This paper explores the continuing relevance of Karl Rahner’s work on development of doctrine to a church within a world marked by an emerging postmodern consciousness. It focuses primarily on three elements of development as Rahner understands it, theological discussion, the influence of the Spirit and the role of church authority. The discussion of a possible definition of Mary as co-redemptrix and the controversy over the ordination of women are cited as concrete examples of issues of development facing the (...) church today. Rahner’s increasing awareness of the context of irreducible plurality that marks the world-church of today and tomorrow led him to the increasing conviction in the later works that the Spirit is leading the church to a deepening understanding of the central mysteries of faith rather than to a further proliferation of defined dogmas. In the later works especially, he encouraged an attitude of open discussion that reflects the confidence that the Spirit is with the whole church as it struggles to express its faith in ever changing contexts. The paper concludes that Rahner’s understanding of the complex balance of elements involved in authentic doctrinal development continues to offer valuable insight to today’s discussions. (shrink)

This paper explores the continuing relevance of Karl Rahner’s work on development of doctrine to a church within a world marked by an emerging postmodern consciousness. It focuses primarily on three elements of development as Rahner understands it, theological discussion, the influence of the Spirit and the role of church authority. The discussion of a possible definition of Mary as co-redemptrix and the controversy over the ordination of women are cited as concrete examples of issues of development facing the (...) church today. Rahner’s increasing awareness of the context of irreducible plurality that marks the world-church of today and tomorrow led him to the increasing conviction in the later works that the Spirit is leading the church to a deepening understanding of the central mysteries of faith rather than to a further proliferation of defined dogmas. In the later works especially, he encouraged an attitude of open discussion that reflects the confidence that the Spirit is with the whole church as it struggles to express its faith in ever changing contexts. The paper concludes that Rahner’s understanding of the complex balance of elements involved in authentic doctrinal development continues to offer valuable insight to today’s discussions. (shrink)

Karl Rahner was one of the most significant theological voices of the twentieth century. For many his theology has come to symbolise the Catholic Church's entry into modernity. Part of his enduring appeal lies in his ability to reflect on a whole variety of issues in theology and spirituality and concentrate this plurality into a few basic convictions. This Cambridge Companion provides an accessible introduction to the main themes of Rahner's work. Written by an international array of experts, it will (...) be of interest to both students and scholars alike. Each chapter serves as a guide to its topic and recommends further reading for additional study. The contributors also assess Rahner's significance for contemporary theology by bringing his thought into dialogue with many current concerns including: religious pluralism, spirituality, postmodernism, ecumenism, ethics and developments in political and feminist theologies. (shrink)

This book moves toward building a new and more comprehensive theory of literature, philosophy, psychology, and art. The extremely popular work of Ken Wilber, unites the best of both western and eastern thought and affirms that the stages of consciousness, more refined than that of the reasoning mind, do exist.

Background:Clinical investigation is a growing field employing increasing numbers of nurses. This has created a new specialty practice defined by aspects unique to nursing in a clinical research context: the objectives, setting, and nature of the nurse–participant relationship. The clinical research nurse role may give rise to feelings of ethical conflict between aspects of protocol implementation and the duty of patient advocacy, a primary nursing responsibility. Little is known about whether research nurses experience unique ethical challenges distinct from those experienced (...) by nurses in traditional patient-care settings.Research objectives:The purpose of the study was to describe the nature of ethical challenges experienced by clinical research nurses within the context of their practice.Research design:The study utilized a qualitative descriptive design with individual interviews.Participants and research context:Participating nurses self-identified as having experienced ethical challenges during screening. The majority were Caucasian, female, and worked in outpatient settings. Approximately 50% had > 10 years of research experience.Ethical considerations:The human subjects review board approved the study. Written informed consent was obtained.Findings:Predominant themes were revealed: the inability to provide a probable good, or/do no harm, and dual obligations. The following patterns and subthemes emerged: conflicted allegiances between protocol implementation, needs of the participant, desire to advance science, and tension between the nurse–patient therapeutic relationship versus the research relationship.Discussion:Participants described ethical challenges specific to the research role. The issues are central to the nurse–participant relationship, patient advocacy, the nurse’s role in implementing protocols, and/or advancing science.Conclusion:Ethical challenges related to the specialized role of clinical research nurses were identified. More research is warranted to fully understand their nature and frequency and to identify support systems for resolution. (shrink)

