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Addressing Education: Purposes, Plans, and Politics is the first in the 10-volume series, Lynchburg College Symposium Readings, 3rd edition. Each volume presents primary texts organized around an interdisciplinary, liberal arts theme such as education, politics, social issues, science and technology, morals and ethics. The series has been developed by Lynchburg College faculty for use in the Senior Symposium and the Lynchburg College Symposium Readings Program (SS/LCSR). While these programs are distinctive to Lynchburg College, the texts are used on many college campuses across the nation, as well as by readers interested in significant original texts on important topics.

Addressing Education: Purposes, Plans, and Politics offers primary source readings on a wide range of topics in education. Here are the original writings that readers often only read about. In this volume, the educators speak for themselves in selections and excerpts from Plato (360 B.C. E.) to Paolo Freire (1968). Familiar luminaries—Mann, Rousseau, DuBois, Keller, Jefferson, 21 in all—gather together all in one volume to deliver these pivotal ideas with incomparable impact. Whether consumed cover-to-cover or piece-by-piece, the volume invites useful, critical debate on this important topic.

Addressing Education: Purposes, Plans, and Politics is the first in the 10-volume series, Lynchburg College Symposium Readings, 3rd edition. Each volume presents primary texts organized around an interdisciplinary, liberal arts theme such as education, politics, social issues, science and technology, morals and ethics. The series has been developed by Lynchburg College faculty for use in the Senior Symposium and the Lynchburg College Symposium Readings Program (SS/LCSR). While these programs are distinctive to Lynchburg College, the texts are used on many college campuses across the nation, as well as by readers interested in significant original texts on important topics.

Addressing Education: Purposes, Plans, and Politics offers primary source readings on a wide range of topics in education. Here are the original writings that readers often only read about. In this volume, the educators speak for themselves in selections and excerpts from Plato (360 B.C. E.) to Paolo Freire (1968). Familiar luminaries—Mann, Rousseau, DuBois, Keller, Jefferson, 21 in all—gather together all in one volume to deliver these pivotal ideas with incomparable impact. Whether consumed cover-to-cover or piece-by-piece, the volume invites useful, critical debate on this important topic.

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“Scan this book quickly and you will think that philosophy has finally recovered a sense of imagination. Read it carefully – and recognize that every work and every author ‘reviewed’ here are but mere possibilities (except for one) – and you find yourself in the midst of an extraordinarily imaginative and audacious projection of what philosophy might become. ‘Reinventing the culture’ in the new Millennium; reinvoking the ‘hidden possibilities’ of human and more-than-human Others; reopening ethics in the direction of ‘possibilistic’ process; even ‘teaching on the edge’... Oh for such a Philosophy! Oh for such Philosophers!” – Violet Woodsorrel Oxalis

“Scan this book quickly and you will think that philosophy has finally recovered a sense of imagination. Read it carefully – and recognize that every work and every author ‘reviewed’ here are but mere possibilities (except for one) – and you find yourself in the midst of an extraordinarily imaginative and audacious projection of what philosophy might become. ‘Reinventing the culture’ in the new Millennium; reinvoking the ‘hidden possibilities’ of human and more-than-human Others; reopening ethics in the direction of ‘possibilistic’ process; even ‘teaching on the edge’... Oh for such a Philosophy! Oh for such Philosophers!” – Violet Woodsorrel Oxalis

Richard Mack was confronted with armed robberies against himself and his family forcing them to a safe house striving for relief. His wife and children were subjected to slavery, his dad torture murdered, the author thrown into prison. He appealed to federal courts for relief, was viciously persecuted finally reaching Washington, DC. Federal judges including John Roberts, who became chief justice of the supreme court, engaged in a criminal conspiracy to violate his rights preventing him from having access to any court within the United States. The book, Tyranny Within United States Courts, is an account of that ongoing experience

Richard Mack was confronted with armed robberies against himself and his family forcing them to a safe house striving for relief. His wife and children were subjected to slavery, his dad torture murdered, the author thrown into prison. He appealed to federal courts for relief, was viciously persecuted finally reaching Washington, DC. Federal judges including John Roberts, who became chief justice of the supreme court, engaged in a criminal conspiracy to violate his rights preventing him from having access to any court within the United States. The book, Tyranny Within United States Courts, is an account of that ongoing experience

