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Books on the topic 'Moral Comprehension'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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1

Russia) Sheshukovskie chtenii︠a︡ (19th 2014 Moscow. Tekst v khudozhestvennoĭ literature, publit︠s︡istike i zhurnalistike: Materialy XIX Sheshukovskikh chteniĭ. Moskva: MPGU, 2014.

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Russia) Sheshukovskie chtenii︠a︡ (16th 2011 Moscow. Vozdeĭstvie literatury na formirovanie lichnosti sovremennogo chitateli︠a︡: Materialy XVI Sheshukovskikh chteniĭ. Moskva: V tipografii OOO "Avanglion-Print", 2011.

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3

1953-, Miller D. Patrick, ed. The power of ethical persuasion: From conflict to partnership at work and in private life. New York, N.Y: Viking, 1993.

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4

1953-, Miller D. Patrick, ed. The power of ethical persuasion: Winning through understanding at work and at home. New York: Penguin Books, 1994.

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5

Moore, Brooke Noel. Moral philosophy: A comprehensive introduction. Mountain View, Calif: Mayfield Pub. Co., 1994.

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6

Duncan, James B. Zonecard: The most comprehensive modal ticket in Britain. [London]: [PTRC Education and Research Services], 1990.

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7

Gülçür, Musa Kazim. Good character: A comprehensive guide to manners and morals in Islam. Somerset, N.J: Tughra Books, 2009.

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8

Ethics and values in social work: An integrated approach for a comprehensive curriculum. New York: Oxford University Press, 2010.

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9

Comprehensive character-building classroom: A handbook for teachers. DeBary, FL: Longwood Communications, 1998.

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10

The road to wealth: A comprehensive guide to your money. New York: Riverhead Books, 2008.

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11

Whitney, Catherine. Whose life?: A balanced, comprehensive view of abortion from its historical context to the current debate. New York: W. Morrow, 1991.

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12

Whitney, Catherine. Whose life?: A balanced, comprehensive view of abortion from its historical context to the current debate. New York: W. Morrow, 1991.

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13

M, Williams Mary, ed. Educating hearts and minds: A comprehensive character education framework. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2001.

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14

M, Williams Mary, ed. Educating hearts and minds: A comprehensive character education framework. Thousand Oaks, Calif: Corwin Press, 1998.

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15

C, Gibbs John, and Goldstein Arnold P, eds. Aggression replacement training: A comprehensive intervention for aggressive youth. 3rd ed. Champaign, Ill: Research Press, 2011.

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16

D, Kent Julia, Allum Jeff, and Council of Graduate Schools in the United States, eds. Research and scholarly integrity in graduate education: A comprehensive approach. Washington, D.C: Council of Graduate Schools, 2012.

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17

Orman, Suze. The road to wealth: A comprehensive guide to your money : everything you need to know in good and bad times. New York: Riverhead Books, 2003.

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18

Orman, Suze. The road to wealth: A comprehensive guide to your money : everything you need to know in good and bad times. New York: Riverhead Books, 2001.

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19

The road to wealth: A comprehensive guide to your money : everything you need to know in good and bad times. New York: Riverhead Books, 2001.

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20

T, Mannion Michael, ed. Post-abortion aftermath: A comprehensive consideration : writings generated by various experts at a "Post-Abortion Summit Conference". Kansas City, MO: Sheed & Ward, 1994.

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21

Barry, Glick, and Gibbs John C, eds. Aggression replacement training: A comprehensive intervention for aggressive youth. Champaign, Ill: Research Press, 1998.

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22

Goldstein, Arnold P. Aggression replacement training: A comprehensive intervention for aggressive youth. Champaign, Ill: Research Press, 1987.

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23

A cyclopedia of missions: Containing a comprehensive view of missionary operations through out the world : with geographical descriptions, and accounts of the social, moral, and religious condition of the people. 2nd ed. New York: Charles Scribner, 1986.

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24

Sergio, Sorrentino, ed. Democracy-- an alternative view. Lewiston: E. Mellen Press, 2004.

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25

Tabensky, Pedro Alexis. Judging and Understanding: Essays on Free Will, Narrative, Meaning and the Ethical Limits of Condemnation. Ashgate Publishing, 2006.

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26

Etinson, Adam, ed. Human Rights: Moral or Political? Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198713258.001.0001.

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This volume explores philosophical questions raised by the dual status of human rights as moral rights, on the one hand, and legally, politically, and historically practised rights, on the other. Its topics include: the relevance of the history of human rights to their philosophical comprehension (Part I); the “Orthodox–Political” debate (II); how to properly understand the relationship between human rights morality and law (III); how to balance the normative character of human rights—their description of an ideal world—with the requirement that they be feasible in the here and now (IV); the role of human rights in a world shaped by politics and power (V); and how to reconcile the individualistic and communitarian aspects of human rights (VI). All chapters are accompanied by critical commentaries. And the volume includes a comprehensive introduction, which provides readers with a concise overview of the arguments in the main text.
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27

Rusk, Tom. The Power of Ethical Persuasion: Winning Through Understanding at Work and at Home. Penguin (Non-Classics), 1994.

