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Author: Dr. Antje Gansewig
Publisher: Springer Nature
ISBN: 3658397764
Category : Social Science
Languages : en
Pages : 191
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Book Description
For over 20 years, school interventions involving former right-wing extremists have been popular in Germany. In practice, they are advertised and conducted as both civic education and extremism prevention. This book uses an evidence-based and interdisciplinary approach to examine the potentials and challenges of this format. It provides a thematic embedding of German application, a comprehensive review of attributed impact assumptions and the state of related research. Furthermore, this research offers highly valuable, unique and comprehensive insights based on empirical evidence. It thus contributes to a better understanding of the format and its complexity. Overall, the findings give no clear indication that the involvement of former right-wing extremists in schools initiate civic education processes or prevent political extremism. Rather, the investigation found fundamental needs for additional research, modification, and sensitization. In this vein, this book makes a pioneer contribution to quality assurance and evaluation research in civic education and extremism prevention.
Author: Dr. Antje Gansewig
Publisher: Springer Nature
ISBN: 3658397764
Category : Social Science
Languages : en
Pages : 191
Get Book Here
Book Description
For over 20 years, school interventions involving former right-wing extremists have been popular in Germany. In practice, they are advertised and conducted as both civic education and extremism prevention. This book uses an evidence-based and interdisciplinary approach to examine the potentials and challenges of this format. It provides a thematic embedding of German application, a comprehensive review of attributed impact assumptions and the state of related research. Furthermore, this research offers highly valuable, unique and comprehensive insights based on empirical evidence. It thus contributes to a better understanding of the format and its complexity. Overall, the findings give no clear indication that the involvement of former right-wing extremists in schools initiate civic education processes or prevent political extremism. Rather, the investigation found fundamental needs for additional research, modification, and sensitization. In this vein, this book makes a pioneer contribution to quality assurance and evaluation research in civic education and extremism prevention.
Author: John Schwenkler
Publisher: Oxford University Press
ISBN: 019005204X
Category : Philosophy
Languages : en
Pages : 273
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Book Description
Written against the background of her controversial opposition to the University of Oxford's awarding of an honorary degree to Harry S. Truman, Elizabeth Anscombe's Intention laid the groundwork she thought necessary for a proper ethical evaluation of actions like the bombing of Hiroshima and Nagasaki. The devoutly Catholic Anscombe thought that these actions made Truman a murderer, and thus unworthy of the university's honor-but that this verdict depended on an understanding of intentional action that had been widely rejected in contemporary moral philosophy. Intention was her attempt to work out that understanding and argue for its superiority over a conception of intention as an inner mental state. Though recognized universally as one of the definitive works in analytic philosophy of action, Anscombe's book is often dismissed as unsystematic or obscure, and usually read through the lens of philosophical concerns very far from her own. Schwenkler's Guide offers a careful and critical presentation of Anscombe's main lines of argument at a level appropriate to advanced undergraduates but also capable of benefiting specialists in action theory, moral philosophy, and the history of analytic philosophy. Further, it situates Intention in a context that emphasizes Anscombe's debts to Aristotle, Aquinas, and Wittgenstein, and her engagement with the work of contemporaries like Gilbert Ryle and R.M. Hare, inviting new avenues of engagement with the ideas of historically important philosophers.
Author: Gordon Clubb
Publisher: Oxford University Press
ISBN: 0197765084
Category : Psychology
Languages : en
Pages : 345
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Book Description
This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read on the Oxford Academic platform and offered as a free PDF download from OUP and selected open access locations. This collection is the first on ex-extremists and combatants (Formers) in violence prevention work. While the engagement of Formers in violence prevention programs--especially in the context of countering and preventing violent extremism (P/CVE), and peacebuilding--has expanded across the world, their involvement has been controversial and contested. This volume captures a variety of work Formers are engaged in across a range of contexts, broadly divided into three themes on their effectiveness, ethical considerations, and implementation. Written by a range of authors with diverse perspectives including academics, former extremists, peer mentors, program leaders, and practicing psychologists, chapters include Formers in North American research, the role of former Northern Irish combatants in peacebuilding, collaborating with Formers, the ethical imperatives of engaging Formers in P/CVE efforts, and more. Taken together, the book ultimately offers a snapshot of the ongoing policy debates while contributing to the future direction of work involving Formers in violence prevention.
Author: Huey, Laura
Publisher: Policy Press
ISBN: 1447353625
Category : Social Science
Languages : en
Pages : 184
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Book Description
When it comes to adopting evidence-based approaches, does the size of an organization really matter? This practical guide brings leading police and sociology experts together to demonstrate how police forces of all sizes can successfully embed evidence-based methods by using their strengths and limitations to their advantage. Drawing on experiences of policing in North America, it proposes new ways of strategizing and harnessing the talents of ‘change champions’. Building on the authors’ widely adopted first book on evidence-based policing, this is essential reading for practitioners, aspiring leaders, students and policy-makers.
