標(biāo)題: Titlebook: Animal Rights Education; Kai Horsthemke Book 2018 The Editor(s) (if applicable) and The Author(s) 2018 animal rights.animal minds.critical [打印本頁(yè)] 作者: Buren 時(shí)間: 2025-3-21 17:47
書(shū)目名稱(chēng)Animal Rights Education影響因子(影響力)
書(shū)目名稱(chēng)Animal Rights Education影響因子(影響力)學(xué)科排名
書(shū)目名稱(chēng)Animal Rights Education網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱(chēng)Animal Rights Education網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱(chēng)Animal Rights Education被引頻次
書(shū)目名稱(chēng)Animal Rights Education被引頻次學(xué)科排名
書(shū)目名稱(chēng)Animal Rights Education年度引用
書(shū)目名稱(chēng)Animal Rights Education年度引用學(xué)科排名
書(shū)目名稱(chēng)Animal Rights Education讀者反饋
書(shū)目名稱(chēng)Animal Rights Education讀者反饋學(xué)科排名
作者: 值得 時(shí)間: 2025-3-21 21:44
The Minds and Interests of Animalsman beings. Differences between humans and other-than-human animals are differences in degree, not in kind. Other animals, too, are conscious individuals, many possessing even conative and cognitive abilities. They are sentient, which means they can be caused pain and made to suffer. Like humans, th作者: 繁忙 時(shí)間: 2025-3-22 03:43
Moral Anthropocentrism, Non-Paradigmatic Cases, and Speciesismuty” views and contractarianism, with its idea of “justice-as-reciprocity”. These views, which grant animals at best moral object status, are loosely subsumable under the label of (moral or ethical) anthropocentrism, or “human-centred ethics”. They prove to be vulnerable either to the argument from 作者: hauteur 時(shí)間: 2025-3-22 04:43 作者: Phagocytes 時(shí)間: 2025-3-22 09:13
Moral Education and Animalsn, which means that humans have been the prime beneficiaries of studying animals, in terms of learning about animal anatomy and behaviour. But human–animal relations have the potential of being educationally significant in other ways, too, in that interactions can be mutually beneficial. Pedagogical作者: 過(guò)剩 時(shí)間: 2025-3-22 16:31 作者: indoctrinate 時(shí)間: 2025-3-22 19:02
Humane Education and Theriophiliae information about animals and animal care, encouraging a sense of empathy and compassion towards all creatures and empowering learners to use their knowledge and enthusiasm to act on behalf of the animals within their community—and not only those who are non-human. The idea is that teaching childr作者: 火光在搖曳 時(shí)間: 2025-3-22 23:44
Philosophical Posthumanism, Critical Pedagogy, and Ecopedagogyes beyond the human species. Perhaps the most plausible understanding of .humanism resides in imagining a world is imagined in the absence of its most disruptive, aggressive and destructive species. In a sense, of course, acknowledging that “the world does not need humans, and is likely to thrive ig作者: Generic-Drug 時(shí)間: 2025-3-23 02:32
Critical Animal Studies and Animal Standpoint Theorysticated, colonised by organisations and individuals without any real or practical commitment to animal rights and liberation, to a vegan and generally anti-speciesist lifestyle, etc. Animal standpoint theory stands alongside other standpoint theories, in their commitment to represent the perspectiv作者: COLON 時(shí)間: 2025-3-23 09:33
Vegan Education of violence as a means towards liberatory ends. Vegan education is not limited to opposing the use of animals for food but targets all abuse by humans of non-humans, which it seeks to remedy by non-violent, pacifist education. The critique of vegan education problematises its fundamental pacifism a作者: dithiolethione 時(shí)間: 2025-3-23 10:26 作者: 編輯才信任 時(shí)間: 2025-3-23 16:29
Loose Ends and Remaining Problemshere right-holders are either already significantly threatened or cannot reasonably be called ‘unthreatening’ or ‘innocent’. On the other hand, the obligation to provide assistance and duties of beneficence obtain only if such assistance and beneficence do not themselves involve violation of rights.作者: 顛簸下上 時(shí)間: 2025-3-23 19:42
Change, Emancipation, and Some Practical Suggestions for Theriocentric Educationion and emancipation, notably by feminist writers. Apart from a response to these concerns, the chapter also includes a few practical suggestions for theriocentric education. The recognition of animals’ rights and “animal emancipation”—as it is envisaged by ethical individualism, and to which animal作者: 聯(lián)想 時(shí)間: 2025-3-24 01:32 作者: Genteel 時(shí)間: 2025-3-24 04:05
The Palgrave Macmillan Animal Ethics Serieshttp://image.papertrans.cn/a/image/157674.jpg作者: 教唆 時(shí)間: 2025-3-24 08:12
https://doi.org/10.1007/978-3-319-98593-0animal rights; animal minds; critical pedagogy; moral education; animal psychology; ethology作者: 軟弱 時(shí)間: 2025-3-24 13:53
978-3-030-07511-8The Editor(s) (if applicable) and The Author(s) 2018作者: PSA-velocity 時(shí)間: 2025-3-24 15:31 作者: 敲詐 時(shí)間: 2025-3-24 20:37 作者: Foment 時(shí)間: 2025-3-25 02:07
