After Natalie Maines of The Dixie Chicks expressed her opposition to the Iraq War and President Bush in a country music concert, she was told to "shut up and sing." When NFL player Colin Kaepernick protested police brutality by kneeling during the national anthem, he was applauded by some and demonized by others. Both had their careers irrevocably altered by speaking out for their beliefs. This book examines the ethical issues that arise when famous people speak out on issues often unrelated to the performances that brought those figures to public attention. It analyzes several celebrity speakers--singers Taylor Swift and the Chicks; satirist Jon Stewart; actor Tom Hanks; and athletes Serena Williams, Stephen Curry, Colin Kaepernick, and Naomi Osaka--and demonstrates that justifiable speaking requires celebrity speakers, journalists, and audiences to consider ethical issues regarding platform, intent, and harm. Celebrity speakers must exercise ethical care in a digital world where audiences equate celebrity status with authority and expertise about public issues. Finally, this book considers how people who are not famous can understand their ethical responsibilities for speaking out about public issues in their own spheres of influence.

Jonathan Kozol, National Book Award-winning author and one of America’s foremost writers on social issues, offers a passionate and provocative critique on the role of the teacher in America’s public school system. Writing as a teacher, Kozol advocates an approach to education that is infused with ethical values: fairness, truth, and integrity, and a driving compassion for the world beyond the classroom. Kozol not only sheds light on what it means to be a teacher, but gives constructive suggestions on how teachers can work conscientiously within the system to foster these values in concert with parents, students and fellow teachers.

This book is written for parents and other interested parties so that they can understand the great debate taking place in many states in this country about how to teach basic math. The debate centers around the standards written by the National Council of Teachers of Mathematics (NCTM), which call for a radically different approach to mathematics education. Because the issues are so heated between the NCTM-oriented curricula and traditional curricula (the curricula that NCTM-oriented replaced), the term Math Wars was coined to describe them. Parents are concerned about their children's math learning. Teachers are concerned about math teaching. When parents see what children are bringing home under the new curriculum, it is clear that their children are not working on the same mathematics that parents remember from the time when they were in school. But, the problem goes beyond grades K-12. Post-secondary mathematics courses are the fear of many students. The standards created by the NCTM do not necessarily prepare students for success, either on SATs or in college. Besides lack of knowledge about mathematics education, many parents have an additional problem in that they feel they lack knowledge in mathematics itself. This is very intimidating; thus it is difficult for parents to do anything about the confusing state of mathematics education. This book provides some answers.

This book is a narrative of conversations between two professors, with different backgrounds, academic disciplines, life experiences, and from different continents. It shows how their discourse has brought them to a single destination defined by a mutual interest in the social purposes of universities, and a hope in common that their academic efforts will somehow do good in the world. The seventeen internationally-agreed Sustainable Development Goals (SDGs) provide focus for aspirations and plans regarding sustainability, but notably, the SDGs’ targets and indicators rarely provide detailed accounts of who is expected to enact change. This book addresses the role of higher education in this context and explores the social purposes of universities and their relation to the Sustainable Development Goals. It presents an academic analysis of this complex situation, based on insights from published literature on higher education, and the personal but very different experiences of two professors with this shared interest.

A Teacher’s Guide to Philosophy for Children provides educators with the process and structures to engage children in inquiring as a group into ‘big’ moral, ethical and spiritual questions, while also considering curricular necessities and the demands of national and local standards. Based on the actual experiences of educators in diverse and global classroom contexts, this comprehensive guide gives you the tools you need to introduce philosophical thinking into your classroom, curriculum and beyond. Drawing on research-based educational and psychological models, this book highlights the advantages gained by students who regularly participate in philosophical discussion: from building cognitive and social/emotional development, to becoming more informed citizens. Helpful tools and supplementary online resources offer additional frameworks for supporting and sustaining a higher level of thinking and problem-solving among your students. This practical guide is essential reading for teachers, coaches and anyone wondering how you can effectively teach philosophy in your classroom.