L. Anthony

Critiquing any practice, theory, or law, requires understanding the characteristics of the environment which created a need for this law. There are hundreds of different cultures in the world, and each one has its own set of norms, characteristics, and values. What in one country is perceived normal, ethical or unethical, right or wrong, may not be the same somewhere else in the world. The first civilizations begun in Africa and Europe many thousands of years ago when people were hunters and nomads, it is not unreasonable to suspect that many of those traits and characteristics have been socially transferred and/or inherited by future generations.

Anthony J. Lisska presents a new analysis of Thomas Aquinas's theory of perception. While much work has been undertaken on Aquinas's texts, little has been devoted principally to his theory of perception and less still on a discussion of inner sense. The thesis of intentionality serves as the philosophical backdrop of this analysis while incorporating insights from Brentano and from recent scholarship. The principal thrust is on the importance of inner sense, a much-overlooked area of Aquinas's philosophy of mind, with special reference to the vis cogitativa. Approaching the texts of Aquinas from contemporary analytic philosophy, Lisska suggests a modest 'innate' or 'structured' interpretation for the role of this inner sense faculty. He argues that were it not for the vis cogitativa, Aquinas would be unable to account for an awareness of the principal ontological category in his metaphysics.

Anthony Laker leads an outstanding international team of educational theorists in critically examining the theoretical underpinnings of physical education, and in challenging the rhetoric, the practices and the pedagogies that prevail in our schools. There has been a great deal of discussion surrounding the value of this subject in schools, particularly around the form that physical education should take. The domination of physical education teaching by the scientific / technical discourses is problemized and it is suggested that this domination limits the potential of the subject to be culturally and contextually relevant to students in schools. This edited collection aims to extend the worldwide academic debate of the future of physical education in schools by challenging the prevailing 'authorised curricula'. Each contributor address a key contemporary issue in physical education bringing different perspectives as they relate to the evolving issues of the subject. They ask important questions about where we intend to take the knowledge we have gained from a legacy of positive research. These chapters tackle critical issues in modernist physical education and suggest how a re-evaluation could contribute to the continuing advancement of the subject for more diverse educational benefits. Laker draws this body of work together in a conclusion that describes a theoretically and pedagogically innovative physical education curriculum for the 21st century. This book is a summary of the current state of research in physical education. It invites debate and discussions in the field and re-conceptualises physical education theory into inclusive practices located in the postmodern school world

This text, intended for undergraduates on various education and sport related degree courses, covers the key, current issues in the field of sociology of sport and physical education. The first section of the text covers the importance of sport in culture, its theoretical background, and methodological issues in research. The main body of the text then discusses issues including the sporting body, participation and socialisation into sport, the hidden curriculum, critical pedagogy, and sport and the media. Laker discusses in depth gender, race and ethnicity, class, and equality, and he looks at sport and the media, and the involvement of politics. The chapters are each rounded off with challenging 'reflection' questions, activities and tasks for the reader to fulfill

This paper will argue the importance of the creation of a moral compass, driven by empathy and a rigorously trained will in higher education leadership to develop a tighter relationship between higher education and wealth equity. We will explore the foundational documents that first discussed these issues within a global context. Further, We explore how these goals, enhanced by insights promulgated by the United Nations, can be achieved by teaching empathy, developing a moral compass and training the will.

Plato uses the most rigorous logic, stories, and analogies in an effort to show what appears to be a mystical vision. Indeed, this is affirmed if we consider his aim of turning the cave dweller towards the light. In essence, as we have seen, this is a turning inward--or the self-reflecting on itself, which ultimately leads to a subject-to-object merging. It is through the cognitive progression, however, from image, to belief, understanding and knowledge that enlightenment is achieved. This, we have seen, corresponds to mystical experiences. Why is this occurring? If we follow Plato’s procession of knowledge, it follows logically that this must occur. The true nature of self (at the lower levels of the hierarchy) cannot be perceived unless directly perceived at the level of forms--where images dissolve. If we examine the dialogues closely, I believe clues can be found that point to the mystical experience. I propose that the merging into one with regard to the tripartite soul--with each component becoming aligned with the rational--which is really a way of “purifying us from the defilements of the passions…”as well as Socrates’ refutation of opinions or belief to find universals are both evidence of a synoptic perspective characteristic of mystics who have achieved a mystical experience.

Evolutionäre Fortschritte, die nicht zum Menschen führen, etwa die Entwicklung der Elefanten, der Wale oder die künftige Evolution des Menschen, die jenseits der menschlichen Kultur stattfinden, müssen gleichwertig mit kulturellen Fortschritten eingestuft werden, damit die Kultur selbst weiterentwickelt werden kann. Angesichts modernster Forschungsergebnisse, die Großartiges in der Kultur und in der Natur nicht zu kurz kommen lassen, bietet diese Arbeit u.a. neue, ausführliche und sorgfältige Definitionen von «Fortschritt» und «Kultur». Bei der Beschreibung und Bewertung von kulturellen Fortschritten wird eine globale, nicht-eurozentrische Perspektive angewendet, woraus ein neues Bild von der Entwicklung der Menschheit Konturen annimmt.