The early paragraphs of John Locke’s Second Treatise of Government describe a poetic idyll of property acquisition widely supposed by contemporary theorists and historians to have cast the template for imperial possessions in the New World. This reading ignores the surprises lurking in Locke’s later chapters on conquest, usurpation, and tyranny, where he affirms that native rights to lands and possessions survive to succeeding generations. Locke warned his readers that this “will seem a strange doctrine, it being quite contrary to (...) the practice of the world.” His doctrine of native right is equally strange to recent scholars who see in Lockean theory the ideological prototype for England’s colonial expropriation in the “vacant lands” of North America. This interpretation, dignified by the elusive principle of vacuum domicilium, is considerably weakened when Locke’s arguments are placed in the historical context of the sixteenth and early seventeenth-century English colonial experience. Locke’s Second Treatise, with its literary flourish of a vast and idyllic state of nature, was written in the full appreciation of Amerindian agriculture, its established populations, the acknowledgement of native property rights, and the policy and practice of purchasing land from the native inhabitants. (shrink)

ABSTRACTJohn Stuart Mill devoted much of his life to developing a ‘science of morality’ to enhance the social, moral and intellectual character of individuals and society as a whole. His liberal as...

The concept of recognition has been employed as a term of art in sovereign diplomacy, and in a philosophical tradition ranging from Plato to Hegel as an archetype of the emergence of political association leading to ethical civil relations. Recent liberal theorists have adapted the Hegelian 'struggle for recognition' to strengthen the argument for humane respect and human rights in the modern, multicultural state. This article emphasizes the cognitive processes and perceptual capacities of recognition. Drawing on Kant and Arendt, this (...) article argues for a broadly aesthetic view of politics as a basis for ethical and moral appraisal, and illustrates this approach with hypothetical and actual examples of politics and art. (shrink)

The work of creating the future is being done now ─ and much of it is unsustainable in terms of natural and cultural resources. How will the next generation of leadership for environmental sustainability be raised up? Can we imagine sustainable futures, and can we enable transformative leadership to help us realize them? How can we best ensure that the several generations share their particular knowledge? What are the ethical frameworks, methodologies, curricula, and tools necessary for advancing and strengthening education (...) for intergenerational sustainability learning and leadership? In this book, 82 authors from 26 countries across 6 continents seek answers in 32 essays to the many questions related to the intergenerational collaboration that holds promise for creating sustainable futures. The authors themselves represent a diversity of geography, gender, and generation ─ and include the institutions comprising the emerging International Intergenerational Net-work of Centers. They speak to key principles, perspectives, and praxes at the intersection of intergenerational learning and transformative leadership in the context of education for sustainability. A visionary tour de force, this book explores the challenges and complexities of future learning models beyond the UN Decade of Education for Sustainable Development. It provides a timely discourse encompassing intergenerational and cultural dimensions, including ethics. Contributors articulate a deeper understanding of leadership in the post-Enlightenment era. Chapters in the book offer examples cutting across a diverse range of experiences worldwide, making this volume not only refreshing for practitioners, but also invaluable to policy-makers. ─ Dzulkifli Abdul Razak President, International Association of Universities Former Vice-Chancellor, Universiti Sains Malaysia These are critical times for the global community. Big issues are on the table: security, climate change, environmental destabilization, disease, hunger, and others. Actions we take today must embrace lessons from the past, present realities, and the rights and interests of future generations. Indeed, intergenerational learning is vital to education for sustainable development. This book makes a very timely and urgent call, challenging our traditional learning approaches and inviting us to dig deeper, stretch our minds wider, and see farther. ─ Akpezi Ogbuigwe Former Head of Environmental Education and Training, United Nations Environment Programme Executive Chairperson, Anpez Center for Environment and Development, Port Harcourt, Nigeria Achieving sustainable development requires generations, young and old, to engage with and learn from each other, and for leadership to embrace change. That is one of the key messages of this remarkable book. I wish I had this book when I took up the leadership role of my university two decades ago. I wish I could have given this book to my sons as they started their university education. ─ Goolam Mohamedbhai Former Secretary-General, Association of African Universities Honorary President, International Association of Universities. (shrink)

The concept of recognition has been employed as a term of art in sovereign diplomacy, and in a philosophical tradition ranging from Plato to Hegel as an archetype of the emergence of political association leading to ethical civil relations. Recent liberal theorists have adapted the Hegelian 'struggle for recognition' to strengthen the argument for humane respect and human rights in the modern, multicultural state. This article emphasizes the cognitive processes and perceptual capacities of recognition. Drawing on Kant and Arendt, this (...) article argues for a broadly aesthetic view of politics as a basis for ethical and moral appraisal, and illustrates this approach with hypothetical and actual examples of politics and art. (shrink)

