This text attempts to set forth as accurate a picture as possible of the present state of biomedical ethics in Canada, along with recommendations as to how it can be improved. It also shows how far the goal of expanding the field of biomedical ethics is to provide major improvements in the quality of health care in Canada.

This book taps the best American thinkers to answer the essential American question: How do we sustain our experiment in government of, by, and for the people? Authored by an extraordinary and politically diverse roster of public officials, scholars, and educators, these chapters describe our nation's civic education problem, assess its causes, offer an agenda for reform, and explain the high stakes at risk if we fail.

The monk Rodulfus Glaber is best known for his Five Books of Histories, a major source for events in the first half of the eleventh century, and valuable above all for revealing the mental furniture of an eleventh-century monk - for his account of the millennium, of relics genuine and false, of church-building, and visions of saints and demons. This edition, the first since 1866, presents the only critical text of the Histories, accompanied by a complete translation and a full (...) historical commentary. Glaber also wrote a Life of his mentor, St William of Dijon, the renowned monastic reformer. The Life is reprinted after the Histories, again with translation and notes. The evidence for Glaber's life, and the value of his work are discussed in a Historical Introduction. (shrink)

The monk Rodulfus Glaber is best known for his Five Books of Histories, a major source for events in the first half of the eleventh century, and valuable above all for revealing the mental furniture of an eleventh-century monk - for his account of the millennium, of relics genuine and false, of church-building, and visions of saints and demons. This edition, the first since 1866, presents the only critical text of the Histories, accompanied by a complete translation and a full (...) historical commentary. Glaber also wrote a Life of his mentor, St William of Dijon, the renowned monastic reformer. The Life is reprinted after the Histories, again with translation and notes. The evidence for Glaber's life, and the value of his work are discussed in a Historical Introduction. (shrink)

Since children are considered incapable ofgiving informed consent to participate inresearch, regulations require that bothparental permission and the assent of thepotential child subject be obtained. Assent andpermission are uniquely bound together, eachserving a different purpose. Parentalpermission protects the child from assumingunreasonable risks. Assent demonstrates respectfor the child and his developing autonomy. Inorder to give meaningful assent, the child mustunderstand that procedures will be performed,voluntarily choose to undergo the procedures,and communicate this choice. Understanding theelements of informed consent has been theparadigm for (...) assessing capacity to give assent.This method leaves the youngest, leastcognitively mature children vulnerable towaiver of assent and forced researchparticipation. Voluntariness can also becompromised by the influence of authorityfigures who can exert undue influence andcoerce children to participate in research. This paper discusses factors that may influencethe decision to give assent/permission,potential parent-child conflict in theassent/permission process and how it isresolved, and potential parental undueinfluence on research participation. Theseissues are illustrated with quotations drawnfrom a larger qualitative study of parentalpermission and child assent (data notpresented). We suggest a developmentalapproach, viewing assent as a continuum rangingfrom mere affirmation in the youngest childrento the equivalent of the informed consentprocess in the mature adolescent. (shrink)

This edited text recaptures many of Joe L. Kincheloe's national and international influences. An advocate and a scholar in the social, historical, and philosophical foundations of education, he dedicated his professional life to his vision of critical pedagogy. The authors in this volume found mentorship, as well as kinship, in Joe and express the many ways in which he and his work made profound differences in their work and lives. Joe's research always pushed the limits of what critically reflective and (...) informed teaching entailed, never diluting the import of comprehending the complexity of sociopolitical, cultural, economic, and educational discourses and practices. Dedicated to a praxis of social and political activism rooted in students' development as citizens and workers, the labor of teachers as action researchers, cultural workers, and social mediators is always at the heart of all he achieved. We who were so influenced directly and indirectly by him knew his genius and relished the generosity with which he shared his ideas, advice, encouragement, and art. The world is better because of Joe L. Kincheloe scholarship-inextricably related to "critical" critical thinking and enactment of education that tenaciously interrupts complacency, mediocrity, always responding thoughtfully to particular educational contexts. (shrink)