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28

Rusk, Tom. The Power of Ethical Persuasion: Winning Through Understanding at Work and at Home. Penguin (Non-Classics), 1994.

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29

Slominski, Kristy L. Teaching Moral Sex. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190842178.001.0001.

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Teaching Moral Sex is the first comprehensive study to focus on the role of religion in the history of public sex education in the United States. It examines religious contributions to national sex education organizations from the late nineteenth century to the early twenty-first century, highlighting issues of public health, public education, family, and the role of the state. It details how public sex education was created through the collaboration of religious sex educators—primarily liberal Protestants, along with some Catholics and Reform Jews—with “men of science,” namely, physicians, biology professors, and social scientists. Slominski argues that the work of early religious sex educators laid foundations for both sides of contemporary controversies regarding comprehensive sexuality education and abstinence-only education. In other words, instead of casting religion as merely an opponent of sex education, this research shows how deeply embedded religion has been in sex education history and how this legacy has shaped terms of current debates. By focusing on religion, this book introduces a new cast of characters into sex education history, including Quaker and Unitarian social purity reformers, the Young Men’s Christian Association, military chaplains, the Federal Council of Churches, and the National Council of Churches. These religious sex educators made sex education more acceptable to the public and created the groundwork for recent debates through their strategic combination of progressive and restrictive approaches to sexuality. Their contributions helped to spread sex education and influenced major shifts within the movement, including the mid-century embrace of family life education.
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30

Metz, Thaddeus. A Relational Moral Theory. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198748960.001.0001.

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A Relational Moral Theory provides a new answer to the long-standing question of what all morally right actions might have in common as distinct from wrong ones, by drawing on neglected resources from the Global South and especially the African philosophical tradition. The book points out that the principles of utility and of respect for autonomy, the two rivals that have dominated Western moral theory for about two centuries, share an individualist premise. Once that common assumption is replaced by a relational perspective that has been salient in African ethical thought, a different comprehensive principle focused on harmony or friendliness emerges, one that is shown to correct the blind spots of the Western principles and to have implications for a wide array of applied controversies that an international audience of moral philosophers, professional ethicists, and similar thinkers will find attractive.
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31

Viana, Susana Goncalves. 99 Activities to Nurture Successful and Resilient Children: A Comprehensive Programme to Develop Fundamental Life Skills. Taylor & Francis Group, 2017.

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32

Viana, Susana Goncalves. 99 Activities to Nurture Successful and Resilient Children: A Comprehensive Programme to Develop Fundamental Life Skills. Taylor & Francis Group, 2017.

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33

Viana, Susana Goncalves. 99 Activities to Nurture Successful and Resilient Children: A Comprehensive Programme to Develop Fundamental Life Skills. Taylor & Francis Group, 2017.

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34

Viana, Susana Goncalves. 99 Activities to Nurture Successful and Resilient Children: A Comprehensive Programme to Develop Fundamental Life Skills. Taylor & Francis Group, 2017.

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35

Viana, Susana Goncalves. 99 Activities to Nurture Successful and Resilient Children: A Comprehensive Programme to Develop Fundamental Life Skills. Taylor & Francis Group, 2017.

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36

Viana, Susana Goncalves. 99 Activities to Nurture Successful and Resilient Children: A Comprehensive Programme to Develop Fundamental Life Skills. Taylor & Francis Group, 2017.

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37

Hanley, Ryan Patrick. Hume and Smith on Moral Philosophy. Edited by Paul Russell. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199742844.013.31.

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Scholars of eighteenth-century Scottish philosophy today tend to agree that Adam Smith, while deeply indebted to Hume, was also engaged in a comprehensive and creative transformation and extension of certain of Hume’s fundamental concepts. But what exactly did Smith take from Hume, and precisely how did he transform these concepts? This chapter traces Smith’s appropriation and transformation along five fronts: sympathy and humanity, justice and utility, judgment and impartiality, virtue and commercial society, and epistemology and religion. In so doing, it aims to provide a synthetic account of previous scholarship on the Hume–Smith relationship and to supplement these accounts with an examination of several further points of contact that have yet to receive significant attention.
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38

Jensen, Lene Arnett, ed. The Oxford Handbook of Moral Development. Oxford University Press, 2020. http://dx.doi.org/10.1093/oxfordhb/9780190676049.001.0001.

