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Mints were located in temples (the traditional place for depositing spoils), and city-states developed endless ways to distribute coins, not only to soldiers, sailors, and those producing arms or outfitting ships, but to the populace generally, as jury fees, fees for attending public assemblies, or sometimes just as outright distributions, as Athens did most famously when they discovered a new vein of silver in the mines at Laurium in 483 bc.
The epistemology of ‘basic education’ was thoroughly radical, and there is no way we can place it in the context of ancient Indian traditions of learning. The core of Gandhi’s proposal was the introduction of a productive handicraft in the school curriculum. The idea was not simply to introduce a handicraft as a compulsory school subject, but to make the learning of a craft the axis of the entire teaching programme. Either way, it implied a radical restructuring of school knowledge.
Political Agenda of Education
Krishna Kumar
we may adopt the following starting points offered (from a virtue-ethics perspective) in work co-authored by Justin Oakley and Dean Cocking: (1) ‘good professional roles must be part of a good profession’; (2) a good profession is ‘one which involves a commitment to a key human good’; (3) ‘professional integrity’ can be a valid reason for professionals to refuse a patient’s or client’s request; (4) such ‘professional integrity’ involves a duty to the public, and contrasts with conscientious refusal on the basis of private conscience.
A New Professional Ethics for Sustainable Prosperity
Melissa Lane
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