Polus admires orators for their tyrannical power. However, Socrates argues that orators and tyrants lack power worth having: the ability to satisfy one’s wishes or wants (boulêseis). He distinguishes wanting from thinking best, and grants that orators and tyrants do what they think best while denying that they do what they want. His account is often thought to involve two conflicting requirements: wants must be attributable to the wanter from their own perspective (to count as their desires), but wants must also be directed at objects that are genuinely good (in order for failure to satisfy them to matter). We offer an account of wanting as reflective, coherent desire, which allows Socrates to satisfy both desiderata. We then explain why he thinks that orators and tyrants want to act justly, though they do greater injustices than anyone else and so frustrate their own wants more than anyone else.

Chapter 3 expands on the diabolical aspects of the contemporary political soundscape and develops initial deliberative responses to its key problematic aspects. These aspects include an overload of expression that overwhelms the reflective capacities of listeners; a lack of argumentative complexity in political life; misinformation and lies; low journalistic standards in “soft news”; cultural cognition, which means that an individual’s commitment to a group determines what gets believed and denied; algorithms that condition what people get to hear (which turn out to fall short of creating filter bubbles in which they hear only from the like-minded); incivility; and extremist media. The responses feature reenergizing the public sphere through means such as the cultivation of spaces for reflection both online and offline, online platform regulation and design, restricting online anonymity, critical journalism, media literacy education, designed forums, social movement practices, and everyday conversations in diverse personal networks. Formal institutions (such as legislatures) and political leaders also matter.

I develop an account of Kant’s technical notion of “exposition” and, in particular, “metaphysical” exposition. This involves explaining his distinction between concepts that are “made” and those that are “given,” as well as his murky notion of “original acquisition.” I then turn to Kant’s account of exposition as conceptual analysis. I argue that apperceptive reflection is the principal vehicle of conceptual analysis and, thus, the nervus probandi of Kant’s arguments in the Expositions. This yields a general picture of the Expositions as advancing the critical project of reason’s self-knowledge. An attractive consequence of my account en passant is that the discussion of original acquisition provides a novel and tidy explanation of the much-discussed distinction between formal intuition and the form of intuition in terms of the tripartite Aristotelian distinction between first potentiality, second potentiality (first actuality), and second actuality.

Teaching calls on educators to engage in responsive interactions and decision-making as they navigate complex and ambiguous contexts, examine deeply held beliefs and values, and integrate personal and professional knowledge. Such an undertaking requires personal integrity and continuing reflective practice. This chapter considers how mindfulness might become an integral part of reflective practice. Mindfulness can help us attend to the present moment, to the personal, emotional and interactive dimensions of our teaching, learning and leadership, and to the implications of actions for the longer term. Mindfulness can support our ability to connect with and respond to children and make a positive difference to their learning, health, and wellbeing. This chapter offers everyday resources and specific practices to support the development of mindfulness through self-study and self-reflection. Incorporating these into daily practice will assist authenticity, intentionality and agency, and facilitate meaning, wellbeing and purpose.

Malala Yousafzai won the Nobel Peace Prize when she was seventeen. In part, the world knows about her because when the Taliban prohibited girls from attending school in Afghanistan, she spoke up about it, writing articles and giving talks. As is clear by her writing, Malala has strong values that include justice and equality for women as well as a love of learning and education. She also values safety. In making her choice to speak up and criticize her government’s decision, Malala was aware that she was increasing risks to herself and her family. In response, the Taliban shot (then fifteen-year-old) Malala in the head while she was on a school bus. Thankfully, she survived and continues to advocate for a future where girls are free to learn and lead.

Malala made decisions based on trade-offs among her values, even when the priority she placed on equality and justice made her vulnerable to Taliban hostility and increased her own risk of death.

After earning a commerce degree, Will got a corporate job and wore a suit to work every day, then came home to a rental condo in the city he shared with his girlfriend. After about a year he started to wonder why he wasn’t happy. Maybe if he took more time off or got a dog? But after another year of his job, a bit of travelling with his girlfriend, and a year of going on jogs and throwing sticks for their puppy, he still felt miserable. Will realized he had been doing all the things that mattered to others without knowing what truly mattered to himself. In a flurry of decisions, Will quit his job, broke up with his girlfriend, and moved back in with his parents. That’s when he ran into an old family friend, Leah, and, in a rush of details, told her about his life since graduation.

Decisions are doors that provide people of all ages with opportunities to express who they are and to learn about who they want to become. Sometimes the young people in your life may choose the wrong door and, while that can make for a good learning experience, you probably want to help them make good decisions and avoid the bad ones. You did, after all, decide to open up this book. While we cannot program kids with the answers they need to live healthy and fulfilling lives, we can support kids in learning and using a common-sense approach to understanding and organizing their feelings and thoughts as they make their own decisions.

Creating options is an exciting and fun part of making decisions. It’s what changes “I have to do this” (reluctantly solving a problem) to “I get to do this” (enthusiastically creating an opportunity). People often excuse their decisions by saying, “I didn’t have a choice – it’s just something I had to do.” But that’s rarely true. Decision options are almost always available.

If one young person is about to make a decision, helping them construct options is relatively straightforward. Once they are clear about which values might be affected, they can generate different options likely to satisfy these qualities.

Chapter 4treats the fundamentals of radio propagation path loss, also known as large-scale fading. A wide range of practical radio propagation models are presented, and the fundamental theories of reflection, scattering, and diffraction are presented with many examples. These propagation mechanisms give rise to level of coverage and interference experienced in any wireless network, and, in urban environments, it is shown how the radar cross-section and ray tracing models can give accurate prediction of large-scale path loss in a mobile communication system. Shadowing is also considered, and the log-normal distribution is found to describe the shadowing about the distance-dependent mean signal level. Statistical approaches to quantifying outage are provided.

Chapter 21 concludes with a discussion of the ways in which professional development opportunities can contribute to bridging the gap between theory and practice in language learning. The authors present individual and collaborative practices, as well as internal and external experiences that educators may seek out to deepen their conceptual understanding and practical skills.

Planned actions, as prescribed in protocols and trained in exercises, help frontline responders take action under enormous pressure. Yet, these same actions are often hard, if not impossible, to implement during crises, either because the specific situation was not anticipated and there are no plans in place or because prepared plans do not produce the desired results. As a consequence, frontline responders will need to improvise and adapt their activities to crisis situations. Yet, improvisation under extreme stress is very difficult and may be inefficient or even dangerous to responders. The resulting dilemma for responders is how to choose the right course of action. This requires a view of both action patterns as complementary and even mutually conducive, as most crises will demand a combination of plans and improvisation. Reflective acting helps frontline responders to find the right balance and define adequate response activities.