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Books on the topic 'Moral Metaphors'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Metaphors, maps, and mirrors: Moral education in middle schools. Ablex Pub. Corp., 1997.

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2

Vehicles: Cars, canoes, and other metaphors of moral imagination. Berghahn Books, 2014.

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3

J, Donohue John. Herding the ox: The martial arts as moral metaphor. Turtle Press, 1998.

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4

Moral panics and the copyright wars. Oxford University Press, 2009.

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5

Szasz, Thomas Stephen. A lexicon of lunacy: Metaphoric malady, moral responsibility, and psychiatry. Transaction Publishers, 2003.

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6

A lexicon of lunacy: Metaphoric malady, moral responsibility, and psychiatry. Transaction Publishers, 1993.

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7

Howe, Bonnie. Because you bear this name: Conceptual metaphor and the moral meaning of 1 Peter. Society of Biblical Literature, 2008.

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8

Die Bilder der Gerechtigkeit: Zur Metaphorik des Verteilens. Mentis, 2009.

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9

Ankersmit, F. R. History and tropology: The rise and fall of metaphor. University of California Press, 1994.

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10

History and tropology: The rise and fall of metaphor. University of California Press, 1994.

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11

Christ as the Telos of life: Moral philosophy, athletic imagery, and the aim of Philippians. Mohr Siebeck, 2014.

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12

Burns, Bruce P. Survival of American democracy: Virtual reality vs. actual reality, a metaphor, and the irony of Christianity. Proctor Publications, 1996.

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13

Fussell, Paul. The rhetorical world of Augustan humanism: Ethics and imagery from Swift to Burke. University Microfilms International, 1988.

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14

Fussell, Paul. The rhetorical world of Augustan humanism: Ethics and imagery from Swift to Burke. Clarendon Press, 1989.

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15

Fussell, Paul. The rhetorical world of Augustan humanism: Ethics and imagery from Swift to Burke. University Microfilms, 1986.

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16

Ingall, Carol K. Maps, Metaphors, and Mirrors: Moral Education in Middle School. Ablex Publishing, 1997.

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17

Ingall, Carol K. Maps, Metaphors, and Mirrors: Moral Education in Middle School (Contemporary Studies in Social and Policy Issues in Education). Ablex Publishing, 1997.

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18

Denham, A. E. Metaphor and Moral Experience (Oxford Philosophical Monographs). Oxford University Press, USA, 2000.

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19

Briggs, Andrew, Hans Halvorson, and Andrew Steane. This is the story of life on Earth. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198808282.003.0013.

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The story of Earth’s biosphere is looked at in the round, with a view to understanding correctly terminology such as ‘survival of the fittest’, and getting sound metaphors to underpin our understanding of genetics and natural selection. There is no need to pick Machiavellian metaphors when other less loaded ones will do. The evolutionary process has proved to be creative; it involves a rather lovely use of humble materials to improvise new structures and thus gain access to deeper and richer forms of existence. It is an open-handed process; its random element is a positive promoter of its freedom. Within this same process is the pain and tragedy of all life. None of this denies the truths of arithmetic or engineering; neither does it deny the truths of moral insight and social existence. Our meaning before God and each other is worked out within this tapestry.
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20

L, Pava Moses, and Primeaux Patrick, eds. Spiritual intelligence at work: Meaning, metaphor, and morals. Elsevier, 2004.

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21

Pava, Moses L., and Patrick Primeaux, eds. Spiritual Intelligence at Work: Meaning, Metaphor, and Morals. Emerald Group Publishing Limited, 2003. http://dx.doi.org/10.1016/s1529-2096(2003)5.

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22

Maxims, Morals, and Metaphors: A Philosophical Guide to Venture Capital. Aardvark Global Publishing, 2006.

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23

Stohr, Karen. Minding the Gap. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190867522.001.0001.

