LEADER 03220nam 2200577Ia 450 001 9910452414303321 005 20200520144314.0 010 $a0-7914-7719-3 035 $a(CKB)2550000000104500 035 $a(EBL)3407498 035 $a(SSID)ssj0000703975 035 $a(PQKBManifestationID)11483083 035 $a(PQKBTitleCode)TC0000703975 035 $a(PQKBWorkID)10692358 035 $a(PQKB)11006007 035 $a(MiAaPQ)EBC3407498 035 $a(Au-PeEL)EBL3407498 035 $a(CaPaEBR)ebr10575924 035 $a(OCoLC)923405842 035 $a(EXLCZ)992550000000104500 100 $a20080604d2009 ub 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aRorty, pragmatism, and Confucianism$b[electronic resource] $ewith responses by Richard Rorty /$fedited by Yong Huang 210 $aAlbany, NY $cState University of New York Press$dc2009 215 $a1 online resource (335 p.) 225 1 $aSUNY series in Chinese philosophy and culture 300 $aDescription based upon print version of record. 311 $a0-7914-7683-9 320 $aIncludes bibliographical references and index. 327 $a""Rorty, Pragmatism,and Confucianism""; ""Contents""; ""Acknowledgments""; ""1. Rorty and Confucianism: An Introduction""; ""PART I. Relativity, Contingency,and Moral Progress""; ""2. Rorty, Confucius, and Intercultural Relativism""; ""3. On Three Contingencies in Richard Rorty: A Confucian Critique""; ""4. Rortya???s Progress into Confucian Truths""; ""PART I I. Morality and Human Nature""; ""5. A Comparative Examination of Rortya???s and Menciusa???s Theories of Human Nature""; ""6. Rorty and Mencius on Family, Nature, and Morality""; ""7. Rorty Meets Confucius: A Dialogue Across Millennia"" 327 $a""PART I I I. Postmodernism: Community, Literature, and Value""""8. A Confucian Response to Rortya???s Postmodern Bourgeois Liberal Idea of Community""; ""9. Philosophy and Literature: Rorty and Confucianism""; ""10. Coping with Incommensurable Pursuits: Rorty, Berlin, and the Confucian-Daoist Complementarity""; ""PART IV. The a???Othera???: Nature, Reality, and Transcendence""; ""11. Rortian Extremes and the Confucian Zhongyong""; ""12. Tradition and Transcendence in Masters Kong and Rorty""; ""13. Becoming Practically Religious: A Deweyan and Confucian Context for Rortian Religiousness"" 327 $a""PART V. Responses""""14. Responses to Critics""; ""Glossary of Chinese Terms""; ""Contributors""; ""Index""; ""A""; ""B""; ""C""; ""D""; ""E""; ""F""; ""G""; ""H""; ""I""; ""J""; ""K""; ""L""; ""M""; ""N""; ""O""; ""P""; ""Q""; ""R""; ""S""; ""T""; ""U""; ""V""; ""W""; ""X""; ""Y""; ""Z"" 410 0$aSUNY series in Chinese philosophy and culture. 606 $aConfucianism 606 $aPragmatism 608 $aElectronic books. 615 0$aConfucianism. 615 0$aPragmatism. 676 $a181/.112 701 $aHuang$b Yong$0894790 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910452414303321 996 $aRorty, pragmatism, and Confucianism$92219813 997 $aUNINA LEADER 04060nam 2200673 a 450 001 9910480642703321 005 20170822113515.0 010 $a1-4522-8400-8 010 $a1-4522-7430-4 010 $a1-4833-8769-0 035 $a(CKB)3710000000333598 035 $a(EBL)1051666 035 $a(OCoLC)865102881 035 $a(SSID)ssj0001400464 035 $a(PQKBManifestationID)12513346 035 $a(PQKBTitleCode)TC0001400464 035 $a(PQKBWorkID)11356227 035 $a(PQKB)11602275 035 $a(MiAaPQ)EBC1051666 035 $a(StDuBDS)EDZ0000996523 035 $a(EXLCZ)993710000000333598 100 $a20141202d2012 fy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDignity for all$b[electronic resource] $esafeguarding LGBT students /$fPeter DeWitt 210 $aThousand Oaks, Calif. $cCorwin$dc2012 215 $a1 online resource (137 p.) 300 $aDescription based upon print version of record. 