By Alex Fynn
In keeping with unheard of entry granted to the authors, together with specific interviews with Arsene Wenger, "Arsenal" appears intimately on the club's transformation right into a international superpower less than the stewardship in their French supervisor correct as much as the top of the 2008/09 season. This paperback version is totally revised and contains 3 fresh chapters.
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Additional info for Arsènal: The Making of a Modern Superclub
22 Those who worry that “relative” values will be less serious than values that can claim absolute allegiance might be reassured by the argument that it is precisely the profound embeddedness of our ethical ideas within their cultural contexts that marks their seriousness. For us, of course. But that is who we speak of, and to. Although these last remarks are very sketchy, they at least serve to suggest that a sociological or “evolutionary” view of values is not somehow the death knell of ethics.
32 The hawk would not have come, he says, if the ﬁeld had been larger, or if there had been no trees, or if he had been plowing with a tractor. Interaction is a fragile thing, and we need to pay careful attention to its preconditions. As Berry shows, this is a deeply philosophical and phenomenological project as well as a “practical” one—but nonetheless it always revolves around and refers back to practice. Without actually maintaining a farm, he would know very little of what he knows, and that the hawk would not—could not—have come to him.
Here we have not only an entirely unexpected and surely far more compelling and inviting cultural program than environmental philosophy offers at present, but also a radical path to the reconstruction of environmental philosophy itself. Environmental Education We know that all is not well in the schools. What is puzzling is that, even so, environmentalists have so readily acquiesced in—indeed have plumped hard for—the institutionalization of “environmental education,” Introduction 17 a new subject that, entirely predictably, quickly became human-centered in both its epistemological orientation and its normative assumptions, not to mention ﬁrmly anchored within the managerial structures of school itself: preset curricula, testable and technical skills, the works.