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The book is a philosophical exploration of the gap between our moral ideals and the imperfect moral reality in which we live, and the implications of that gap for the practical project of moral improvement. We are limited in our ability to recognize and be guided by moral ideals, owing to a variety of moral and epistemic shortcomings. In light of that, how can the practical project of moral improvement get off the ground? An account of moral improvement should begin from psychologically plausible starting points, and it should also rely on ideals that are both normatively authoritative and regulatively efficacious for the agent taking up the project. The book argues that moral improvement should be understood as the project of articulating and inhabiting an aspirational moral identity. That identity is cultivated through existing practical identities and standpoints, which are fundamentally social and which generate practical conflicts about how to live. The success of moral improvement depends on its taking place within what the book describes as good moral neighborhoods. Moral neighborhoods are collaborative normative spaces, constructed from networks of social practices and conventions, in which we can act as better versions of ourselves. The book draws on theatrical metaphors to describe how moral neighborhoods are created and maintained through moral stagecraft and mutual pretense. It concludes with a discussion of three social practices that contribute to good moral neighborhoods and so to moral improvement.
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24

Howe, Bonnie G. Because You Bear This Name: Conceptual Metaphor and the Moral Meaning of 1 Peter. BRILL, 2006.

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25

Because You Bear This Name: Conceptual Metaphor And the Moral Meaning of 1 Peter (Biblical Interpretation Series). Brill Academic Publishers, 2006.

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26

Ankersmit, F. R. History and Tropology: The Rise and Fall of Metaphor. University of California Press, 2021.

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27

Ankersmit, F. R. History and Tropology: The Rise and Fall of Metaphor. University of California Press, 2021.

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28

1956-, Nerlich Brigitte, Elliott Richard 1982-, and Larson Brendon, eds. Communicating biological sciences: Ethical and metaphorical dimensions. Ashgate, 2009.

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29

Odin, Steve. Whitehead’s Perspectivism as a Basis for Environmental Ethics and Aesthetics. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190456320.003.0008.

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There exist parallels between the Buddhist concept of Indra’s Net and the notion of moral perspective-taking. According to Alfred North Whitehead’s process metaphysics, the aesthetic continuum of nature is an organization of perspectives, whereby each occasion is akin to a Leibnizian monad, or metaphysical point, each functioning as a living mirror that reflects the entire universe from its own unique standpoint as a microcosm of the macrocosm. The metaphysical perspectivism underlying Whitehead’s ecological concept of nature along with a brief consideration of how Whitehead’s perspectivism illuminates the Japanese aesthetic concept of nature can be visualized by the poetic metaphor of Indra’s Net. Whitehead’s Leibnizian perspectivism was reformulated by George Herbert Mead, and later by Lawrence Kohlberg and Jürgen Habermas and can be integrated into an ethical procedure for moral perspective-taking, whereby free moral agents learn to put themselves into the perspectives of others in the community.
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30

Machine and Metaphor: The Ethics of Language in American Realism (Literary Criticism and Cultural Theory). Routledge, 2006.

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31

Davis, Donald R. An Indian Philosophy of Law. Edited by Jonardon Ganeri. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199314621.013.9.

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Composed in the twelfth century ce, the Epitome of the Law (Mitākṣarā) by Vijñāneśvara is a celebrated and influential compendium of Indian law and jurisprudence. In form a commentary on the versified Laws of Yājñavalkya, it presents sophisticated and multifaceted discussions of all the major topics dealing with Hindu religious and legal duties collectively called dharma. This chapter examines Vijñāneśvara’s approach to basic problems of legal philosophy such as the sources and types of law, legal interpretation and reasoning, legal and moral obligation, the role of the state, and legal pluralism. It concludes by considering the driving metaphor that underlies Vijñāneśvara’s legal philosophy: law is a ritual, both the act and the obligation.
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32

Cleland, John. Memoirs of a Woman of Pleasure. Edited by Peter Sabor. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199540235.001.0001.

