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Is Kantian Ethics guilty of utopian thinking? First, potentially good and bad uses of utopian ideals are distinguished, then an apparent path is traced from Rousseau's unworkable political ideal to Kant's ethical ideal. Three versions of Kant's Categorical Imperative (and their counter–parts in common moral discourse) are examined briefly for the ways that they may raise the suspicion that they manifest or encourage bad utopian thinking. In each case Kantians have available responses to counter the suspicion, but special attention is directed to the version that says "Act on the maxims of a universally law–giving member of a kingdom of ends." Interpretations vary, but here primary focus is on one contemporary reconstruction and development of this central idea. Several objections suggest that this idea encourages bad utopian thinking are briefly addressed: that we cannot count on everyone to follow ideal rules, that even conscientious people disagree in their moral judgments, and that theories that allow exceptions to familiar moral rules create a "slippery slope" to moral chaos

Conventional approaches to peace education have not led to more peaceful societies. In order to produce the broad political and social shifts that many peace educators have envisioned, a new type of educational approach is needed. Conflict transformation education (CTE) is a promising new approach that seeks to shift attitudes at a group level rather than individually, and embraces rather than denies its explicit political aim to shift social norms regarding the use of violence. CTE could be a useful tool in the post-peace agreement Colombian context. ; Los enfoques convencionales para la construcción de paz no han llevado a sociedades más pacíficas. Es necesario un nuevo enfoque de la educación para asíproducir el alcance político y los cambios sociales que muchos educadores para la paz han previsto. La Educación para la Transformación del Conflicto (CTE) es un enfoque prometedor que busca transformar actitudes a nivel grupal más que individual; y afronta, en lugar de negar, su anhelo político de cambiar normassociales respecto al uso de la violencia. La CTE puede ser una herramienta útil en el contexto del posconflicto del acuerdode paz en Colombia.

Conventional approaches to peace education have not led to more peaceful societies. In order to produce the broad political and social shifts that many peace educators have envisioned, a new type of educational approach is needed. Conflict transformation education (CTE) is a promising new approach that seeks to shift attitudes at a group level rather than individually, and embraces rather than denies its explicit political aim to shift social norms regarding the use of violence. CTE could be a useful tool in the post-peace agreement Colombian context. ; Los enfoques convencionales para la construcción de paz no han llevado a sociedades más pacíficas. Es necesario un nuevo enfoque de la educación para asíproducir el alcance político y los cambios sociales que muchos educadores para la paz han previsto. La Educación para la Transformación del Conflicto (CTE) es un enfoque prometedor que busca transformar actitudes a nivel grupal más que individual; y afronta, en lugar de negar, su anhelo político de cambiar normassociales respecto al uso de la violencia. La CTE puede ser una herramienta útil en el contexto del posconflicto del acuerdode paz en Colombia.

Conventional approaches to peace education have not led to more peaceful societies. In order to produce the broad political and social shifts that many peace educators have envisioned, a new type of educational approach is needed. Conflict transformation education (CTE) is a promising new approach that seeks to shift attitudes at a group level rather than individually, and embraces rather than denies its explicit political aim to shift social norms regarding the use of violence. CTE could be a useful tool in the post-peace agreement Colombian context. ; Los enfoques convencionales para la construcción de paz no han llevado a sociedades más pacíficas. Es necesario un nuevo enfoque de la educación para así producir el alcance político y los cambios sociales que muchos educadores para la paz han previsto. La Educación para la Transformación del Conflicto (CTE) es un enfoque prometedor que busca transformar actitudes a nivel grupal más que individual; y afronta, en lugar de negar, su anhelo político de cambiar normas sociales respecto al uso de la violencia. La CTE puede ser una herramienta útil en el contexto del posconflicto del acuerdo de paz en Colombia.

Conventional approaches to peace education have not led to more peaceful societies. In order to produce the broad political and social shifts that many peace educators have envisioned, a new type of educational approach is needed. Conflict transformation education (CTE) is a promising new approach that seeks to shift attitudes at a group level rather than individually, and embraces rather than denies its explicit political aim to shift social norms regarding the use of violence. CTE could be a useful tool in the post-peace agreement Colombian context. ; Los enfoques convencionales para la construcción de paz no han llevado a sociedades más pacíficas. Es necesario un nuevo enfoque de la educación para así producir el alcance político y los cambios sociales que muchos educadores para la paz han previsto. La Educación para la Transformación del Conflicto (CTE) es un enfoque prometedor que busca transformar actitudes a nivel grupal más que individual; y afronta, en lugar de negar, su anhelo político de cambiar normas sociales respecto al uso de la violencia. La CTE puede ser una herramienta útil en el contexto del posconflicto del acuerdo de paz en Colombia.

Handwritten manuscript detailing a return survey for the Chesnut of Philadelphia, including tavern keepers and retailers, unsigned, likely dating to April 2, 1728 ; Pro Patria - a likely Dutch watermark used in the Mid-Atlantic United States (including Philadelphia) throughout the mid-to-late eighteenth century. Variants of this watermark were used by many different paper makers, and are thus unidentifiable without initials or other paper maker indicators. ; Manuscript

'Beyond Duty' presents a new collection of essays on Kantian moral theory and practical ethics from a distinguished philosopher known for making Kantian ethics accessible and relevant to contemporary problems. With a new emphasis on ideals beyond the strictest requirements of moral duty, Thomas E. Hill, Jr. expands the core aspects of Kantian ethics and offers a broader perspective on familiar moral problems. Some essays explain Kantian concepts, while others review work of leading contemporary philosophers or raise challenging ethical questions for more general audiences.

Thomas E. Hill, Jr., interprets and extends Kant's moral theory in a series of essays that highlight its relevance to contemporary ethics. He introduces the major themes of Kantian ethics and explores its practical application to questions about revolution, prison reform, and forcible interventions in other countries for humanitarian purposes.

The author interprets & extends Kant's moral theory in a series of essays that highlight its relevance to contemporary ethics. He introduces the major themes of Kantian ethics & explores its practical application to questions about revolution, prison reform, & forcible interventions in other countries for humanitarian purposes

Through a collection of new, previously unpublished essays, The Blackwell Guide to Kant's Ethics addresses diverse topics crucial to our understanding of Kant's moral philosophy and its implications for the modern age. Provides a fresh perspective on themes in Kant's moral philosophy Addresses systematically Kant's foundational work, Groundwork for the Metaphysics of Morals and his more specific treatment of justice and virtue in The Metaphysics of Morals Includes essays by both established scholars and rising stars Identifies common misperceptions of Kant's thought and challenges some prevailing interpretations Shows how Kant developed and supplemented his earlier ethical thought with specific discussions of practical issues in law, international relations, personal relations, and self-regarding virtues and vices.