Though the revised edition of A Theory of Justice, published in 1999, is the definitive statement of Rawls's view, so much of the extensive literature on Rawls's theory refers to the first edition. This reissue makes the first edition once again available for scholars and serious students of Rawls's work.

This long-awaited book sets out the implications of Habermas's theory of communicative action for moral theory. "Discourse ethics" attempts to reconstruct a moral point of view from which normative claims can be impartially judged. The theory of justice it develops replaces Kant's categorical imperative with a procedure of justification based on reasoned agreement among participants in practical discourse.Habermas connects communicative ethics to the theory of social action via an examination of research in the social psychology of moral and interpersonal development. (...) He aims to show that our basic moral intuitions spring from something deeper and more universal than contingent features of our tradition, namely from normative presuppositions of social interaction that belong to the repertoire of competent agents in any society. Jürgen Habermas is Professor of Philosophy at the University of Frankfurt. (shrink)

Though the revised edition of A Theory of Justice, published in 1999, is the definitive statement of Rawls's view, so much of the extensive literature on Rawls's theory refers to the first edition.

This book explores the various aspects of social justice--to each according to his rights, to each acording to his desert, and to each according to his need--comparing the writings of Hume, Spencer, and Kropotkin. Miller demonstrates that there are radical differences in outlook on social justice between societies, and that these differences can be explained by reference to features of the social structure.

The Metaphysics of Morals is Kant's major work in applied moral philosophy in which he deals with the basic principles of rights and of virtues. It comprises two parts: the 'Doctrine of Right', which deals with the rights which people have or can acquire, and the 'Doctrine of Virtue', which deals with the virtues they ought to acquire. Mary Gregor's translation, revised for publication in the Cambridge Texts in the History of Philosophy series, is the only complete translation of the (...) whole text, and includes extensive annotation on Kant's difficult and sometimes unfamiliar vocabulary. A new introduction by Roger Sullivan sets the work in its historical and philosophical context. This volume will be of wide interest to students of ethics and of legal and political philosophy. (shrink)

Using an innovative blend of political theory, international law, and studies on the sociological and geo-political foundations of minority rights, this landmark publication will set the debate on the likely future of the international politics of diversity.

This paper identifies and addresses some dilemmas to be faced in promoting educational projects concerned with human rights. Part of the difficulty that human rights education initiatives must cope with is the way in which value has been historically conferred upon particular notions such as freedom and justice. I argue here that a just education must grapple head‐on with the conceptual dilemmas that have been inherited and refuse to shy away from the implications of those dilemmas. To do this I (...) address the fundamental fictions upon which rights are based and view those fictions as nonetheless useful for opening up the ethical terms of human rights education. With reference to the work of Arendt, Lyotard and Levinas, I conclude that the real potential of human rights education lies in its capacity to provoke insights that help youth live with ambiguity and dilemma, where freedom, justice, and responsibility cannot be dictated to them, but rather involve tough decisions that must be made in everyday life. (shrink)

This paper identifies and addresses some dilemmas to be faced in promoting educational projects concerned with human rights. Part of the difficulty that human rights education initiatives must cope with is the way in which value has been historically conferred upon particular notions such as freedom and justice. I argue here that a just education must grapple head‐on with the conceptual dilemmas that have been inherited and refuse to shy away from the implications of those dilemmas. To do this I (...) address the fundamental fictions upon which rights are based and view those fictions as nonetheless useful for opening up the ethical terms of human rights education. With reference to the work of Arendt, Lyotard and Levinas, I conclude that the real potential of human rights education lies in its capacity to provoke insights that help youth live with ambiguity and dilemma, where freedom, justice, and responsibility cannot be dictated to them, but rather involve tough decisions that must be made in everyday life. (shrink)