Manuel Cortes was a Socialist Party member, an activist in the peasant reform movement and an organizer in the farm workers' unionization struggles. He also became mayor of Malaga, where he was caught up in the ferment of revolutionary Spain in the late 1930s. This title supplements Cortes' ordeal.
Athens has long been famed as the birthplace of democracy. But who actually had the power in Ancient Athens? And was the democracy an unqualified success? Tracing the development of democracy from its origins, this book examines these and other questions.
We discover what civil war, revolution and counter-revolution actually felt like from inside both camps. The contours of the war take shape through the words of the eyewitnesses. And though the lived experience of the participants is revealed the uniquely tragic essence of all civil war. ' Hugh Thomas, author of THE CONQUEST OF MEXICO.
A magisterial history of “Napoleon’s Vietnam”, by the highly acclaimed historian of Spain In this definitive account of the Peninsular War (1808–14), Napoleon’s six-year war against Spain, Ronald Fraser examines what led to the emperor’s devastating defeat against the popular opposition—the guerrillas—and their British and Portuguese allies. As well as relating the histories of the great political and military figures of the war, Fraser brings to life the anonymous masses—the artisans, peasants and women who fought, suffered and died—and restores their role in this barbaric war to its rightful place while overturning the view that this was a straightforward military campaign. This vivid, meticulously researched book offers a distinct and profound vision of “Napoleon’s Vietnam” and shows the reality of the disasters of war: the suffering, discontents and social upheaval that accompanied the fighting. With a new Introduction by Tariq Ali.
A Philosophical Introduction to Moral Problems
Exploring practical moral issues like abortion, wealth distribution, and censorship, Robin Barrow emphasizes the importance of nuanced conceptual understanding in addressing these topics. He critiques past philosophical approaches for their shortcomings in this area and advocates for a more informed and discerning response to contemporary moral dilemmas. First published in 1982, this work challenges readers to recognize the significance of philosophical inquiry in navigating complex ethical questions.
Plato's views in the Republic suggest a utilitarian framework, which the author argues is the only defensible ethical theory. The book intricately connects the interpretation of Plato's work with utilitarian principles, addressing critiques from notable philosophers like Karl Popper, Bertrand Russell, and R H S Crossman. Additionally, the implications of these arguments extend to the realm of education, highlighting the significance of utilitarian ethics in shaping educational practices and philosophies.
Focusing on the purpose of schools rather than just education, this insightful work explores the broader implications of schooling. Dr. Barrow delves into the essential questions surrounding the role and responsibilities of schools, making it a valuable resource for both philosophy and education students. First published in 1981, it offers a clear and thought-provoking introduction to the philosophy of education, encouraging readers to consider the multifaceted functions of educational institutions.
Focusing on the critical question of curriculum selection in education, the book offers a thorough critique of various principles guiding what should be taught in schools. It emphasizes the importance of approaching this question thoughtfully and includes significant discussions on deschooling and hidden culture curriculum theory, providing insights into the underlying factors that shape educational content.
The author presents a compelling argument for rule-utilitarianism as the most coherent ethical theory, emphasizing its persuasive nature. First published in 1991, the work delves into the intricacies of utilitarianism, making it particularly relevant for philosophy students seeking to understand this ethical framework.
Challenging conventional beliefs about education, this book critiques the common understanding of key concepts such as critical thinking and imagination, suggesting that current educational practices are misaligned with ideal goals. First published in 1990, it aims to clarify these misconceptions, making it a valuable resource for students of education and philosophy who seek to rethink and improve educational methods.