The philanthropist and philosopher Strachan Donnelley (1942--2008) devoted his life to studying the complex relationship between humans and nature. Founder and first president of the Center for Humans and Nature, Donnelley was a pioneer in the exploration and promotion of the idea that human beings individually and collectively have moral and civic responsibilities to natural ecosystems. In this wide-ranging volume, Donnelley traces the connections between influential figures such as Aldo Leopold and Charles Darwin, as well as lesser-known but original thinkers that he met during the course of a full life -- ministers at his church, friends with whom he fished, and colleagues who shared his passion for research and writing. He grounds his work in classic philosophers such as Descartes, Spinoza, and Whitehead and reinterprets their writings about the natural world to develop a conservation-centered philosophy, which he dubs "democratic ecological citizenship." Edited by his daughter, Ceara Donnelley, and Bruce Jennings, Frog Pond Philosophy illuminates the dominant strands of Donnelley's intellectual identity as a philosopher, naturalist, agitator, and spiritualist. Despite his often grim depiction of the current state of the environment, Donnelly never surrenders his faith in humanity's ability to meet its ethical obligations to conserve, respect, and nurture the complexity and diversity of the natural world. His vivid and personal essays, rooted in everyday experiences, offer a distinctive perspective on questions of urgent contemporary importance.

Leo Lionni’s spirited story about a minnow and a tadpole is now available as a Step 3 Step into Reading book—perfect for children who are ready to read on their own!

Leading environmental thinkers investigate the complexities of boundary formation and negotiation at the heart of environmental problems.

Networking requires you to "kiss a lot of frogs" (i.e., meet a lot of people) to find your "princes"-those precious few who can make a difference in your life. But the real secret to networking is discovering what you can do for someone else. Networking guru Darcy Rezac helps redefine networking-his "what can I do for you?" approach has helped thousands overcome their fear of networking and find more success. Rezac uses his trademarked 7-step N.E.T.W.O.R.K. process to help readers avoid the "toads" and make the right connections-in business and in life. N: Never leave home without one's business cards E: Establish, exchange, engage-simple techniques that really work T: Travel in pairs-how to have more fun networking W:"Work the pond"-practice Positive Networking and use time wisely O: Opportunity is everywhere-discover "small-worlds" connections R: Repeat, repeat, repeat-the more networking one does, the better one gets K: Keep it going-the art of follow-up and relationship-building

The work of the Kyoto School represents one of the few streams of philosophy that originate in Japan. Following the cultural renaissance of the Meiji Restoration after Japan’s period of closure to the outside world (1600-1868), this distinctly Japanese thought found expression especially in the work of Kitaro Nishida, Keiji Nishitani and Hajime Tanabe. Above all this is a philosophy of experience, of human becoming, and of transformation. In pursuit of these themes it brings an inheritance of Western philosophy that encompasses William James, Hume, Kant and Husserl, as well as the psychology of Wilhelm Wundt, into conjunction with Eastern thought and practice. Yet the legacy and continuing reception of the Kyoto School have not been easy, in part because of the coincidence of its prominence with the rise of Japanese fascism. In light of this, then, the School’s ongoing relationship to the thought of Heidegger has an added salience. And yet this remains a rich philosophical line of thought with remarkable salience for educational practice. The present collection focuses on the Kyoto School in three unique ways. First, it concentrates on the School’s distinctive account of human becoming. Second, it examines the way that, in the work of its principal exponents, diverse traditions of thought in philosophy and education are encountered and fused. Third, and with a broader canvas, it considers why the rich implications of the Kyoto School for for philosophy and education have not been more widely appreciated, and it seeks to remedy this. The first part of the book introduces the historical and philosophical background of the Kyoto School, illustrating its importance especially for aesthetic education, while the second part looks beyond this to explore the convergence of relevant streams of philosophy, East and West, ranging from the Noh play and Buddhist practices to American transcendentalism and post-structuralism.

In Researching Dance, an introduction to research methods in dance addressed primarily to graduate students, the editors explore dance as evolutional, defining it in view of its intrinsic participatory values, its developmental aspects, and its purposes from art to ritual, and they examine the role of theory in research. The editors have also included essays by nine dancer-scholars who examine qualitative and quantitative inquiry and delineate the most common approaches for investigating dance, raising concerns about philosophy and aesthetics, historical scholarship, movement analysis, sexual and gender identification, cultural diversity, and the resources available to students. The writers have included study questions, research exercises, and suggested readings to facilitate the book's use as a classroom text.

This book offers a much needed overview of the neglected notion of responsibility. Instead of offering vague talk about “individual responsibility” or “corporate responsibility,” Daryl Koehn examines in detail four accounts of responsibility, taking care to specify what responsibility does and does not mean in each account. She argues for a return to the ancient concept of Socratic dialogical responsibility, a concept that avoids many of the problems inherent in the other accounts. After examining the Anglo-American criminal legal system’s treatment of responsibility as intentional agency, she critiques Hans Jonas’s concept of responsibility as ontological care and Hannah Arendt’s notion of communicative responsibility. She provides a careful analysis of the strengths and weaknesses of each approach to responsibility. The final chapter makes the case for Socratic dialogical responsibility. Dialogical responsibility has many strengths in its own right and avoids the major pitfalls of the other notions of responsibility examined in the book. It serves as an eminently practical way to hold ourselves responsible for our actions and speech. In addition, dialogical responsibility alone qualifies as a virtue integral to the good life.