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Memoirs of a Woman of Pleasure (commonly known as Fanny Hill), the most famous erotic novel in English, was denounced by its author as 'a Book I disdain to defend, and wish, from my soul, buried and forgot'. Cleland's critics too condemned the 'infamous' and 'poisonous' novel when it first appeared in 1748-9. But the proliferation of editions, adaptations, and translations since then bears witness not only to the popularity of scandalous novels, but also to the book's literary merit. Recounted with a lively use of metaphor and some curiously moral asides, Fanny Hill's boisterous education as a London prostitute never quite effaces the ingenuous charm of her country upbringing, and her story places her among the great heroines of eighteenth-century literature.
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33

Pava, Moses. Spiritual Intelligence at Work, Volume 5: Meaning, Metaphor, and Morals (Research in Ethical Issues in Organizations, Volume 5) (Research in Ethical Issues in Organizations, Volume 5). JAI Press, 2003.

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34

Hofreiter, Christian. Reading Herem from the Dawn of the Enlightenment until Today. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198810902.003.0007.

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This chapter reviews more recent examples of the reception of herem texts and demonstrates that many if not all of the ancient and medieval approaches to reading herem as Christian scripture continue to have their adepts in modern times: largely uncritical readings (K. Barth), devotional–allegorical interpretations, and violent uses. Many of the moral criticisms also continue to be restated (M. Tindal). Responses to these criticisms sometimes follow a traditional, divine command ethics structure (R. Swinburne) or attempts are made to combine a divine command ethics with the concepts of accommodation and progressive revelation (E. Stump). Yet other approaches bring to bear the categories of myth, metaphor and hyperbole (D. Earl, W. Moberly, N. MacDonald, K. Lawson Younger, N. Wolterstorff). Perhaps the most significant innovation of the modern period is the combination of historical–critical research with an attempt to read herem as Christian scripture (E. Seibert, P. Jenkins).
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35

Carter, Sarah Anne. Object Lessons. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190225032.001.0001.

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Object Lessons: How Nineteenth-Century Americans Learned to Make Sense of the Material World examines the ways material things—objects and pictures—were used to reason about moral issues, the differences between reality and representation, race, citizenship, and capitalism in the nineteenth-century United States. For modern scholars, an “object lesson” is simply a timeworn metaphor used to describe any sort of reasoning from concrete to abstract. But in the 1860s, object lessons were classroom exercises popular across the United States. Object lessons forced children to learn about the world through their senses instead of through texts and memorization, leading to new modes of classifying and comprehending material evidence drawn from the close study of objects, pictures, and even people. This book argues that object lessons taught Americans how to find information in things in the decades after the Civil War. More than that, this study offers the object lesson as a new tool with which contemporary scholars can interpret the meanings of nineteenth-century material, cultural, and intellectual life.
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36

The Invisible Powers: The Language of Business. Lexington Books, 1999.

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37

Gelfand, Michele J., Chi-yue Chiu, and Ying-yi Hong, eds. Handbook of Advances in Culture and Psychology, Volume 7. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190879228.001.0001.

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Volume 7 of the Advances in Culture and Psychology series showcases cutting-edge contributions from internationally renowned culture scholars who span the discipline of culture and psychology and represent diversity in the theory and study of culture within psychology. In the first chapter, Ronald F. Inglehart presents data from countries containing over 90% of the world’s population, demonstrating that in recent decades, rising levels of economic and physical security have been reshaping human values and motivations and thereby transforming societies. In the next chapter, Zoltán Kövecses illustrates how conceptual metaphor theory (CMT) functions as a link between culture and cognition. In her chapter on cultural-developmental approaches to moral psychology, Lene Arnett Jenssen lays out life course “templates” for the three Ethics of Autonomy, Community, and Divinity. Thomas S. Weisner next illustrates how ecological theory links structural and environmental conditions to the cultural learning environments of children and the everyday routines and activities that shape the behavior and minds of children. Miriam Erez then describes research on cross-cultural similarities and differences in the area of work motivation and multicultural teams. Finally, Pawel Boski advances the concept of the cultural experiment and how it can illuminate how individuals react with resistance or tolerance when faced with cultural change.
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38

White, Sophie. Voices of the Enslaved. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469654041.001.0001.