Our objective is to understand how parents and children perceive their roles in decision making about research participation. Forty-five children (ages 4-15 years) with or without a chronic condition and 21 parents were the participants. A semistructured interview assessed perceptions of up to 4 hypothetical research scenarios with varying levels of risk, benefit, and complexity. Children were also administered the Peabody Picture Vocabulary Test, Third Edition, to assess verbal ability, as a proxy for the child's cognitive development. The audiotaped interviews (...) were transcribed and analyzed for themes related to parent and child decision-making roles. Both parents and children varied in their perceptions of decision-making roles. Child perceptions of parental influence on decision making as knowledge-based increased with cognitive development, whereas perceptions of parental influence as power-based decreased. Both children and parents commented that they would collaborate with each other when making decisions. Collaborative decision making appeared to increase with cognitive development. These findings suggest that approaches to child assent and parent permission should consider the parent-child relationship and how children and families typically make decisions. Future research is necessary to explain variation in the process of research decision making across children and families, explore the role of collaboration on children's decision-making skills, and understand developmental trajectories and mechanisms related to research decision making. (shrink)

As long as a man's sensibility (Emilius, p. 4, vol. ii.) " is confined to himself, there is no morality in his actions. It is " only when he begins to extend his sensibility to others, that he " first conceives those sentiments, and afterwards, those notions...

The actuarial profession has a long history of providing critical expertise to society. The services delivered are some of the most complex and mysterious to outsiders of all professions but little has been written about the professional responsibilities of actuaries in the academic literature beyond that of the profession itself. This paper makes the case that the issues surrounding professional independence of actuaries are, in principle, similar to those that faced the audit profession before the scandals and resultant regulatory changes (...) early this century. It is argued that, despite the position taken by the actuarial profession and management, the status quo raises genuine concerns about conflicts of interest and independence and that the risks that arise are of sufficient magnitude that they should at least be the subject of a full debate. (shrink)

This book brings together some of the newest work in curriculum studies to explore central questions that swirl inside of the field: What counts as curriculum research? What procedures are considered legitimate for the production of knowledge? What forms shape the making of explanations? What constitutes proof? It forefronts work by curriculum theorists who are interested in looking at educational problems from a vantage point that questions current models of research--one that suggests adopting "lines of flight" or multiplicities that offer (...) promise to disentangle curriculum theory from traditional research hierarchies and methods-driven dependence on formalities. In _Expanding Curriculum Theory: Dis/positions and Lines of Flight:_ *The essays are connected by their shared concern for combining alternative methodologies, such as textual analysis, discourse theory, hermeneutics, and post-structuralism with perspectives on race, class, gender, and sexual orientation. *Disciplinary boundaries are blurred as curriculum theory is interwoven with cultural studies, political theory, psychoanalysis, dance, technology, and other fields. *To assist readers in understanding the various essays, as well as comparing, contrasting, and connecting them with each other, each chapter opens with a "Thinking Beyond" section. The questions posed are designed to make the text engaging and pedagogically friendly. By doing all this within an overall poststructural framework that encourages and demonstrates creativity, multidisciplinarity, and new lines of flight, this volume makes a unique contribution to expanding curriculum theory. It is a stimulating text for students, faculty, and researchers in the field. (shrink)

_Expanding Curriculum Theory, Second Edition_ carries through the major focus of the original volume—to reflect on the influence of Deleuze and Guattari’s concept of "lines of flight" and its application to curriculum theorizing. What is different is that the lines of flight have since shifted and produced expanded understandings of this concept for curriculum theory and for education in general. This edition reflects the impact of events that have contributed to this shift, in particular the logic of school policy changes (...) and reforms in the past decade, and the continued explosion of social media and its effect on the collective understanding of how both "knowledge" and "education" work as forms of repression. The introduction updates the text and puts it into current debates in the field and in the larger socio-economic milieu. New dis/positions are presented that explore central questions circulating within and outside curriculum studies. Exciting scholarship on a range of topics includes notions of desire and commodities, youth culture and violence, new directions in curriculum theory, Eco-Ethical consciousness, new Deleuzian views of normality, the diffusion of technology and lines of flight in transnational curriculum inquiry. (shrink)

This in-depth examination of the major theories of economic justice focuses on the central question: What should the economic distribution of goods and services be based on?