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The Oxford Handbook of Moral Development: An Interdisciplinary Perspective provides a comprehensive, international, and up-to-date review of research on moral development. It is organized into four sections: Moral Motives, Moral Behaviors, Contexts of Moral Development, and Applications and Policies. Across more than 40 chapters, the handbook provides a broad view of moral motives and behaviors, ontogeny and developmental pathways, and contexts that children, adolescents, and adults experience with respect to morality. More than 90 authors from disciplines such as anthropology, education, human development, psychology, and sociology address moral development through the entire life course among diverse groups within and across countries. They review the accumulated knowledge of moral development while also engaging with today’s exciting and challenging research issues. The aim of the handbook is to contribute to the revitalization and flourishing of the field of moral development.
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39

Orman, Suze. The Road to Wealth: A Comprehensive Guide to Your Money. Random House Audio, 2001.

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40

Orman, Suze. The Road to Wealth: A Comprehensive Guide to Your Money. Random House Audio, 2001.

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41

Rao, Koneru Ramakrishna. Dharma and Karma in Gandhi’s Moral Philosophy. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199477548.003.0004.

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Gandhi’s philosophical framework provides for a set of principles and a search for practices considered as principles in the making. This chapter explores Gandhi’s cardinal principles, which constitute the ethical ideal from which human values are derived. In discussing Gandhi’s dharma, we focus on the relativity and context-relatedness of values and the existential base of morality. We emphasize Gandhi’s relentless search for the appropriate moral act in a given situation. Our approach in this regard is somewhat at variance with that of those who see in Gandhi a fixed moral order. We locate Gandhi’s dharma in Hindu thought and Buddhist teachings. However, it is not difficult to find a similar base in Christianity and fit Gandhi into a more comprehensive ideological framework. Our focus by choice is limited to Gandhi’s native traditions.
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42

(Editor), Marilyn J. Field, and Richard E. Behrman (Editor), eds. Ethical Conduct Of Clinical Research Involving Children. National Academy Press, 2004.

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43

Committee on Clinical Research Involving Children, Marilyn J. Field, Institute of Medicine, Board on Health Sciences Policy, and Richard E. Behrman. Ethical Conduct of Clinical Research Involving Children. National Academies Press, 2004.

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44

Committee on Clinical Research Involving Children, Richard E. Berman, Marilyn J. Field, Institute of Medicine, and Board on Health Sciences Policy. Ethical Conduct of Clinical Research Involving Children. National Academies Press, 2004.

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45

Committee on Clinical Research Involving Children, Marilyn J. Field, Institute of Medicine, Board on Health Sciences Policy, and Richard E. Behrman. Ethical Conduct of Clinical Research Involving Children. National Academies Press, 2004.

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46

Ethics and Values in Social Work: An Integrated Approach for a Comprehensive Curriculum. Oxford University Press, 2019.

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47

Comprehensive Character Building Classroom: Activities and Worksheets I. Character Development Foundation, 1999.

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48

Nelkin, Dana Kay, and Derk Pereboom, eds. The Oxford Handbook of Moral Responsibility. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780190679309.001.0001.

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The Oxford Handbook of Moral Responsibility is a collection of 33 articles by leading international scholars on the topic of moral responsibility and its main forms, praiseworthiness and blameworthiness. The articles in the volume provide a comprehensive survey on scholarship on this topic since 1960, with a focus on the past three decades. Chapters address the nature of moral responsibility—whether it is fundamentally a matter of deserved blame and praise; or whether it is grounded anticipated good consequences, such as moral education and formation; or whether there are different kinds of moral responsibility. They examine responsibility for both actions and omissions, whether responsibility comes in degrees, and whether groups such as corporations can be responsible. The traditional debates about this issue focus on threats to moral responsibility from causal determinism, and from the absence of the ability to do otherwise that may result; and chapters in the volume appraise the most recent developments in these debates. They also discuss how physics, neuroscience, and psychological research on topics such as addiction and implicit bias illuminate the ways and degrees to which we might be responsible. Philosophical reflection on personal relationships and moral responsibility has been especially intense over the past two decades, and a number of chapters reflect this development. Blameworthiness is often linked to attitudes such as moral resentment and indignation, and the role of these attitudes in relationships is explored. Forgiveness and reconciliation also have an important role in personal relationships, and chapters in the volume explore these responsibility-related notions.
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49

Thomson, Norman. Moray Way Companion: A Comprehensive Guide to the Dava Way, the Moray Coast Trail and the Speyside Way. Birlinn, Limited, 2022.

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50

Thomson, Norman. Moray Way Companion: A Comprehensive Guide to the Dava Way, the Moray Coast Trail and the Speyside Way. Birlinn, Limited, 2022.

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