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Agent Orange, the 9/11 Victim Compensation Fund, the Virginia Tech massacre, the 2008 financial crisis, and the Deep Horizon gulf oil spill: each was a disaster in its own right. What they had in common was their aftermath--each required compensation for lives lost, bodies maimed, livelihoods wrecked, economies and ecosystems upended. In each instance, an objective third party had to step up and dole out allocated funds: in each instance, Presidents, Attorneys General, and other public officials have asked Kenneth R. Feinberg to get the job done.

In Who Gets What?, Feinberg...

Although the Equal Rights Amendment failed to be ratified by the necessary three-quarters majority of the states, the central questions and events that surrounded the campaign for ratification persist as mainstream issues. This annotated bibliography offers a comprehensive guide to the discussion of these issues in books, articles, documents, and the media between 1976, when the campaign for ratification was well under way, and 1985, three years following its defeat. Each chapter begins with the longest and most significant citations, which are fully annotated, followed by listings of...

In this examination of the questions posed by the problem of evil, John Feinberg addresses the intellectual and theological framework of theodicy. Beginning with a discussion of the logical problem of evil, he interacts with leading thinkers who have previously written on these themes.

Why teach about religion in public schools? What educational value can such courses potentially have for students?

In "For the Civic Good, " Walter Feinberg and Richard A. Layton offer an argument for the contribution of Bible and world religion electives. The authors argue that such courses can, if taught properly, promote an essential aim of public education: the construction of a civic public, where strangers engage with one another in building a common future. The humanities serve to awaken students to the significance of interpretive and analytic skills, and religion and Bible...

While the fierce debate over religion in public schools receives ample media attention, we rarely consider the implications of religious schools on moral education and liberal democracy. In this groundbreaking work, Walter Feinberg opens up a critical new dialogue to offer a complete discussion of the important role religious schools play in the formation of a democratic citizenry. Feinberg, a leading philosopher of education, approaches the subject of religious education with a rare evenhandedness, drawing on examples from Christian, Jewish, and Muslim schools and exploring topics as...

This volume of essays by one of America's preeminent philosophers in the area of jurisprudence and moral philosophy gathers together fourteen papers that had been published in widely scattered and not readily accessible sources. All of the essays deal with the political ideals of liberty and justice or with hard cases for the application of the concept of a right.

Originally published in 1980.

The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton...

Evangelicals agree that the Bible is God's inerrant word. But we sometimes differ on how to relate the messages of the Old and New Testaments. Without a basic understanding of this crucial matter, it is difficult to know how to use the Testaments to formulate either doctrine or practice.

For example: Was Israel the OT Church--are OT promises to God's national people fulfilled in the church today? Or, is Mosaic Law binding on believers now--are twentieth-century Christians to obey the Ten Commandments, including sabbath observance?

In this book, thirteen noted evangelical...