Our primary focus is on analysis of the concept of voluntariness, with a secondary focus on the implications of our analysis for the concept and the requirements of voluntary informed consent. We propose that two necessary and jointly sufficient conditions must be satisfied for an action to be voluntary: intentionality, and substantial freedom from controlling influences. We reject authenticity as a necessary condition of voluntary action, and we note that constraining situations may or may not undermine voluntariness, depending on the (...) circumstances and the psychological capacities of agents. We compare and evaluate several accounts of voluntariness and argue that our view, unlike other treatments in bioethics, is not a value-laden theory. We also discuss the empirical assessment of individuals? perceptions of the degrees of noncontrol and self-control. We propose use of a particular Decision Making Control Instrument. Empirical research using this instrument can provide data that will help establish appropriate policies and procedures for obtaining voluntary consent to research. (shrink)

Hegel and Speculative Realism has two main objectives. Firstly, to assess the speculative realist formulations of the real regarding the ‘withdrawn’ object, radical contingency, the absolute register of extinction, and the current interest in ‘powers philosophy’, with special attention to their possible relation to the absolute scope of Hegelian philosophy. Secondly, to invite the reader to reconsider Hegel in a new way; uncovering rare insights into his thoughts on astronomy, actuality, the concrete and non-being. Johns’ inclination is to not mistake (...) the necessary path to the absolute as the only path. Johns argues that Hegel describes the unique trajectory of the dialectical relationship between Nature and Idea as a Spirit oriented by both logical and physical (spatio-temporal) dimensions. Johns reads this as a theory of singularity and makes the bold claim that there may be other paths not taken by the Hegelian spatio-temporal path synonymous with the dialectic; synthesis, sublation and unfolding. In-fact, speculative philosophy should not be satisfied to study only “what exists” but also what “could exist” or what it means to “inexist” and should entertain multiple modes of potential becoming between Hegel’s initial triad of logical categories; Being, Non-Being and Becoming. (shrink)

An ontological and epistemological framework and foundation for the psychological symptom 'neurosis'.

This book deals with the possibility of an ontological and epistemological account of the psychological category 'neurosis'. Intertwining thoughts from German idealism, Continental philosophy and psychology, the book shows how neurosis precedes and exists independently from human experience and lays the foundations for a non-essentialist, non-rational theory of neurosis; in cognition, in perception, in linguistics and in theories of object-relations and vitalism. The personal essays collected in this volume examine such issues as assimilation, the philosophy of neurosis, aneurysmal philosophy, and (...) the connection between Hegel and Neurosis, among others. The volume establishes the connection between a now redundant psycho-analytic term and an extremely progressive discipline of Continental philosophy and Speculative realism. (shrink)

The adversary system and the practice of law -- The rule of law -- The moral force of law -- Statutes -- Precedents -- Constitutional interpretation -- Natural law and legal positivism: classical perspectives -- Formalism and legal realism -- Morality and the law -- International law -- Law and economics -- The justification of punishment -- The rights of defendants -- Sentencing -- Criminal responsibility -- Compensating for private harms: the law of torts -- Private ownership: the law of (...) property -- Private agreements: the law of contract -- Church and state -- Personal liberty and privacy -- Freedom of speech -- Equality. (shrink)

For each positive n , two alternative axiomatizations of the theory of strings over n alphabetic characters are presented. One class of axiomatizations derives from Tarski's system of the Wahrheitsbegriff and uses the n characters and concatenation as primitives. The other class involves using n character-prefixing operators as primitives and derives from Hermes' Semiotik. All underlying logics are second order. It is shown that, for each n, the two theories are definitionally equivalent [or synonymous in the sense of deBouvere]. It (...) is further shown that each member of one class is synonymous with each member of the other class; thus that all of the theories are definitionally equivalent with each other and with Peano arithmetic. Categoricity of Peano arithmetic then implies categoricity of each of the above theories. (shrink)