Nikola ?obelji?,Radmila Stojanovl?respect and consideration equal, albeit not necessarily identical, to that of human moral subjects. A review non-anthropocentric accounts that—in principle—accommodate animals in the requisite fashion indicates why reverence for life, sympathy, and the principle of utility fail either as compelling 作者: intertwine 時(shí)間: 2025-3-25 04:24
Economic Development for Eastern Europen, which means that humans have been the prime beneficiaries of studying animals, in terms of learning about animal anatomy and behaviour. But human–animal relations have the potential of being educationally significant in other ways, too, in that interactions can be mutually beneficial. Pedagogical作者: 急急忙忙 時(shí)間: 2025-3-25 10:26
Nikola ?obelji?,Radmila Stojanovl?ather than on individuals, whether human or non-human. The communitarianism and holism that characterise most manifestations of environmental concern in society and education also pertain to biophilia and ecophilia, which have both been defined as “nature-friendliness or love of nature”. In a more d作者: cauda-equina 時(shí)間: 2025-3-25 14:18
Agricultural Versus Industrial Development,e information about animals and animal care, encouraging a sense of empathy and compassion towards all creatures and empowering learners to use their knowledge and enthusiasm to act on behalf of the animals within their community—and not only those who are non-human. The idea is that teaching childr作者: Cubicle 時(shí)間: 2025-3-25 16:16
Terms of Trade and Economic Development,es beyond the human species. Perhaps the most plausible understanding of .humanism resides in imagining a world is imagined in the absence of its most disruptive, aggressive and destructive species. In a sense, of course, acknowledging that “the world does not need humans, and is likely to thrive ig作者: 修飾 時(shí)間: 2025-3-25 23:11 作者: cacophony 時(shí)間: 2025-3-26 00:50
Economic Development Organizations, of violence as a means towards liberatory ends. Vegan education is not limited to opposing the use of animals for food but targets all abuse by humans of non-humans, which it seeks to remedy by non-violent, pacifist education. The critique of vegan education problematises its fundamental pacifism a作者: 隨意 時(shí)間: 2025-3-26 07:57 作者: 沒(méi)有貧窮 時(shí)間: 2025-3-26 09:29 作者: Diluge 時(shí)間: 2025-3-26 16:38 作者: 藐視 時(shí)間: 2025-3-26 20:01
Animal Rights Education978-3-319-98593-0Series ISSN 2634-6672 Series E-ISSN 2634-6680 作者: 親屬 時(shí)間: 2025-3-26 22:20 作者: Bother 時(shí)間: 2025-3-27 04:58 作者: 使成波狀 時(shí)間: 2025-3-27 07:09
Nikola ?obelji?,Radmila Stojanovl?ifferentiated understanding “biophilia” would pertain only to animate nature, whereas “ecophilia” could be taken to cover both animate and inanimate nature. They share with sustainability a holistic orientation, and therefore have little to say about individual natural existents, like animals.作者: 粘連 時(shí)間: 2025-3-27 13:16
Agricultural Versus Industrial Development,en to treat animals with kindness and respect would encourage them to treat humanity in the same way, once they grew older and stronger. The problem with appeals to kindness and love for animals is that how one . about what one does is logically distinct from the moral assessment of . one does.作者: interrogate 時(shí)間: 2025-3-27 15:10 作者: Neutropenia 時(shí)間: 2025-3-27 21:42 作者: Feature 時(shí)間: 2025-3-27 22:44 作者: 影響帶來(lái) 時(shí)間: 2025-3-28 05:12
2634-6672 animal rights education.Discusses animal minds and interests.This book explores how the ethical treatment and status of other-than-human animals influence pedagogy, teaching, and learning in general, aiming to fill what has been a gap in the philosophy of education. It examines key trends in this re作者: LARK 時(shí)間: 2025-3-28 10:02 作者: crutch 時(shí)間: 2025-3-28 12:16 作者: reject 時(shí)間: 2025-3-28 14:38 作者: 矛盾 時(shí)間: 2025-3-28 21:12 作者: Glossy 時(shí)間: 2025-3-28 23:10 作者: Polydipsia 時(shí)間: 2025-3-29 04:55
Environmental Education and Education for Sustainability, Biophilia and Ecophiliaifferentiated understanding “biophilia” would pertain only to animate nature, whereas “ecophilia” could be taken to cover both animate and inanimate nature. They share with sustainability a holistic orientation, and therefore have little to say about individual natural existents, like animals.作者: 褻瀆 時(shí)間: 2025-3-29 08:32 作者: infinite 時(shí)間: 2025-3-29 13:57 作者: 文藝 時(shí)間: 2025-3-29 19:30 作者: 紀(jì)念 時(shí)間: 2025-3-29 22:21 作者: 膽汁 時(shí)間: 2025-3-30 02:56
International Economic Association Seriesdirectly) morally considerable beings will also exclude certain human beings. The latter holds that so excluding animals simply on the basis of their not being human, is an irrational prejudice not unlike that involved in sexism and racism.作者: 桉樹(shù) 時(shí)間: 2025-3-30 05:50
Terms of Trade and Economic Development,n arguably continues to be a significant component of the struggle against disruption, aggression and destruction. Although not without promise, both critical pedagogy and ecopedagogy tend to be marred by questionable epistemological commitments.
