Whether one should accept a principle like DDE cannot be settled independent of one's more general moral theory. In this, I take it, I agree with Professor Boyle, though I do not think he has shown that DDE has a role only in his particular form of absolutism. Still, since his theory does require DDE, an important question is what the alternatives are – whether we must choose between this absolutism and either utilitarianism or intuitionism. A form of contractualism, the (...) requirements of which derive to a large extent from institutionally or conventionally established rights, is sketched here as an attractive alternative. It does not lead, so far as I can see, to DDE. Keywords: authority, contractualism, rights CiteULike Connotea Del.icio.us What's this? (shrink)

How are the demands of morality related to the needs, interests, and projects of people? Are they a burden, or are they good for us? Are they nothing but arbitrary impositions, or should we expect them to be justified? And will the answers to these questions tell us why and whether we should be moral? In this short, accessible text, William Nelson poses these questions in a form appropriate for beginning students and treats them in a way that both (...) they and their teachers will appreciate. In the company of major figures from the history of ethics, Nelson explores the key issues surrounding topics like egoism, altruism, the good life, and the requirements of morality. A special strength of his presentation is the way he demonstrates how the views of these historical figures prefigure the theories espoused by different schools of contemporary thought. Students get not only the historical positions in terms of which contemporary debates are framed but also up-to-date discussions of utilitarianism, contractualism, problems of collective action, and the relations between virtue and duty-based theories. Nelson's own view that morality is not a single subject matter enables him to show how each of the historical traditions has a role to play in a coherent and defensible pluralistic account of morality. At the core of this pluralism is a commitment to the democratic view that morality must not merely serve practical human purposes, but it must also be justified to the people it governs. Imaginative and insightful, intelligent and informed, this is an excellent first text for students of ethics and the history of ethics. (shrink)

To better understand the available publications addressing ethical issues in rural health care we sought to identify the ethics literature that specifically focuses on rural America. We wanted to determine the extent to which the rural ethics literature was distributed between general commentaries, descriptive summaries of research, and original research publications. We identified 55 publications that specifically and substantively addressed rural health care ethics, published between 1966 and 2004. Only 7 (13%) of these publications were original research articles while (12) (...) 22% were descriptive summaries of research and 36 (65%) were general commentaries. The majority of publications examined (55%) were clinically focused while 27% addressed organizational ethics and 18% addressed ethical ramifications of rural health care policy at a national or community level. Our findings indicate that there are a limited number of publications focusing on rural health care ethics, suggesting a need for scholars and researchers to more rigorously address rural ethics issues. (shrink)

When students are meaningfully involved and emotionally invested in content, they learn more and perform better. In 20 strategies for increasing student engagement, Dr. William N. Bender provides practical examples, guidelines, and the research behind his teaching tips to help educators focus on specific strategies for engaging students in the classroom. In today's rigorous educational landscape, even the most effective teachers are working to polish their practice. Bender offers a wealth of ways to develop intensive, attention-grabbing instructional techniques that (...) foster high levels of student achievement.--from book cover. (shrink)

This paper is concerned with the normative content of Kant's formula of humanity (FH). More specifically, does FH, as some seem to think, imply the specific and rigid prescriptions in 'standard' deontological theories? To this latter question, I argue, the answer is 'no'. I propose reading FH largely through the formula of autonomy and the formula of the kingdom of ends, where I understand FA to describe the nature of the capacity of humanity-a capacity for self-governance. The latter, I suggest, (...) is akin to the capacity for planning and intentional action described in Michael Bratman's work. A significant part of what FH requires, I then propose, is that we exercise these capacities for planning in such a way that we accommodate and coordinate with the (permissible) plans and intentions of others. Kant himself, as do many commentators, emphasizes the idea that our human capacities give us a distinctive kind of value. On my interpretation, by contrast, what is fundamentally important is not the value of the capacities but rather what they make possible: distinctive ways of mistreating (using) persons, but also a distinctive kind of morally desirable relationship. CiteULike Connotea Del.icio.us What's this? (shrink)

An experimenting society is one in which policy-relevant knowledge is created. It is then critically assessed and communicated in real-life or natural settings, with the aim of discovering new forms of public action to improve the problem-solving capacities of society. This latest volume of the distinguished Policy Studies Review Annual series probes, evaluates, and augments the work of Donald T. Campbell on an experimental societies. A basic assumption of this volume is that Campbell's perspective supplies a useful way to address (...) increasingly complex and seemingly unmanageable problems facing the United States and other postindustrial societies. This volume is also the fourteenth festschrift to be issued by Transaction. The focus is on theoretical as well as practical options for creating an experimenting society. The rationale for this focus is the belief, increasingly -shared in the social science and policy-making communities alike, that researchers are essentially ignorant about how to solve many of the most pressing larger problems of this epoch. This frank recognition of ignorance is a prerequisite of genuine scientific and professional curiosity, without which knowledge gains are next to impossible to achieve, and a'precondition of an experimenting society. Contributors to this original volume include: Steve-Fuller, Duncan MacRae, Jr., Anthony S. Bryk, Robert A. Beauregard, Rita Mae Kelly, Peter Gregware, Burkart Holzner, B. Guy Peters, C. West Churchman, and Ian I. Mitroff. Their multidisciplinary competencies are at once philosophical, methodological, and substantive. They address such questions as: What new or bold policies are available in domains such as education, science, and urban development? In what ways can theoretical knowledge and practical action be fused so as to illuminate or alleviate policy problems? What should be done? Included are excerpts from Campbell's foundational paper "The Experimenting Society," as well as a recent article entitled "Methods for the Experimenting Society," which circulated in unpublished form for many years. An unusual feature of the book is Campbell's responses to those who have addressed his work with candor and intelligence. It will be of interest to policy studies scholars, sociologists, and social scientists. (shrink)

In this manuscript, the author demonstrates how a new idea of the future came into being in eighteenth-century France with the development of modern biological, economic, and social engineering. With the emergence of these practices, the future transformed from something that was largely believed to be predetermined and beyond significant human intervention into something that could be significantly affected through actions in the present. Focusing on the second-half of the century, The author argues that specific mechanisms for constructing the future (...) first arose through the development of practices and instruments aimed at countering degeneration. In their attempts to regenerate a healthy natural state, Enlightenment philosophes created the means to exceed previously recognized limits and create a future that was not merely a recuperation of the past, but was fundamentally different from it. The new active orientation to the future that emerged from these practices was not something that was explicitly articulated during the Enlightenment. Instead this practical orientation must be seen as an implicit understanding of historical temporality. Historical actors often had a tacit knowledge of time--one that they worked with--without necessarily being fully aware of it or articulating it explicitly in their writing. The full articulation of the new idea of the future did not occur until the French Revolution, but the practical understanding of it that developed during the Enlightenment played an important role in making possible the French revolutionaries' unprecedented attempts to remake the world completely anew. (shrink)

The rural health context in the United States presents unique ethical challenges to its approximately 60 million residents, who represent about one quarter of the overall population and are distributed over three-quarters of the country’s land mass. The rural context is not only identified by the small population density and distance to an urban setting but also by a combination of social, religious, geographical, and cultural factors. Living in a rural setting fosters a sense of shared values and beliefs, a (...) strong work ethic, self-reliance, and a tendency for close-knit extended social structures where overlapping relationships are commonplace. (shrink)