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Epistemic Evil
Author: Joel Tierno
Date Of Publication: Oct 2006
Isbn13: 9781847180599
Isbn: 1-84718-059-0
Epistemic Evil: A Third Problem of Evil makes several significant contributions to scholarship on the problem of evil. It defends an ontological formulation of the problem of evil that differs significantly from both the logical and the evidential formulations. It provides a detailed examination of the best-of-all-possible-worlds hypothesis and the relevance of that hypothesis to the problem of evil. It offers detailed criticisms of the arguments of many leading Christian apologists. Above all, however, it identifies a third problem of evil. Tierno calls this the problem of epistemic evil. This problem arises in the context of our efforts to make judgments about the world in which we live and about how we ought to human understanding, act in that world. Such judgments often lead, through no corrigible defect in the conduct of the agents who make them, to human suffering. There is no sense in which this suffering is deserved. Moreover, the erroneous judgments that lead to this suffering are neither actually nor potentially good for anything. These judgments therefore appear to be anomalous from the standpoint of the Judaeo-Christian creation hypothesis. Tierno carefully develops and forcefully defends the problem of epistemic evil. The result is a groundbreaking work in theodicy that should be of interest to all scholars who are seriously concerned with the problem of evil.
Joel Thomas Tierno received his Ph.D in philosophy from S.U.N.Y. at Buffalo in 1992. He has published many journal articles, mostly in the areas of philosophy of religion and ethics. His first book, Descartes on God and Human Error, was published by Humanities Press International in 1997. He has taught philosophy at S.U.N.Y. at Buffalo, Erie Community College, Buffalo State College, Community College of Southern Nevada, and Elmira College. He has been nominated for many honors for his teaching and has received several such awards.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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