One of the core problems with engineering ethics education is perceptual. Although ethics is meant to be a central component of today’s engineering curriculum, it is often perceived as a marginal requirement that must be fulfilled. In addition, there is a mismatch between faculty and student perceptions of ethics. While faculty aim to communicate the nuances and complexity of engineering ethics, students perceive ethics as laws, rules, and codes that must be memorized. This paper provides some historical context to better (...) understand these perceptual differences, and suggests that curriculum constraints are important contributing factors. Drawing on the growing scholarship of student engagement approaches to pedagogy, the paper explores how students can be empowered to effect change in the broader engineering curriculum through engineering ethics. The paper describes a student engagement approach to pedagogy that includes students as active participants in curriculum design—a role that enables them to critically reflect about why ethics is a requirement. Including students in the process of curriculum design leads students to reframe ethics as an integrative tool with the capacity to bring together different engineering departments and build bridges to non-engineering fields. This paper argues that students can and should play an active and important role in relocating ethics from the periphery to the core of the engineering curriculum. (shrink)

Emotions are often portrayed as subjective judgments that pose a threat to rationality and morality, but there is a growing literature across many disciplines that emphasizes the centrality of emotion to moral reasoning. For engineers, however, being rational usually means sequestering emotions that might bias analyses—good reasoning is tied to quantitative data, math, and science. This paper brings a new pedagogical perspective that strengthens the case for incorporating emotions into engineering ethics. Building on the widely established success of active and (...) collaborative learning environments, in particular the problem-based learning philosophy and methodology, the paper articulates new strategies for incorporating emotion into engineering ethics education. An ethics education pilot study is analyzed to explore how PBL can engage students’ emotions. Evidence suggests that PBL empowers students to cultivate value for engineering ethics and social responsibility, and in doing so, redefine the societal role of the engineer. Taking students’ emotions seriously in engineering ethics offers an effective strategy to meaningfully engage students in ethical learning. (shrink)

Little is known about how certain patient characteristics can affect the timing of an ethics consultation, which has been hypothesized to affect patient length of stay. This study assessed how specific patient characteristics affect the timing of an ethics consultation, namely, age (over 65 years), race, Medicaid status, the presence of a living will, the presence of a health care proxy, and the absence of decisional capacity. Moving beyond the typical case-series evaluation of an ethics consultation service, this study used (...) an innovative approach to model how predisposing, enabling, and need factors affect health behavior and subsequently affect health outcomes for patients who received an ethics consultation at a Catholic health care system in Oklahoma. (shrink)

Use of humanities content in American medical education has been debated for well over 60 years. While many respected scholars and medical educators have purported the value of humanities content in medical training, its inclusion remains unstandardized, and the undergraduate medical curriculum continues to be focused on scientific and technical content. Cited barriers to the integration of humanities include time and space in an already overburdened curriculum, and a lack of consensus on the exact content, pedagogy and instruction. Edmund Pellegrino, (...) physician and scholar of the latter twentieth century, spent much of his professional life promoting the value and importance of the humanities in medical education, seeking the best way to incorporate and teach this content in clinically relevant ways. His efforts included the founding of multiple enterprises starting in the 1960s and 1970s to promote human values in medical education, including the Society for Health and Human Values and its Institute on Human Values in Medicine. Regardless of his efforts and those of many others into the current century, the medical humanities remains a curricular orphan, unable to find a lasting home in medical education and training. (shrink)