311 $a1-4522-0590-6 320 $aIncludes bibliographical references and index. 327 $aDignity for All-Front Cover; Dignity for All; Contents; Preface; Acknowledgments; About the Author; CHAPTER ONE The Silent Minority; OUR SCHOOL EXPERIENCES; WHAT IT MEANS TO BE GAY; THE NEED FOR ROLE MODELS; HARASSMENT AND DISCRIMINATION OF LGBT STUDENTS; NEGATIVE STEREOTYPES OF LGBT STUDENTS; CONCLUSION; CHAPTER TWO Bullying of LGBT Students; WHERE BULLYING BEHAVIOR BEGINS; CYBERBULLYING; SETTING THE TONE IN SCHOOL; SAFEGUARDING AND SUPPORTING LGBT STUDENTS; CONCLUSION; CHAPTER THREE The Role of Schools; THE IMPACT SCHOOLS CAN HAVE ON LGBT STUDENTS; KEEPING STUDENTS SAFE; TEACHER BIASES 327 $aPROFESSIONAL DEVELOPMENTPARENT OUTREACH; CONCLUSION; CHAPTER FOUR Curriculum Matters; DIVERSE LITERATURE AT AN AGE-APPROPRIATE LEVEL; SUPPORTIVE LEARNING ENVIRONMENTS FOR LGBT STUDENTS; CURRICULUM; ELEMENTARY SCHOOL GENDER DIFFERENCES AND CHARACTER EDUCATION; ENGLISH LANGUAGE ARTS; SOCIAL STUDIES; GUEST SPEAKERS WHO ADDRESS BULLYING; AFTER-SCHOOL ENRICHMENT; CONCLUSION; CHAPTER FIVE Gay-Straight Alliances; WHY SCHOOLS SHOULD OFFER A GSA; THE PARAMETERS OF CREATING A GSA; EVENTS HELD BY A GSA; CONCLUSION; CHAPTER SIX Following Through: School Board Policies and Codes of Conduct 327 $aLAWS THAT SUPPORT SCHOOL DECISIONSSCHOOL LEADERS EMBRACING THE SEXUAL DIVERSITY OF STUDENTS; A SHARED VISION: CREATING SCHOOL CODES OF CONDUCT; CREATING SCHOOL BOARD POLICIES; HOW PARENTS, STAFF, AND STUDENTS CAN HELP; CONCLUSION; CHAPTER SEVEN Important Stories From Higher Education; Appendix: NASP Position Statement: Lesbian, Gay, Bisexual, Transgender, and Questioning Youth; CREATING SAFE SCHOOLS FOR LGBTQ YOUTH; ROLE OF THE SCHOOL PSYCHOLOGIST; SUMMARY; REFERENCES; References; Index 330 8 $aStudents who identify as lesbian, gay, bisexual, or transgendered are susceptible to harassment from their peers and are at high risk of dropping out of school. This book provides professional development ideas and real-life vignettes that will help educational leaders foster a more caring school culture not only for LGBT students, but for all students. 606 $aLesbian students$zUnited States 606 $aGay students$zUnited States 606 $aBisexual students$zUnited States 606 $aTransgender youth$xEducation$zUnited States 606 $aSchools$xSafety measures$zUnited States$vHandbooks, manuals, etc 608 $aElectronic books. 615 0$aLesbian students 615 0$aGay students 615 0$aBisexual students 615 0$aTransgender youth$xEducation 615 0$aSchools$xSafety measures 676 $a371.82664 700 $aDeWitt$b Peter$factive 1791.$01036255 702 $aWebb$b Dennis W. 702 $aDubowe$b Michael 712 02$aNational Association of School Psychologists. 801 0$bStDuBDS 801 1$bStDuBDS 906 $aBOOK 912 $a9910480642703321 996 $aDignity for all$92456478 997 $aUNINA