Young people have an enormous stake in the present and future state of Earth. Almost half of the human population is under the age of 25. If young people’s resources of energy, time, and knowledge are misdirected towards violence, terrorism, socially-isolating technologies, and unsustainable consumption, civilization risks destabilization. Yet, there is a powerful opportunity for society if young people can participate positively in all aspects of sustainable development. In order to do so, young people need education, political support, resources, skills, (...) and hope. This volume offers a global perspective on education initiatives by and for young people that promote a transition to sustainability. It includes 38 essays co-authored by 68 contributors from 25 nations, representing a diversity of geography, gender, and generation. "The development of youth leadership has been a central concern of my professional work. Young people have a lot to offer to sustainable development and should participate in planning for our planet’s future. This rich collection of theoretical and practical approaches captures the growing response of young people to this challenge. I am particularly pleased with the attention paid to the role of often-underrepresented regions of the world, to the role of women, and to the Earth Charter in the creating of a peaceful and sustainable future." Julia Marton-Lefèvre, Director General of IUCN (International Union for Conversation of Nature), and former Rector of the University for Peace "This book is a rich, global tapestry depicting the inter-linkages among youth, education and sustainable development. What is particularly interesting is that it shows how education, at all levels, can be a powerful engine for promoting sustainability. This work is an important contribution to the United Nations Decade of Education for Sustainable Development." Goolam Mohamedbhai, Secretary-General, Association of African Universities, and Past President, International Association of Universities "This important and skillfully-prepared book comes at a critical time.... A great strength of this volume is that it blends together theoretical and practical insights regarding education for sustainable development by and for young people. It is written from diverse cultural perspectives from all world regions. Readers, from many fields, especially young people and their teachers, will find it timely and relevant. I hope that it will inspire the younger generation to get involved in seeking solutions to the challenges we face." James Gustave Speth, Former Administrator of the United Nations Development Programme, and Dean Emeritus of the School of Forestry and Environmental Studies at Yale University "It is my hope that you are inspired, as I have been, by Young People, Education, and Sustainable Development: Exploring Principles, Perspectives, and Praxis, for the stories in this volume are full of the possibilities that emerge when we honor and support young people." Ruud Lubbers, Former Prime Minister of The Netherlands, and past United Nations High Commissioner for Refugees. (shrink)

We live in turbulent times, our world is changing at accelerating speed. Information is everywhere, but wisdom appears in short supply when trying to address key inter-related challenges of our time such as; runaway climate change, the loss of biodiversity, the depletion of natural resources, the on-going homogenization of culture, and rising inequity. Living in such times has implications for education and learning. This book explores the possibilities of designing and facilitating learning-based change and transitions towards sustainability. In 31 chapters (...) contributors from across the world discuss (re)emerging forms of learning that not only assist in breaking down unsustainable routines, forms of governance, production and consumption, but also can help create ones that are more sustainable. The book has been divided into three parts: re-orienting science and society, re-connecting people and planet and re-imagining education and learning. This is essential reading for educators, educational designers, change agents, researchers, students, policymakers and entrepreneurs alike, who are concerned about the well-being of the planet and convinced of our ability to do better. The content and related issues can be discussed on the blog by editor Arjen Wals: Transformative learning. 'We are living in times of incertitude, complexity, and contestation, but also of connectivity, responsibility, and new opportunities. This book analyses the consequences of these times for learning in formal, non-formal, and informal education. It explores the possibilities offered by the concept of sustainability as a central category of a holistic paradigm which harmonizes human beings with Earth. To change people and to change the world are interdependent processes - this book contributes to both.' Moacir Gadotti, Director of Paulo Freire Institute, São Paulo, Brazil 'I hope you share my excitement about the innovations for sustainability that this book catalogues and analyses. While the ecological news is grim, the human news is not. Even in a time of accelerating change, people are showing their enormous capacities to learn, adapt, restore and protect.' From the Foreword by Juliet Schor, author of ‘True Wealth: how and why millions of Americans are creating a time-rich, ecologically-light, small-scale high-satisfaction economy’ 'This book implies a ‘culture of critical commitment’ in educational thinking and practice - engaged enough to make a real difference to social-ecological resilience and sustainability but reflexively critical enough to learn constantly from experience and to keep options open in working for a sustainability transformation.' From the Afterword by Stephen Sterling, Professor of Sustainability Education, Centre for Sustainable Futures, Plymouth University, United Kingdom. (shrink)

The aim of this beautifully produced book is accurately described in the subtitle. It is in fact a philosophy of religion with an historical basis.

I thoroughly enjoyed this work. I think this enjoyment will be shared by anyone who appreciates the difficulty of writing a summa of the theology of the Church today. We have been standing so close to Vatican II that many find it hard to see anything behind and beyond it. The merit of this work is that it is comprehensive and clear. It deals with nova and vetera and even vetera noviter. It seems to me to represent what abides when (...) the dust which has been stirred up has blown away. (shrink)

I thoroughly enjoyed this work. I think this enjoyment will be shared by anyone who appreciates the difficulty of writing a summa of the theology of the Church today. We have been standing so close to Vatican II that many find it hard to see anything behind and beyond it. The merit of this work is that it is comprehensive and clear. It deals with nova and vetera and even vetera noviter. It seems to me to represent what abides when (...) the dust which has been stirred up has blown away. (shrink)