Human Nature offers a wide-ranging and holistic view of human nature from all perspectives: scientific, historical, and sociological. Mary Clark takes the most recent data from a dozen or more fields, and works it together with clarifying anecdotes and thought-provoking images to challenge conventional Western beliefs with hopeful new insights. Balancing the theories of cutting-edge neuroscience with the insights of primitive mythologies, Mary Clark provides down-to-earth suggestions for peacefully resolving global problems. Human Nature builds up a coherent, and (...) above all positive, picture of who we really are. (shrink)

In the _World Library of Educationalists_, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume, allowing readers to follow the themes of their work and see how it contributes to the development of the field. Mary James has researched and written on a range of educational subjects which (...) encompass curriculum, pedagogy and assessment in schools, and implications for teachers´ professional development, school leadership and policy frameworks. She has written many books and journals on assessment, particularly assessment for learning and is an expert on teacher learning, curriculum, leadership for learning and educational policy. Starting with a specially written introduction in which Mary gives an overview of her career and contextualises her selection, the chapters are divided into three parts: Educational Assessment and Learning Educational Evaluation and Curriculum Development Educational Research and the Improvement of Practice Through this book, readers can follow the different strands that Mary James has researched and written about over the last three decades, and clearly see her important contribution to the field of education. (shrink)

It is widely accepted that translational research practitioners need to acquire special skills and knowledge that will enable them to anticipate, analyze, and manage a range of ethical issues. While there is a small but growing literature that addresses the ethics of translational research, there is a dearth of scholarship regarding how this might apply to engineers. In this paper we examine engineers as key translators and argue that they are well positioned to ask transformative ethical questions. Asking engineers to (...) both broaden and deepen their consideration of ethics in their work, however, requires a shift in the way ethics is often portrayed and perceived in science and engineering communities. Rather than interpreting ethics as a roadblock to the success of translational research, we suggest that engineers should be encouraged to ask questions about the socio-ethical dimensions of their work. This requires expanding the conceptual framework of engineering beyond its traditional focus on “how” and “what” questions to also include “why” and “who” questions to facilitate the gathering of normative, socially-situated information. Empowering engineers to ask “why” and “who” questions should spur the development of technologies and practices that contribute to improving health outcomes. (shrink)

Current controversies about the ordination of women have shown the need for a re‐examination of what the Christian Church means by priesthood. This article looks at the Epistle to the Hebrews’ contribution to our understanding. To that end it focuses on the institution of priesthood in its first‐century Jewish context and shows the use made of it by the author of Hebrews in his presentation of Christian faith.Section 1 emphasizes some all‐important differences between the NT’s use of the language of (...) priesthood and ours. Not least, it nowhere uses “priest” to designate Christian ministers. All the more striking, therefore, is Hebrews’ depiction of Jesus as “high priest”.Section 2 discusses Judaism’ Day of Atonement ceremonies – Hebrews’ dominant cultic model. In the comparison drawn between Christ’s death and exaltation with these rites, he becomes not only the high priest but also the expiatory victim.As far as Judaism’ cultic institutions are concerned, however, Jesus was not and never could be a priest, since he was of the tribe of Judah rather than Levi. Hence Hebrews appeals to Melchizedek. How this non‐Israelite model is used by Hebrews to subvert the whole notion of priesthood as caste is discussed in section 3.Finally, in section 4 Isaacs concludes that for Hebrews there is no longer a role for an ongoing priesthood, since Jesus has definitively achieved access to God, which was its raison d’être. Melchizedekian high priesthood is unique to Christ; neither inherited nor transmitted. Hence, unlike other NT authors, for Hebrews even the church as a corporate body is not a priesthood. As its closing chapters show, in this Epistle the cultic model gives way to the more inclusive one of pilgrimage. (shrink)

