills a unique gap in the knowledge base the juncture between leadership, ethics, law, and how public institutions/organizations understand and practice the essence of all three. Authors from law enforcement, corrections education, and educational leadership present different yet overlapping constructs around ethics and law, and make an important step towards reconciling these differing views to demonstrate the significance of collaboration and partnerships for a common purpose. The volume develops a coherent theory on how multiple organizations can collaborate to gain 'public trust' for the 'greater good' of communities and society at large from the perspectives of law and ethics. Providing a broad-based view of the intersection where law and ethics meet leadership in multiple professions it sets the stage for the discussion of significance and timeliness of ethical behaviors and practices towards solving long lasting issues in education, corrections and law enforcement organizations. Implications for policy and practice are examined as well as creating an environment where the future discourse and direction of ethics and law in multiple organizations are discussed.

Background: Few studies in mathematics education have been looking at the new dynamics of communication with focus on the analysis of speeches propagated by false news. This social phenomenon is worrying: news that uses mathematical arguments to guide, shape, and reflect public opinion and popular thinking based on misleading information. Objectives: The aim of this investigation was to understand the role of mathematics education in the process of strengthening democracy. Data collection and analysis: A video published on a YouTube channel, in which mathematical arguments are used to convince public opinion about a certain point of view, was the object of the study whose result is presented in this paper. Design: With theoretical-methodological procedures that are based on the pragmatic theory of fixation of beliefs and on the verification of the mathematical content, the analysis adopted a qualitative approach. Setting and Participants: This is a study about a video considered false by news agencies, aired by a famous Brazilian journalist. Results: The study of fake news and desinformation scenario has allowed us to observe that mathematical speeches linked to the ideology of mathematical certainty are responsible for the establishment of beliefs and the formation of opinions by authority and tenacity methods. Conclusions: We conclude that mathematical models and mathematical discourses used in virtual communication environments can be responsible for camouflaging the human factor in political decisions and obscuring the visibility of ethical and morality variables.

This study examines the U.S. commerce in human cadavers for medical education and research to explore variation in legitimacy in trades involving similar goods. It draws on archival, interview, and observational data mainly from NewYork State to analyze market participants' efforts to legitimize commerce and resolve a jurisdictional dispute. Building on literature on professions, the study shows that how goods are traded, not only what is traded, proves integral to constructing legitimacy, thus suggesting a practice-based view of moral markets. The professionals, including a group of "gatekeepers," construct a narrative distinction between their own commerce and an implicitly less moral alternative and geographically insulate their trades from the broader commerce, creating in effect two circuits. Yet the professionals also promote specific practices of trade within their circuit to help them distinguish their own pursuit from an alternative course of action. The study's findings shed light on the micro-foundations of market legitimization and on the role of morals in sustaining professional jurisdictions.

In a democratic system, the issues of marginalization and wrong notion about women's right, empowerment and position are expected to be a thing of the past. Efforts have been made to reform the constitution, administrative policies and programmes so as to eliminate or minimize discrimination against women gender that have not been convincing to the feminine folks. Since morality is concern with the establishment good life, there should be no stereotyping against gender as the practice is in society especially among the Berom and Ron ethnic groups of Plateau State. It is obvious that gender stereotyping is common in the society and it has posed a lot of concern. The human race is influenced by gender as it tells of what is appropriate for boys and girls, men and women to do in society. Gender stereotypes have made girls and women often less valued and lowered their status. There has been gender discrimination, gender conflict, gender segregation and gender disparity going on globally. The gender stereotype has denied women some vital things in life such as education, political appointments, employment and skill development. This paper seeks to investigate gender stereotype in Plateau State with emphasis on Berom and Ron tribes. The analytical and observation methods were used to arrive at the findings in this paper. The paper shows how women have been stereotyped in life as they have been denied certain responsibility because of their sex with the view to bringing equality in sharing and giving responsibility wherever it may be since both men and women are all equal before God.Key Words: Morality, Gender, Stereotype, Perspective, Disparity

Welfare reform has generally denied poor women access to effective education and training that could lead to economic independence. Instead, a work-first approach prevails. As the public safety net is removed and education and training are not provided, welfare reform reinforces the economic and social status quo. This article addresses barriers to education and training along a continuum of possible educational opportunities and argues that education and skills training for low-income women, especially poor women of color, are moral and economic imperatives. Current affirmative action successes can provide guidance for increasing access to education and training for poor women.

In Norway, 9 out of 10 children between the ages of one and five participate in an educational formation programme which, despite around half of the kindergartens being privately owned, is regulated by a common law and relatively detailed regulations describing what the content of kindergartens should be. Norwegian kindergartens therefore represent a central institution for integration and transfer of values and morals in today's multicultural Norwegian society. The relatively new situation of multicultural diversity is challenging earlier cultural hegemonies where Christian heritage and tradition combined with a strong social democratic movement were important components. The issue discussed in this paper is how this cultural diversity is dealt with in the early childhood education documents, with emphasis on understanding where the limits of multiculturalism are set. I argue, in dialogue with three standpoints of multiculturalism, that while Norwegian early childhood education embraces cultural diversity, it is unclear about the limits to its political implications ; This is an Author's Accepted Manuscript of an article published in [include the complete citation information for the final version of the article as published in the International Journal of Inclusive Education, 18(11), [copyright Taylor & Francis], available online at: http://www.tandfonline.com/10.1080/13603116.2013.875069.

In recent years, many programs and manuals for 'norm criticism´ have been produced for schools in Sweden. In this article, I situate norm criticism and norm critical pedagogics within discourses of values and norms, legal rights and policies through a close reading of the material produced for the Swedish pre-school. I explore the targets, modes, and techniques of governing the child through norm critical programs and practices. I give special attention to the moral regime inscribed in the norm critical project and how the desirable and undesirable subject is constructed. By problematizing norm critical pedagogics, the article propositions them (contrary to its advocates' claims) as doing much more than widening social norms, creating tolerance for diversity, or furthering freedom and authenticity. Norm criticism attempts to reshape power-relations, assert the moral authority of professionals, and produce a state-approved social subject.