Building on the strengths of the first edition, the second edition of the Irwin Nicomachean Ethics features a revised translation (with little editorial intervention), expanded notes (including a summary of the argument of each chapter), an expanded Introduction, and a revised glossary.

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

People with cognitive disabilities are equal citizens, and law ought to show respect for them as full equals. To do so, law must provide such people with equal entitlements to medical care, housing, and other economic needs. But law must also go further, providing people with disabilities truly equal access to education, even when that is costly and involves considerable change in current methods of instruction. The central theme of this essay is what is required in order to give such (...) people political and civil rights on a basis of genuine equality. (shrink)

Fricker shows that virtue epistemology provides a general epistemological idiom in which these issues can be forcefully discussed.

This first volume contains discussions of the brain, methods for analyzing behavior, thought, consciousness, attention, association, time, and memory.

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

Luigi Giussani, a high school religion teacher throughout the 1950s and 1960s, grounded his teachings in the vast body of experience to be found in Christianity's two-thousand-year history. He told his students, “I'm not here to make you adopt the ideas I will give you as your own, but to teach you a method for judging the things I will say.” Throughout his life, education was one of Giussani's primary intellectual interests. He believed that effective education required an adequate background (...) in the Christian tradition, presented within a lived experience that underscored the capacity of the faith to answer universal questions. What he proposed was a process that allowed one to sift through tradition, critically examining it and comparing it against the ultimate criteria for judgment: the desires of the heart. In Giussani's view, the primary concern was to “educate the human heart as God made it.” In The Risk of Education he states that fear leads students to associate this process of criticism with negativity or doubt. Yet, without an education in criticism, students cannot develop conviction. At a time when young people are abandoning the church and questioning the value of faith, Giussani's method of judging and verifying Christianity as an experience seems a necessary intervention. In The Risk of Education he argues that, ultimately, education and the Christian message reveal themselves through human freedom. (shrink)

The Religious Sense, the fruit of many years of dialogue with students, is an exploration of the search for meaning in life. Luigi Giussani shows that the nature of reason expresses itself in the ultimate need for truth, goodness, and beauty. These needs constitute the fabric of the religious sense, which is evident in every human being everywhere and in all times. So strong is this sense that it leads one to desire that the answer to life's mystery might reveal (...) itself in some way. (shrink)