Few, if any, present‐day undergraduate degree courses in Theology include in their syllabus a study of the Epistle to the Hebrews or other New Testament writings other than the Gospels and the Pauline epistles. The result is in effect that we create a canon within a canon.This paper, originally read at a postgraduate seminar, gives reasons why Hebrews in particular should not be neglected.Hebrews provides evidence of the diversity of early Christian tradition, for example, with its teaching that it is (...) impossible to be re‐admitted to the community of faith, having once abandoned it, and with its unique use of Israel’s day of Atonement rites in its presentation of Christ. Moreover, the very genre of Hebrews merits particular interest.Hebrews also evidences a Christian community which has yet to break with Judaism. Its thoroughly Jewish background illustrates for students of the New Testament the necessity of knowing the Jewish Scriptures as well as the writings of the New Testament. Moreover, a study of the Epistle could make a constructive contribution to present‐day Jewish–Christian dialogue, even if in the past it has been enlisted on the side of a thinly‐disguised anti‐Semitism.Finally, Hebrews brings the student face to face with the metaphorical character of much of the language of the New Testament – a form of language which is not to be taken less seriously than other kinds of language; and in this case, Hebrews’ Day of Atonement metaphors issue in new insights – in an innovative theology of access to God.For this and other reasons, the study of Hebrews has an important contribution to make to theology degree syllabuses. (shrink)

Traditionally, psychoanalytically oriented clinicians have eschewed a direct focus on symptoms, viewing it as superficial turning away from underlying psychopathology. But this assumption is an artifact of a dated classical approach; it should be reexamined in the light of contemporary relational thinking. So argues Mary Connors in _Symptom-Focused Dynamic Psychotherapy_, an integrative project that describes cognitive-behavioral techniques that have been demonstrated to be empirically effective and may be productively assimilated into dynamic psychotherapy. What is the warrant for symptom-focused interventions (...) in psychodynamic treatment? Connors argues that the deleterious impact of symptoms on the patient's physical and emotional well being often impedes psychodynamic engagement. Symptoms associated with addictive disorders, eating disorders, OCD, and posttraumatic stress receive special attention. With patients suffering from these and other symptoms, Connors finds, specific cognitive-behavior techniques may relieve symptomatic distress and facilitate a psychodynamic treatment process, with its attentiveness to the therapeutic relationship and the analysis of transference-countertransference. Connors' model of integrative psychotherapy, which makes cognitive-behavioral techniques responsive to a comprehensive understanding of symptom etiology, offers a balanced perspective that attends to the relational embeddedness of symptoms without skirting the therapeutic obligation to alleviate symptomatic distress. In fact, Connors shows, active techniques of symptom management are frequently facilitative of treatment goals formulated in terms of relational psychoanalysis, self psychology, intersubjectivity theory, and attachment research. A discerning effort to enrich psychodynamic treatment without subverting its conceptual ground, _Symptom-Focused Dynamic Psychotherapy_ is a bracing antidote to the timeworn mindset that makes a virtue of symptomatic suffering. (shrink)

ABSTRACT The criteria for adequate explanation have been the subject of intense debate in the philosophy of social science. This paper examines a variety of explanations of a decade of violence in Kampuchea in order to clarify the dimensions of the Kampuchean tragedy and to challenge both the hypothetico‐deductive and the Verstehen models of explanation central to contemporary debates in the philosophy of social science. Using the Kampuchean case as an example, I suggest that the analyst's propensity to assimilate new (...) information into a tacit, pre‐supposition‐laden conceptual framework contributes to an oversimplification or caricature of the event to be explained. For this reason, no individual explanation of an event can be definitive. An adequate explanation can emerge only from the juxtaposition of and extrapolation from multiple, non‐privileged interpretations representing different methodological and ideological perspectives on the socio‐political event to be explained. (shrink)

