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What makes something a human right? What is the relationship between the moral foundations of human rights and human rights law? What are the difficulties of appealing to human rights? This book offers the first comprehensive survey of current thinking on the philosophical foundations of human rights. Divided into four parts, this book focusses firstly on the moral grounds of human rights, for example in our dignity, agency, interests or needs. 'Secondly, it looks at the implications that different moral perspectives on human rights bear for human rights law and politics. Thirdly, it discusses specific and topical human rights including freedom of expression and religion, security, health and more controversial rights such as a human right to subsistence. The final part discusses nuanced critical and reformative views on human rights from feminist, Kantian and relativist perspectives among others. The essays represent new and canonical research by leading scholars in the field. Each part is comprised of a set of essays and replies, offering a comprehensive analysis of different positions within the debate in question.The introduction from the editors will guide researchers and students navigating the diversity of views on the philosophical foundations of human rights. -- cover

Human rights --- Political philosophy. Social philosophy --- Philosophy. --- Politieke filosofie. Sociale filosofie --- Fundamentele rechten en vrijheden

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Decolonizing Democracy: Intersections of Philosophy and Postcolonial Theory analyzes the concept and the discourse of democracy. Ferit Güven demonstrates how democracy is deployed as a neo-colonial tool to discipline and further subjugate formerly colonized peoples and spaces. The book explains why increasing democratization of the political space in the last three decades produced an increasing dissatisfaction and alienation from the process of governance, rather than a contentment as one might have expected from ""the rule of the people." Decolonizing Democracy aims to provide a conceptual r

Political philosophy. Social philosophy --- Colonisation. Decolonisation --- colonization --- democracies --- sociale filosofie --- Democracy -- Philosophy. --- Postcolonialism. --- Democracy --- Postcolonialism --- Philosophy

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This book critically analyses experiences with bioethics education in various countries across the world and identifies common challenges and interests. It presents ethics teaching experiences in nine different countries and the basic question of the goals of bioethics education. It addresses bioethics education in resource-poor countries, as the conditions and facilities are widely different, and set limits and provide challenges to bioethics educators. Further, the question of how bioethics education can be improved is explored by the contributors. Despite the volume of journal publications agreement on bioethics education is rather limited. There are only few examples of core curricula, demonstrating consensus on the contents, goals, methods and assessment of teaching programs. We need ask: How can agreement on the best modalities of bioethics education be promoted?

Philosophy --- General ethics --- Sociology --- Teaching --- Educational sciences --- vergelijkende pedagogiek --- onderwijsfilosofie --- sociologie --- ethiek --- onderwijs --- sociale filosofie --- onderwijsonderzoek

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This book provides an account of an original educational philosophy, developed by one of the most significant philosophers of the late twentieth and early twenty-first centuries, Roy Bhaskar. Though he directed his attention to wider matters than education, his philosophy has implications for the way we can understand how the world is structured and in turn how we can transform it to accommodate a desire for a better arrangement of resources for human well-being. It is thus both a theory of mind and world, and, in addition, a theory of education. Roy Bhaskar’s philosophy has a view on the following important matters: intentionality, agential capacity, materialism, the possibility of describing and changing the world, progression, education and the lifecourse, essentialism and human nature, pedagogy, knowledge and knowledge-development, the formation of the self, curricular aims and objectives, being with other people, the self in the learning process, the relationship between the self (or agency) and the environment, stratification, emergence, representation and its different modes, structures and mechanisms, the dialectic, and criticality.

Philosophy --- Philosophy and psychology of culture --- Sociology --- Teaching --- Educational sciences --- onderwijsfilosofie --- sociologie --- sociale filosofie

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This work is devoted to developing as well as expounding the theory of the cultural sciences of the philosopher Alfred Schutz (1899-1959). Drawing on all of Schutz’s seven volumes in English, the book shows how his philosophical theory consists of the reflective clarifications of the disciplinary definitions, basic concepts, and distinctive methods of particular cultural sciences as well as their species and genus. The book first expounds Schutz’s own theories of economics, jurisprudence, political science, sociology, and psychology. It then extends his approach to other disciplines, offering new theories of archaeology, ethnology, and psychotherapy in his spirit in order to stimulate the development of Schutzian theories in these and other disciplines. The second part of the book contains complementary philosophical chapters devoted to culture, groups, ideal types, interdisciplinarity, meaning, relevance, social tension, and verification.

Philosophy --- Social sciences (general) --- Sociology --- psychosociale wetenschappen --- sociologie --- filosofie --- sociale filosofie --- existentialisme