Morally and Otherwise Right Lives, Education and Upbringing

Table of Contents
Preface; Overview Of The Book; Some Preliminary Definitions; Preliminary Introduction
PART I: JUSTIFICATION, VIA EVIDENCE
Section 1: Introduction To Part I; Some Further DefinitionsSection 2: The First, 'From-An-Objective-Viewpoint,' ArgumentSection 3: Comments Which Conclude Previous Sections And Lead Into OthersSection 4: An AsideSection 5: Preliminary Remarks Concerning Sections 6-8Section 6: Investigation Of What Rationality, Rationally-Defined Evidence And Objectivity Mean GenerallySection 7: That Investigation's Conclusions, And Preliminary Comments Regarding Their Implications For ValuesSection 8: The Second, 'The Rationally-Unquestionable Highest-Priority-Aim,' ArgumentSection 9: Concluding Comments So FarNOTES TO PART IPART II: OVERVIEW CONCERNING PRACTICAL APPLICATIONSSection 1: Preliminary Comments. A Rationally-Critical ApproachSection 2: Insoluble Practical-Applicability Problems?Section 3: Are The Practical Applications Too Unclear, Too Intellectually Difficult, Or Too Narrow?Section 4: Summarising Some Educational Implications Of The Book So FarSection 5: Some Directly Moral Examples Of ApplicabilitySection 6: Applicability Regarding The A-ObjectivitySection 7: A-Objectivity Plurality Consistent With Pro-Objectivity SingularitySection 8: Pro-Objectivity Singularity Coherent With Pro-Objectivity Plurality And Hence FreedomSection 9: Happiness And UnhappinessSection 10: More On Motivatability Of The TheorySection 11: Concluding Remarks Concerning Part IINOTES TO PART IIPART III: THE BEGINNING OF A MORE DETAILED DISCUSSION OF PRACTICAL APPLICATIONSSection 1: Introduction To Parts III-VI; Some Further DefinitionsSection 2: General Educational/Upbringing AimsSection 3: Some Related Cognitive And Other Psychological AimsNOTES TO PART IIIPART IV: MAINLY CONCERNING CHILDREN/STUDENTS AND (OTHER) GENERAL LEARNING ISSUESSection 1: Equality Of OutcomesSection 2: Positive DiscriminationSection 3: Coherent Education. Subject Integration, Structure And BalanceSection 4: Relevant EducationSection 5: Inclusivity In EducationSection 6: Early InterventionSection 7: Morally Etc Right DisciplineSection 8: Discipline, Socialisation And Students' NaturesSection 9: Student-Centred Education. Child-Centred UpbringingSection 10: Flexible EducationSection 11: StreamingSection 12: Co-Operative Learning; Students As EducatorsSection 13: Students' (Qualified) Need For A Certain Type Of Close CircleSection 14: Student Transition IssuesSection 15: Developmental Stages; Transition Issues Here. RebelliousnessSection 16: Some Other Neurological, Value-Related IssuesSection 17: Some Social/Political Issues HereSection 18: Educational AssessmentSection 19: Uniforms And AppearanceNOTES TO PART IVPART V: MAINLY CONCERNING EDUCATORS AND OTHER UPBRINGERSSection 1: The General Nature Of Educators And Other UpbringersSection 2: Educating Professional EducatorsSection 3: Educating Other UpbringersSection 4: Working Conditions Of Upbringers/EducatorsSection 5: Coherence Among Educators (And Generally)Section 6: School And University CounsellorsSection 7: Teacher Transfer IssuesNOTES TO PART VPART VI: SPECIFIC EDUCATIONAL SUBJECTS OR AREASSection 1: Introduction To Part VISection 2: Philosophy; Critical Reasoning; Problem-SolvingSection 3: Some Justificatory Philosophy, For Students About 13Section 4: Some Justificatory Philosophy For First-Year UniversitySection 5: Concluding Part VI, Sections 2-4Section 6: More On Problems Concerning KnowledgeSection 7: Objectivity And Pro-Objectivity Regarding History And Archaeology. More General Problems Concerning KnowledgeSection 8: Further Here. Comparisons With Science And Other DisciplinesSection 9: Conclusions Here. Right Uses Of History. Preserving The PastSection 10: Introduction To The Following Social Science SectionsSection 11: Values In Social (And Other) ScienceSection 12: Related And Other Social Science Issues. Human NatureSection 13: More On Groups; Group Size And Pro-Objectivity's Universal Focus; CharitySection 14: PsychologySection 15: Gender And Ageing StudiesSection 16: Self-Knowledge; Will-Power; Young Persons Versus Adults. Related IssuesSection 17: Emotions. Some Other Moral Etc IssuesSection 18: General Physical ScienceSection 19: Biological ScienceSection 20: Health-Care SciencesSection 21: Health-Care EthicsSection 22: Issues Here Regarding Justifying Values-Theories. Comparing Some TheoriesSection 23: A Pro-Objectivity-Handled Medical Hard CaseSection 24: More Concerning Hard Health-Care Choices; "Playing God"Section 25: Maths. LogicSection 26: Language. Moral Etc Effects Of LanguageSection 27: Some Further Moral Etc Issues Involving A-Objectivity's Relation To Pro-ObjectivitySection 28: Introduction To The Following Politics And Society SectionsSection 29: Outline Of A Right Society's PoliticsSection 30: Two Democracies. Non-Incoherent Pluralism AgainSection 31: A-Objectivity Democracy And FreedomSection 32: Effects Of And Societal Needs Concerning A-Objectivity FreedomSection 33: Concluding Those Politics And Society Sections So FarSection 34: Pro-Objectivity DemocracySection 35: The Ultimate Guardian IssueSection 36: Legal Studies. LawSection 37: Free Speech Or CommunicationSection 38: Related Issues Concerning Belief, Faith, Meaning And SimilarSection 39: Peace Studies; Violence; CrueltySection 40: FairnessSection 41: EconomicsSection 42: Trust, Guilt And Related Issues Regarding Contributing EconomicallySection 43: Consumer EducationSection 44: Environmental StudiesSection 45: GeographySection 46: Responsibilities Regarding Other SpeciesSection 47: Multi-Cultural StudiesSection 48: Religious Studies. More Concerning EvidenceSection 49: Evidence-Based SpiritualitySection 50: Some Aesthetics; Pleasure; Appearanceism; Some General Moral Issues HereSection 51: Physical Education; Exercise; SportSection 52: Music And DanceSection 53: Health EducationSection 54: Safety. Risk-TakingSection 55: Sex EducationSection 56: Marriage/Partnerships. FamiliesSection 57: Child-Raising. Householder SkillsSection 58: Literature; Drama; ComedySection 59: ArtSection 60: Media StudiesSection 61: Computer StudiesSection 62: CraftsSection 63: Vocational EducationSection 64: ElectivesSection 65: LibrarySection 66: OtherConcluding RemarksNOTES TO PART VIReferences And BibliographyAPPENDIXESForeword To AppendixesAppendix 1: A Science Example Of Coherence In Each Knowledge-AreaAppendix 2: Countering A 'Circularity' Criticism Of The First ArgumentAppendix 3: Coherence Regarding ValuesAppendix 4: Other Justificatory Arguments Related To Part I's First And Second ArgumentsAppendix 5: Why Do What Is Morally Right?Appendix 6: Concerning Emotion And Objectivity. HumeNOTES TO THE APPENDIXES