This paper provides an analysis of nursing as a knowledgeable discipline. We examined ways in which knowledge operates in the practice of home care nursing and explored how knowledge might be fruitfully understood within the ambiguous spaces and competing temporalities characterizing contemporary healthcare services. Two popular metaphors of knowledge in nursing practice were identified and critically examined; evidence-based practice and the nurse as an intuitive worker. Pointing to faults in these conceptualizations, we suggest a different way of conceptualizing the relationship (...) between knowledge and practice, namely practice as being activated by contextualized knowledge. This conceptualization is captured in an understanding of the intelligent creation of context by the nurse for nursing practice to be ethical and effective. (shrink)

This dissertation develops a Kantian philosophical framework for understanding our individual obligations under public law. Because we have a right to do anything that is not wrong, the best interpretation of Immanuel Kant's Universal Principle of Right tracks the two ways--material and formal--in which actions can be wrong. This interpretation yields surprising insights, most notably a novel formulation of Kant's standard for formal wrongdoing. Because the wrong-making property of a formally wrong action does not depend on whether or not the (...) action in question has been prohibited by statute, Kant's legal philosophy is consistent with a natural law theory of public crime. Moreover, because the law can obligate us only by establishing a universal external incentive to obey its commands, statutes that impose only fines on nominal violators do not constrain our lawful options. Instead, if they are otherwise just, such statutes must be regarded as rightful permissive laws, according to which we may incur liabilities through our voluntary choices. (shrink)

2021 Catholic Media Association Award first place award in Catholic Social Teaching In The Meal That Reconnects, Dr. Mary McGann, RSCJ, invites readers to a more profound appreciation of the sacredness of eating, the planetary interdependence that food and the sharing of food entails, and the destructiveness of the industrial food system that is supplying food to tables globally. She presents the food crisis as a spiritual crisis—a call to rediscover the theological, ecological, and spiritual significance of eating and (...) to probe its challenge to Christian eucharistic practice. Drawing on the origins of Eucharist in Jesus’s meal fellowship and the worship of early Christians, McGann invites communities to reclaim the foundational meal character of eucharistic celebration while offering pertinent strategies for this renewal. (shrink)

Mary Daly had a complicated relationship to the Catholic tradition. While it is commonly assumed that she rejected it thoroughly, this article offers a more nuanced look at the various ways in which it shaped her thinking. What is clear is that she had a decisive impact on the Catholic tradition, indeed on religion in general. Language about the divine, images of deities, human participation in things spiritual will never be the same after her thorough-going feminist critique. Her legacy (...) is multi-faceted like the woman herself. (shrink)

My purpose in this paper is to outline a philosophic orientation for the practice of adult education that is consistent with the developmental nature of adult experience and involvement in an intersubjective world. Drawing upon the frameworks of existential phenomenology and hermeneutics, we will argue that the liberal education of adults must take as its starting point man's primary and irreducible need for meaning. The capacity for meaning-making through the lifespan is contingent upon the growth of perception of novelty in (...) experience and self-trancendence, the act of going beyond one's own self-enclosed meaning-perspective. Both of these processes are fostered by a collective model of learning, in which self-reflection and dialogue within a community of interpreters penetrate the taken-for-granted and sedimented meaning structures of its interpretive skills permits the ongoing constitution of meaning and construction of self within the social context. (shrink)

Drawing on field data gathered from 1994 to 1996, this article considers tensions in the development of community networks and highlights the decisions that shape particular types of networks. Four key decision points include interface choice, content, interaction, and outreach. Discourse about decision making is often dichotomized around civic and consumer social currents. Civic currents demand text-only interfaces, exclusively non- profit content, full electronic interaction capabilities for everyone, and deep outreach efforts. In contrast, consumer currents push graphical interfaces, the inclusion (...) of profit-making content, limited interaction options, and meso to shallow outreach. While considering the influences of these currents, the article problematizes the dichotomy and considers more specific social influences on decision making. It also suggests specific network decisions that may contribute to greater communications equity. (shrink)