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If the practice of war is as old as human history, so too is the need to reflect upon war, to understand its meaning and implications. The Pre-Socratic philosopher Heraclitus asserted in 600BC that War ( polemos ) is justice, thus inaugurating a long philosophical tradition of consideration of the morality of war. In recent times, the increased specialisation of academic disciplines has led a to a fragmentation of the thematic of war within the academy - the topic of war is as likely to be addressed by sociologists, cultural theorists, psychologists and even computer scientists as it is by historians, philosophers or political scientists. This diversity of disciplinary approaches to war is undoubtedly fruitful in itself but can lead to an isolation of respective disciplinary analyses of war from each other. In July 2002, at Mansfield College, Oxford, an inter-disciplinary conference on war (entitled 'War and Virtual War') was held so as to redress some of this disciplinary isolationism and to forge an integrative dialogue on war, in all its facets. The papers in this volume were nominated by delegates as the most paradigmatic of the ethos of the original project and the most successful in achieving its aims of inter-disciplinarity and critical dialogue

Este ensayo explora el significado político original de los carteles de mayo del 68 como una crítica del capitalismo, y también extiende este enfoque a una crítica del capitalismo contemporáneo en 2020. Los lemas del 68 son engañosamente simples; en este texto se muestra la importancia de las ideas políticas expresadas estéticamente y la manera en que tuvieron un impacto inmediato a fines de la década de 1960, pero también la filosofía situacionista subyacente que las influyó. También exploramos el significado contemporáneo de la teoría situacionista, especialmente en el contexto de la renovación del pensamiento marxista en el siglo XXI. Esta renovada crítica izquierdista del capitalismo surge articulada a través de los nuevos movimientos sociales y políticos de la actualidad, particularmente a través de la filosofía política de Slavoj Žižek y su autocrítica de la ex Yugoslavia. ; This essay explores the original political significance of the posters of May '68 as a critique of capitalism, as well as extending this approach to a critique of contemporary capitalism in 2020. The slogans of '68 are deceptively simple and we look to the importance of the political ideas expressed aesthetically as having immediate impact in the late 1960s, but also the underlying Situationist philosophy which influenced them.We also explore the contemporary significance of Situationist theory, especially in the context of the renewal of Marxist thought in the 21st century. This renewed Leftist critique of capitalism emerges as articulated through newer social and political movements of the current times, particularly through the political philosophy of Slavoj Žižek and his auto-critique of the former Yugoslavia.

In recent years, the popularity of the inimitable Slavoj Žižek has perhaps cast a shadow over the collective influence exerted by Slovenian intellectuals on modern day philosophy. Yet despite his image as an isolated genius, this timely book relocates Žižek as a thinker whose ideas are born of a specifically Slovenian context. Although only coming to international notice in the early 1990s, the Slovenian school needs to be understood as the culmination of a series of intellectual, artistic and political movements inextricably connected to the quest for the succession of Slovenia from Yugoslavi

This paper draws on data from a research project which aimed to identify the range of responses being made by primary schools on the island of Ireland to the increasing diversity of beliefs amongst the student populations, especially in regards to religious education. It was discovered that in recent years a number of adjustments and mitigations have been made in both jurisdictions on the island but with significant variation across different school types. In addition, the research identified a persistent characteristic of governments has been to adopt a laissez-faire approach to the role of religion in education. Using strategic action field theory (SAF), the authors highlight three intersecting subfields – system, ethos and learning - where change is taking place. Drawing upon this theory, it is noted that managing change effectively will require a coordinated approach across all three fields and is dependent upon teachers with diverse beliefs being able to make sense of the role of religion in school and their role as religious educators in particular.

This project primarily centred on two symposia designed to facilitate dialogue among stakeholders from across the island of Ireland on issues of Sharing Beliefs Sharing Education in Primary schools. One symposium was held in Dublin City University (St Patrick's Campus, Drumcondra) and another in Queen's University Belfast. Each symposium consisted of twelve invited participants who were policy-makers or teacher educators with a particular interest in issues of religion, beliefs and values in education. The focus for each symposium were briefing papers provided by the participants on the project theme. The briefing papers and transcripts of the discussion were analysed by the researchers and, with the help of MaxQDA software, were coded and annotated with memos to work towards the identification of patterns and core conceptual categories. These were developed further through the use of diagrams, reflection on relevant literature and the elaboration of qualitative commentary on the categories to develop a model of religion, education and learning on the island of Ireland. The findings from this study show that while the political systems of North and South are distinct there are significant historical areas of similarity in the approaches taken to teaching about religion, beliefs and values as well as common issues arising from the increasing plurality of religions, cultures and beliefs in classrooms. It is concluded that in both jurisdictions there is a reluctance for state actors to intervene in matters of religion and education with the result that: churches retain significant levels of control over religious education curricula; there is a disconnect between communities of belief, other than Christianity, and curriculum programmes raising issues of fairness and equality; the position of the teacher in relation to identity, belief and professional integrity is not well defined and, as a result, this can cause personal and professional difficulties for teachers. It was also observed that inclusive pedagogical approaches have yet to be confidently owned by teachers in plural classrooms. Finally, the researchers noted an enthusiasm for the development of new 'spaces' for religious, beliefs and values education among participants as well as a common view that, considering the religiously separate nature of most education on the island, the opportunities to cultivate shared values of welcome, equality, sharing and reconciliation should be maximised.