Self-, collective, and participative efficacy are strong predictors of sustainability action. Yet, few studies have investigated the dynamics and variability of efficacy beliefs. In this transdisciplinary study, we tested such factors in the context of a peer-to-peer coaching program for sustainability volunteers, embedded in a structured-educational context. Over weekends, 2 qualified coaches trained 36 German bottom-up, student-led sustainability initiatives. These coaches instructed students in team building, envisioning, project planning, and on-campus sustainability practice. While 317 participants completed our pre-questionnaire, N = (...) 165 completed both the pre- and post-questionnaire. As hypothesized, after having participated in the coaching weekend, action skills, collaboration skills, group identification, and self-, collective, and participative efficacy all increased. The latter of these increased, to our knowledge, for the first time in environmental psychology research. Group identification and having a vision emerged as important efficacy predictors, and participative efficacy beliefs in turn predicted volunteering. Moreover, we took initial steps in investigating the interaction of psychological and structural factors from a multilevel perspective. Our analyses revealed that efficacy beliefs on the individual level were higher when the university had a green office and when the student initiative was at a small university. We conclude by proposing an empowerment model for sustainability volunteers and by discussing the practical implications of our findings. (shrink)

R. S. Peters on Education and Ethics reissues seven titles from Peters' life's work. Taking an interdisciplinary approach, the books are concerned with the philosophy of education and ethics. Topics include moral education and learning, authority and responsibility, psychology and ethical development and ideas on motivation amongst others. The books discuss more traditional theories and philosophical thinkers as well as exploring later ideas in a way which makes the subjects they discuss still relevant today.

"Williams's masterful translation satisfies (at last!) a long-standing need. There are lots of good translations of Augustine's great work, but until now we have been forced to choose between those that strive to replicate in English something of the majesty and beauty of Augustine's Latin style and those that opt instead to convey the careful precision of his philosophical terminology and argumentation. Finally, Williams has succeeded in capturing both sides of Augustine's mind in a richly evocative, impeccably reliable, elegantly readable (...) presentation of one of the most impressive achievements in Western thought--Augustine's Confessions." --Scott MacDonald, Professor of Philosophy and Norma K. Regan Professor in Christian Studies, Cornell University. (shrink)

R. S. Peters, C. A. Mace; VII—Emotions and the Category of Passivity, Proceedings of the Aristotelian Society, Volume 62, Issue 1, 1 June 1962, Pages 117–142, h.

R. S. Woolhouse; IV*—Leibniz's Reaction to Cartesian Interaction, Proceedings of the Aristotelian Society, Volume 86, Issue 1, 1 June 1986, Pages 69–82, https:/.

R. S. Bluck’s engaging volume provides an accessible introduction to the thought of Plato. In the first part of the book the author provides an account of the life of the philosopher, from Plato’s early years, through to the Academy, the first visit to Dionysius and the third visit to Syracuse, and finishing with an account of his final years. In the second part contains a discussion of the main purpose and points of interest of each of Plato’s works. There (...) is a chapter on Plato’s central doctrine, the Theory of Ideas, and a translation of Plato’s _Seventh Letter_, which not only provides valuable additional material for the study of Plato’s thought but also contains a vivid account of many incidents in Plato’s life. (shrink)

Shaḥrūr, Muḥammad; Islamic philosophy; Qurʼan; hermeneutics; criticism, interpretation, etc.

R. S. Peters, C. A. Mace; VII—Emotions and the Category of Passivity, Proceedings of the Aristotelian Society, Volume 62, Issue 1, 1 June 1962, Pages 117–142, h.

First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as 'What do we actually mean by education?' and provides a proper ethical foundation for education in a democratic society. The book will appeal (...) to both teachers and students of philosophy as well as education. (shrink)

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

R S Peters; Education and the Educated Man, Journal of Philosophy of Education, Volume 4, Issue 1, 30 May 2006, Pages 5–20, https://doi.org/10.1111/j.1467-9752.

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

R S Downie; Professions and Professionalism, Journal of Philosophy of Education, Volume 24, Issue 2, 30 May 2006, Pages 147–159, https://doi.org/10.1111/j.1467-.

R S Peters; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 28–38, https://doi.org/10.1111/j.1467-9752.1.

R S Peters; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 28–38, https://doi.org/10.1111/j.1467-9752.1.

R S Peters; A Reply to John Kleinig, Journal of Philosophy of Education, Volume 7, Issue 2, 30 May 2006, Pages 167–176, https://doi.org/10.1111/j.1467-9752.1973.

First published in 1981, this collection of essays was taken from Peters' larger work, Psychology and Ethical Development in order to provide a more focused volume on moral education for students. Peters' background in both psychology and philosophy makes the work distinctive, which is evident from the first two essays alone: 'Freud's theory of Moral Development in Relation to that of Piaget' and 'Moral Education and the Psychology of Character'. He also displays balance in his acceptance that reason and feeling (...) are both of great importance where the subject of moral education is concerned. Although written some time ago, the book discusses issues which are still of considerable interest and importance today. (shrink)

As Leibniz had hoped, the publication of his ‘Système nouveau de la nature et de la communication des substances...’ in 1695 provoked discussion of his metaphysics. Amongst the reactions was that of the French Benedictine, François Lamy, in his De la Connaissance de soi-même. It is not unusual to find the different editions of this work being confused, to the detriment of a proper understanding of the relation between Lamy’s texts and Leibniz’s. No doubt the rarity of copies of De (...) la Connaissance is at least partly responsible for this confusion, and it is because of that rarity that Lamy’s discussion of Leibniz is made available and reprinted here. (shrink)

As Leibniz had hoped, the publication of his ‘Système nouveau de la nature et de la communication des substances...’ in 1695 provoked discussion of his metaphysics. Amongst the reactions was that of the French Benedictine, François Lamy, in his De la Connaissance de soi-même. It is not unusual to find the different editions of this work being confused, to the detriment of a proper understanding of the relation between Lamy’s texts and Leibniz’s. No doubt the rarity of copies of De (...) la Connaissance is at least partly responsible for this confusion, and it is because of that rarity that Lamy’s discussion of Leibniz is made available and reprinted here. (shrink)

R S Peters; Postscript 2, Journal of Philosophy of Education, Volume 7, Issue 2, 30 May 2006, Pages 179–180, https://doi.org/10.1111/j.1467-9752.1973.tb00480.x.