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In eighteenth-century New Orleans, the legal testimony of some 150 enslaved women and men--like the testimony of free colonists--was meticulously recorded and preserved. Questioned in criminal trials as defendants, victims, and witnesses about attacks, murders, robberies, and escapes, they answered with stories about themselves, stories that rebutted the premise on which slavery was founded. Focusing on four especially dramatic court cases, Voices of the Enslaved draws us into Louisiana’s courtrooms, prisons, courtyards, plantations, bayous, and convents to understand how the enslaved viewed and experienced their worlds. As they testified, these individuals charted their movement between West African, indigenous, and colonial cultures; they pronounced their moral and religious values; and they registered their responses to labor, to violence, and, above all, to the intimate romantic and familial bonds they sought to create and protect. Their words--punctuated by the cadences of Creole and rich with metaphor--produced riveting autobiographical narratives as they veered from the questions posed by interrogators. Carefully assessing what we can discover, what we might guess, and what has been lost forever, Sophie White offers both a richly textured account of slavery in French Louisiana and a powerful meditation on the limits and possibilities of the archive.
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39

Seal, Samantha Katz. Father Chaucer. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198832386.001.0001.

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Paternity is a powerful metaphor for literary authority and legitimacy, and thus Geoffrey Chaucer has been granted the supposedly supreme honor of being termed the “father of English poetry.” And yet, as this book argues, the idea of paternity as unchallenged authority is a far more modern construct. For Chaucer, the ability to create with certainty, with assurance in one’s own posterity, was the ardent dream that haunted human men. It was, however, a dream defined by its impossibility. For Chaucer and his peers occupied a fallen world, one in which all true authority belonged to God alone. This book argues that man’s struggle to create something that would last beyond death is at the very heart of The Canterbury Tales. Chaucer faces his own desire as a poet and a man to sire something that will last within the world. But Chaucer also knew deeply that such a dream would remain always out of reach for mortal men. And so Chaucer’s Tales taunts men with the multiple breakdowns of human generation, the insufficiencies of human cognition, genius, and hereditary institutions. Yet Chaucer also makes it clear that he counts himself among this humble species, a fellow pilgrim beset by the longing to wrest some small authority from the sum of his own flesh.
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40

Jecker, Nancy S. Ending Midlife Bias. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190949075.001.0001.

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We live at a time when human lifespans have increased like never before. As average lifespans stretch to new lengths, how does this impact the values we hold most dear? Do these values change over the course of our ever-increasing lifespans? Ending Midlife Bias argues that at different life stages, different values emerge as central. During early life, caring and trust matter more, given human vulnerability and dependency. By early adulthood, growing independence provides a reason to value autonomy more. Later in life, heightened risk for chronic disease and disability warrants focusing on maintaining capabilities and keeping dignity intact. Part I (Chapters 1–5) sets forth a conceptual framework that captures these shifting life stage values. Chapter 1 argues against the privileging of midlife values (midlife bias) and explains why population aging lends urgency to identifying values for later life. Chapters 2 and 3 introduce dignity as a central concern for older adults and argue that respecting dignity requires supporting central human capabilities. Chapter 4 explores the metaphor of life as a story, which serves as a corrective for midlife bias by keeping attention on the whole of life. Chapter 5 sets forth principles for age group justice. Part II (Chapters 6–12) turns to practical concerns, including geriatric and pediatric bioethics (Chapter 6); caregiving by family members, migrant workers, and robots (Chapters 7 and 8); ageism in clinical trials, healthcare allocation, and mandatory retirement (Chapter 9); and ethics at the end-of-life (Chapter 10). The closing chapters explore the future of population aging (Chapter 11) and make a pitch for life stage sensitive moral theory (Chapter 12).
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41

M, Brandt Allan, and Rozin Paul 1936-, eds. Morality and health. Routledge, 1997.

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42

M, Brandt Allan, and Rozin Paul 1936-, eds. Morality and health. Routledge, 1997.

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