Chapin reviewed this 1972 ZEITSCHRIFT paper that proves the completeness theorem for the logic of variable-binding-term operators created by Corcoran and his student John Herring in the 1971 LOGIQUE ET ANALYSE paper in which the theorem was conjectured. This leveraging proof extends completeness of ordinary first-order logic to the extension with vbtos. Newton da Costa independently proved the same theorem about the same time using a Henkin-type proof. This 1972 paper builds on the 1971 “Notes on a Semantic Analysis (...) of Variable Binding Term Operators” (Co-author John Herring), Logique et Analyse 55, 646–57. MR0307874 (46 #6989). A variable binding term operator (vbto) is a non-logical constant, say v, which combines with a variable y and a formula F containing y free to form a term (vy:F) whose free variables are exact ly those of F, excluding y. Kalish-Montague 1964 proposed using vbtos to formalize definite descriptions “the x: x+x=2”, set abstracts {x: F}, minimization in recursive function theory “the least x: x+x>2”, etc. However, they gave no semantics for vbtos. Hatcher 1968 gave a semantics but one that has flaws described in the 1971 paper and admitted by Hatcher. In 1971 we give a correct semantic analysis of vbtos. We also give axioms for using them in deductions. And we conjecture strong completeness for the deductions with respect to the semantics. The conjecture, proved in this paper with Hatcher’s help, was proved independently about the same time by Newton da Costa. (shrink)

As John Henry Newman reflected on 'The Idea of a University' more than a century and a half ago, Bradley C. S. Watson brings together some of the nation's most eminent thinkers on higher education to reflect on the nature and purposes of the American university today. Their mordant reflections paint a picture of the American university in crisis. This book is essential reading for thoughtful citizens, scholars, and educational policymakers.

Commentators on John Broome's Tanner Lecture. The Tanner Lectures are a collection of educational and scientific discussions relating to human values. Conducted by leaders in their fields, the lectures are presented at prestigious educational facilities around the world.

JOHN CORCORAN AND WILIAM FRANK. Surprises in logic. Bulletin of Symbolic Logic. 19 253. Some people, not just beginning students, are at first surprised to learn that the proposition “If zero is odd, then zero is not odd” is not self-contradictory. Some people are surprised to find out that there are logically equivalent false universal propositions that have no counterexamples in common, i. e., that no counterexample for one is a counterexample for the other. Some people would be surprised (...) to find out that in normal first-order logic existential import is quite common: some universals “Everything that is S is P” —actually quite a few—imply their corresponding existentials “Something that is S is P”. Anyway, perhaps contrary to its title, this paper is not a cataloging of surprises in logic but rather about the mistakes that did or might have or might still lead people to think that there are no surprises in logic. The paper cataloging of surprises in logic is on our “to-do” list. -/- ► JOHN CORCORAN AND WILIAM FRANK, Surprises in logic. Philosophy, University at Buffalo, Buffalo, NY 14260-4150, USA E-mail: [email protected] There are many surprises in logic. Peirce gave us a few. Russell gave Frege one. Löwenheim gave Zermelo one. Gödel gave some to Hilbert. Tarski gave us several. When we get a surprise, we are often delighted, puzzled, or skeptical. Sometimes we feel or say “Nice!”, “Wow, I didn’t know that!”, “Is that so?”, or the like. Every surprise belongs to someone. There are no disembodied surprises. Saying there are surprises in logic means that logicians experience surprises doing logic—not that among logical propositions some are intrinsically or objectively “surprising”. The expression “That isn’t surprising” often denigrates logical results. Logicians often aim for surprises. In fact, [1] argues that logic’s potential for surprises helps motivate its study and, indeed, helps justify logic’s existence as a discipline. Besides big surprises that change logicians’ perspectives, the logician’s daily life brings little surprises, e.g. that Gödel’s induction axiom alone implies Robinson’s axiom. Sometimes wild guesses succeed. Sometimes promising ideas fail. Perhaps one of the least surprising things about logic is that it is full of surprises. Against the above is Wittgenstein’s surprising conclusion : “Hence there can never be surprises in logic”. This paper unearths basic mistakes in [2] that might help to explain how Wittgenstein arrived at his false conclusion and why he never caught it. The mistakes include: unawareness that surprise is personal, confusing logicians having certainty with propositions having logical necessity, confusing definitions with criteria, and thinking that facts demonstrate truths. People demonstrate truths using their deductive know-how and their knowledge of facts: facts per se are epistemically inert. [1] JOHN CORCORAN, Hidden consequence and hidden independence. This Bulletin, vol.16, p. 443. [2] LUDWIG WITTGENSTEIN, Tractatus Logico-Philosophicus, Kegan Paul, London, 1921. -/-. (shrink)