The standard view of the economics profession is that Keynes was a brilliant, intuitive, non-rigorous innovator. These essays show that Keynes backed up his “intuitions” with a rigorous mathematical and logical supporting analysis which has been overlooked for the last 60-70 years.Keynes was the first scholar in history to systematically develop an interval valued approach to the estimation of probabilities.Unfortunately,Keynes called his interval estimates "nonnumerical(or nonmeasurable) probabilities",since they required two numerals,not one,to estimate the probability.F P Ramsey badly misinterpreted Keynes´s wording to mean that ,in general,numbers could not be used to calculate probabilities.Ramsey´s misinterpretation,which is primarily based on his reading of only one chapter in the TP,chapter III, has been passed down to literally hundreds of thousands of e c o n o m i s t s , h istorians,philosophers,statisticians,psychologists,decision theorists,and mathematical social scientists,etc.,over the last half century.The current misbelief ,that Ramsey devastated the logical foundations of Keynes´s logical approach to probability to such a degree that Keynes was forced to capitulate to Ramsey and accept the subjectivist approach to probability,is simply a myth that is handed down from one generation of illiterate economists and philosophers to the next.Keynes was the first decision theorist in history to develop an explicit interval valued approach to probability based on the earlier work of Boole.Keynes was the first scholar in history to explicitly define an index to measure the weight of the evidence,w, on the unit interval [0,1].He was also the first scholar in history to propose a decision rule,his conventional coefficient of risk and weight,c,to take into account nonlinear probability preferences and the weight/uncertainty or ambiguity(Ellsberg´s more inclusive description,defined by his rho variable on the unit interval between 0 and 1) of the available evidence.Probability and weight are completely separate and independent of each other.Both variables are needed in a formal decision criteria. This book sets the record straight.In essay number 10(essay 24 of the "Essays..." book)the importance of D. Ellsberg´s optimism-pessimism index, alpha(as well as his application of sets of different probability distributions), has been overlooked by the author.Footnote 1 to that essay,as well as the material to which the footnote is appended, is deficient and needs to be revised.Keynes needed such a formal index in his GT.Instead,Keynes relied upon an informal analysis based on conventions and animal spirits.Ellsberg´s formal analysis strengthens the technical and theoretical foundations supporting Keynes´s theories of Liquidity Preference and the Marginal Efficiency of Capital.This book is an abridged version of my much longer "Essays on JM Keynes and...".It concentrates exclusively on Keynes´s contributions to probability,analogy,induction,and decision making under conditions of risk and uncertainty.

Education is meant to form the person in such a way that he can see the world in a proper way, and be well positioned to make it a better place for himself and for others. Education should make the person a learning person, developing and equipping him with the tools and abilities to deal with realities of the present and of the future. To educate means to teach how to think rather than what to think, to improve the mind so that the person can think for himself rather than loading the memory with the thoughts of other men. Education is about laying down specific foundations that will help the person to have dominance and at the same time reverence for the world. The new perspective of education I suggest in this book will prepare the young person for the unpredictable future, help the person to acknowledge the power of his own mind, and how to decipher what is good for his intellectual, moral, and spiritual growth.

Education is meant to form the person in such a way that he can see the world in a proper way, and be well positioned to make it a better place for himself and for others. Education should make the person a learning person, developing and equipping him with the tools and abilities to deal with realities of the present and of the future. To educate means to teach how to think rather than what to think, to improve the mind so that the person can think for himself rather than loading the memory with the thoughts of other men. Education is about laying down specific foundations that will help the person to have dominance and at the same time reverence for the world. The new perspective of education I suggest in this book will prepare the young person for the unpredictable future, help the person to acknowledge the power of his own mind, and how to decipher what is good for his intellectual, moral, and spiritual growth.

Post-pubertal heterosexual males are innately programmed to reflexively respond with pleasurable excitement when they look at a lovely, live, nude, fertile, female, the same delight their ancient forefathers experienced that served as the primary foundation for facilitating reproductive success and thus the survival of the human race; a cause for celebration, pride, and the renunciation of guilt by males for their automatic enchantment by gorgeous females. I propose and describe a new, unique, and independent field of scientific sexology that involves the study of the origin, structure, functions and consequences of pleasurable affective responses experienced during typical sexual activities that take place in the bedroom with an eroticized partner, such as the sensuous delights experienced during sexual intercourse and fellatio, (an area of study that has been totally ignored and rejected by “sex” researchers). I maintain that scientific sexology, WHICH DOES NOT EXIST TODAY, is defined by: A. The study and evaluation of unique sexual subject matter, B. The proposal that pleasurable sexual excitement is the primary motivational source of sexual orientation, C. The existence of four sexual orientation groups, female heterosexuals, male heterosexuals, female homosexuals, and male homosexuals, each having independent, distinctive, and distinguishable origins, developments, expressions, and consequences, and D. The use of introspection and unique methodologies, procedures, and research designs to support or refute hypotheses derived from four different theories of sexual orientation. Male sexual experiences during puberty and adolescence are considered to be critical periods for the development of sexual personality variables such as sexual identity, sexual variety, and infidelity, and for the development of non-sexual personality variables such as aestheticism, prejudice, and curiosity. Scientific sexology includes precise neurochemical measurement of male pleasurable emotion activation (e.g., left pre-frontal lobe activation) while viewing a nude female, and the use of sophisticated research designs such as construct validity to support or refute hypotheses derived from evolutionary theory and genetics. With this book I introduce the new, unique, and independent field that I call Hedonic Sexology, the scientific study of the joyous, ecstatic delights of real-life bedroom sexual adventures.