Author: Jerry H. Ratcliffe
Publisher: Taylor & Francis
ISBN: 1000818268
Category : Political Science
Languages : en
Pages : 189
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Book Description
1. This book offers the first practical introduction to the principles and methods of Evidence-Based Policing. While there is a growing literature on the topic, most existing books are written at a high level. 2. Pedagogical features include tables, figures and short vignettes and summaries in each chapter. Further resources will be included on the author’s website, including his Podcast, Reducing Crime. 3. This book has an international market and will appeal to both students studying practical policing courses and police professionals.
Author: Renée J. Mitchell
Publisher: Policy Press
ISBN: 1447339789
Category : Social Science
Languages : en
Pages : 272
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Book Description
Over the past ten years, the field of evidence-based policing (EBP) has grown substantially, evolving from a novel idea at the fringes of policing to an increasingly core component of contemporary policing research and practice. Examining what makes something evidence-based and not merely evidence-informed, this book unifies the voices of police practitioners, academics, and pracademics. It provides real world examples of evidence-based police practices and how police research can be created and applied in the field. Includes contributions from leading international EBP researchers and practitioners such as Larry Sherman, University of Cambridge, Lorraine Mazerrolle, University of Queensland, Anthony Braga, Northeastern and Craig Bennell, Carelton University.
Author: Robert J. Stokes
Publisher: Springer Nature
ISBN: 3030436357
Category : Social Science
Languages : en
Pages : 261
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Book Description
This book explores multi-year community-based crime prevention initiatives in the United States, from their design and implementation, through 5-year follow ups. It provides an overview of programs of various sizes, affecting diverse communities from urban to rural environments, larger and smaller populations, with a range of site-specific problems. The research is based on a United States federally-funded program called the Byrne Criminal Justice Initiative (BJCI) which began in 2012, and has funded programs in 65 communities, across 28 states and 61 cities. This book serves to document the process, challenges, and lessons learned from the design and implementation of this innovative program. It covers researcher-practitioner partnerships, crime prevention planning processes, programming implementation, and issues related to sustainability of community-policing initiatives that transcend institutional barriers and leadership turnover. Through researcher partnerships at each site, it provides a rich dataset for understanding and comparing the social and economic problems that contribute to criminality, as well as the conditions where prosocial behavior and collective efficacy thrive. It also examines the future of this federally-funded program going forward in a new Presidential administration. This work will be of interest to researchers in criminology and criminal justice, particularly with an interest in translational/applied criminology and crime prevention, as well as related fields such as public policy, urban planning, and sociology.
Author: Harvey Siegel
Publisher: Routledge
ISBN: 1136085165
Category : Education
Languages : en
Pages : 202
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Book Description
First Published in 1988. The critical thinking movement is increasingly important in the philosophy of education. Beginning from the generally accepted view that children should be taught to reason, not simply to repeat what they have been told, it tries to establish whether it is in fact possible to teach children a set of skills which add up to thinking. Siegel here examines three major conceptions of critical thinking and then puts forward his own definition of the critical thinker as one who is appropriately moved by reasons'. He argues that critical thinking is a fundamental educational ideal, and defends the ideal against charges of indoctrination. Chapters on science education and minimum competency testing highlight its practical implications for education policy and curriculum. This book should be of interest to lecturers and students of education and philosophy.
Author: J. Leplin
Publisher: Springer Science & Business Media
ISBN: 1402095678
Category : Philosophy
Languages : en
Pages : 222
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Book Description
One goal of epistemology is to refute the skeptic. Another, with an equally dist- guished if briefer pedigree, is to make sense of science as a knowledge-acquiring enterprise. The goals are incompatible, in that the latter presupposes that the skeptic is wrong. The incompatibility is not strict. One could have both goals, conditi- ing the latter upon success at the former. In fact, however, epistemologies aimed at the skeptic tend not to get anywhere near science. They’ve got all they can handle guring out how we can know we have hands. I come to epistemology from the philosophy of science, my original interest in which was epistemological. Philosophers of science are concerned with epistemic justi cation, but their question about it is how far it extends. They take justi cation to be unproblematic at the level of ordinary experience; their worries begin with the interpretation of experience as evidence for theory. They are interested in the scope of scienti c knowledge. Having taken a position on this question (1997), - guing that justi cation extends to theoretical hypotheses, I came to wonder about the nature of justi cation generally. This is not a belated discovery of the skeptical problem or a reconsideration of what I took to be unproblematic. It is simply an interest in the possibility of locating epistemic advance in science within a broader understanding of the nature of epistemic justi cation. Now that I know that just- cation extends to theory, I am taking a step back and asking what justi cation is.
Author: Ishtiyaque Haji
Publisher: Routledge
ISBN: 1135924716
Category : Education
Languages : en
Pages : 437
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Book Description
The primary purpose of this book is to explain the distinction, on the one hand, between indoctrination and education, and, on the other, between responsibility-subverting manipulation and mere causation. Both are elucidated by an appeal to common ground, an account of when our motivations and other springs of action are "truly our own" or "authentic." The book progresses from analyses of the sort of agency that responsibility requires and the authenticity of our motivations, together with a discussion of the relevance of these analyses to manipulation and related problems in the philosophy of education, to a defense of the thesis that responsibility from love's standpoint is of vital significance, and the implications of this thesis for what the authors deem to be legitimate goals of education and other issues in free will. Philosophers and advanced students working in free will, moral psychology, and the philosophy of education will find this text to be extremely useful.