Cosmic Justice Hypotheses. -/- This applied-logic lecture builds on [1] arguing that character traits fostered by logic serve clarity and understanding in ethics, confirming hopeful views of Alfred Tarski [2, Preface, and personal communication]. Hypotheses in one strict usage are propositions not known to be true and not known to be false or—more loosely—propositions so considered for discussion purposes [1, p. 38]. Logic studies hypotheses by determining their implications (propositions they imply) and their implicants (propositions that imply them). Logic also (...) studies hypotheses by seeing how variations affect implications and implicants. People versed in logical methods are more inclined to enjoy working with hypotheses and less inclined to dismiss them or to accept them without sufficient evidence. Cosmic Justice Hypotheses (CJHs), such as “in the fullness of time every act will be rewarded or punished in exact proportion to its goodness or badness”, have been entertained by intelligent thinkers. Absolute CJHs, ACHJs, imply that it is pointless to make sacrifices, make pilgrimages, or ask divine forgiveness: once acts are done, doers must ready themselves for the inevitable payback, since the cosmos works inexorably toward justice. Ceteris Paribus CJHs, CPCJHs, on the other hand, such as “in the fullness of time every act will be rewarded or punished in exact proportion to its goodness or badness—other things being equal”, leave room for exceptions. For example, some people subscribing to Ceteris Paribus CJHs think that certain bad acts can be performed with impunity as long as certain procedures are carried out previous to, or simultaneous with, or even after the acts. Belief Ceteris Paribus CJHs has been exploited by unscrupulous “spiritual leaders” who claim to have power to grant exceptions. In opposition to belief in CPCJHs are CJHs that hold belief in CPCJHs to be inherently wrong and subject to punishment. Other variants of CJHs are Cumulative Cosmic Justice Hypotheses, such as “in the fullness of time every person will be rewarded or punished in exact proportion to the net goodness or badness of their acts”. Still other variants include the Hereditary Cumulative Cosmic Justice Hypotheses, such as “in the fullness of time every person will be rewarded or punished in exact proportion to the net goodness or badness of their ancestors’ acts”. [1] JOHN CORCORAN, Inseparability of Logic and Ethics, Free Inquiry, S. 1989, pp. 37–40. [2] ALFRED TARSKI, Introduction to Logic, Dover, 1995. (shrink)

Mere physical experiences of warmth, distance, hardness, and roughness are found to activate the more abstract psychological concepts that are analogically related to them, such as interpersonal warmth and emotional distance, thereby influencing social judgments and interpersonal behavior without the individual's awareness. These findings further support the principle of neural reuse in the development and operation of higher mental processes.

We reply to the Ioannidis's paper "Effectiveness of antidepressants; an evidence based myth constructed from a thousand controlled trials." We disagree that antidepressants have no greater efficacy than placebo. We present the efficacy from hundreds of trials in terms of the percentage of patients with a substantial clinical response (a 50% improvement or more symptomatic reduction). This meta-analysis finds that 42-70% of depressed patients improve with drug and 21%-39% improve with placebo. The response benefit of antidepressant treatment is 33%-11% greater (...) than placebo. Ioannidis argues that it would be vanishingly smaller because systematic biasing in these clinical trials would reduce the drug-placebo difference to zero. Ioannidis' argument that antidepressants have no benefit is eroded by his failures of logic because he does not present any evidence that there are a large number of studies where placebo is substantially more effective than drug. (To reduce to zero, one would also have to show that some of the unpublished studies find placebo better than drug and have substantial systematic or methodological bias). We also present the empirical evidence showing that these methodological concerns generally have the opposite effect of what Ioannidis argues, supporting our contention that the measured efficacy of antidepressants likely underestimates true efficacy.Our most important criticism is Ioannidis’ basic underlying argument about antidepressants that if the existing evidence is imperfect and methods can be criticized, then this proves that antidepressant are not efficacious. He presents no credible evidence that antidepressants have zero effect size. Valid arguments can point out difficulties with the data but do not prove that a given drug had no efficacy. Indeed better evidence might prove it was more efficacious that originally found.We find no empirical or ethical reason why psychiatrists should not try to help depressed patients with drugs and/or with psychotherapeutic/behavioral treatments given evidence of efficacy even though our treatment knowledge has limitations. The immense suffering of patients with major depression leads to ethical, moral, professional and legal obligations to treat patients with the best available tools at our disposal, while diligently and actively monitoring for adverse effects and actively revising treatment components as necessary. (shrink)