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"This book presents current trends in education, psychology, and sociology that address the dramatic changes, especially after COVID, that have forced social scientists to look for new perspectives to understand the social phenomenon of society and the relationships between individuals"--

Mode of access: Internet. ; Latest issue consulted: April 8-9 (1971).

Early Greek ethics embodied in Cretan and Spartan mores, served as a model
for Plato`s political theory. Plato theorized the contents of early Greek
ethics, aspiring to justify and revitalize the fundamental principles of a
traditional view of the world. However, according to Plato`s new insight,
deed is further from the truth than a thought i.e. theory. The dorian model
had to renounce its position to the perfect prototype of a righteous state,
which is a result of the inner logic of philosophical theorizing in early
Greek ethics. Prototype and model of philosophical reflection, in comparison
to philosophical theory, becomes minor and deficient. Philosophical
theorizing of early Greek ethics philosophically formatted Greek heritage,
initiating substantial changes to the content of traditional ethics.
Replacement of the myth with ontology, as a new foundation of politics,
transformed early Greek ethics in various relevant ways.

This paper uses a critical framework integrating Capability, Feminist and Critical Pedagogic theories to challenge the reductive focus within sustainability discourses on the physical environment, and education's typical 'development' focus on economic growth. The paper presents three main arguments. First, it argues for holistic or ecological concepts of both 'development' and ESD, focusing on enlightened political participation, emancipation and social transformation as the basis of ecological sustainability. Second, it challenges the limitation of such agendas to wealthy countries while 'development education' thinking applied to poorer countries is almost entirely economic. Third, it explores the political educational mandate that flows from this position. The three arguments are developed by examining successes and shortcomings in emancipatory educational projects in South Africa, Latin America and the Arab world. These projects, previously documented, are analysed using comparative 'glocalization' tools to reveal context-specific ways that innovative vertical and horizontal collaboration has created responsive new forms of educationally-mediated politically sustainable 'development' - focusing on equality, particularly gender. The analysis shows that educating for ecologically sustainable development based on enlightened and equal political participation has no less a place in 'developing' countries than it does in richer ones although constraints, and therefore means, may be situationally distinctive.

Discusses papers delivered at international conferences in Sweden on Swedish higher education research which manage to capture the essence and the individuality of contemporary research development in that country. (JLN)

Kohei Saito's Karl Marx's Ecosocialism: Capitalism, Nature, and the Unfinished Critique of Political Economy shows convincingly that Marx's ideas about the interaction between humanity and nature did not arrive fully formed, but arose from his rigorous engagement with science and philosophy. His insights still offer unparalleled tools to understand capitalism's current assault on the environment.Click here to purchase a PDF version of this article at the Monthly Review website.

This essay offers a "version" of Vinciane Despret's "ethology of ethology" through close engagement with the concepts Despret constructs in What Would Animals Say if We Asked the Right Questions? Reading Despret with other thinkers associated with feminist science studies, the essay sketches Despret's critique of reductive animal science, and her corresponding work—often collaborative—to find more open, risky ways of researching animal behavior, including the behavior of the human animals we call "scientists." The distinction between control-driven work in laboratories and the more anecdotal observations she finds in some ethology and anthropology leads Despret to propose a certain ethics of asking questions and listening to answers that Snaza proposes could guide a different, more risky approach to educational research.

Klappentext: In providing a counterweight to the notion that political violence has irrevocably changed in a globalised world, Violence and the state offers an original and innovative way in which to understand political violence across a range of discipline areas. It explores the complex relationship between the state and its continued use of violence through a variety of historical and contemporary case studies, including the Napoleonic Wars, Nazi and Soviet 'eliticide', the consolidation of authority in modern China, post-Soviet Russia, and international criminal tribunals. It also looks at humanitarian intervention in cases of organised violence, and the willingness of elites to alter their attitude to violence if it is an instrument to achieve their own ends. The interdisciplinary approach, which spans history, sociology, international law and International Relations, ensures that this book will be invaluable to a broad cross-section of scholars and politically engaged readers alike.

"This book sheds light on the important and mostly neglected role that gender plays in achieving the UN Sustainable Development Goals, doing so by investigating three key problem areas: empowerment, education and infrastructure. Starting with a theoretical and methodological framework, this edited collection contains twelve chapters from scholars and researchers from around the world. The book includes numerous case studies discussing the current status of gender equality relating to the SDGs. It reinforces the significance of gender for sustainable and just development, highlighting how women play a major role in work organisation, disaster management, income, household maintenance and mediation of knowledge. ''Women' as a classification encompasses much diversity with many intersecting axes of difference; this book focuses on the excluded and disadvantaged majority social group, without imposing homogeneity on that categorisation. Many chapters focus on critical situations occurring in the Global South, where these issues are highly prominent, and importantly these contributions are written by local scholars. Finally, the volume provides pathways for basic and professional gender responsive education and innovation in the field. The book will generate important discussions in interdisciplinary research and higher education settings focusing on sustainable development, gender, equality, human rights and education"--