Elmer J Thiessen; Indoctrination and Doctrines, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2006, Pages 3–17, https://doi.org/10.1111/j.1467-.

Elmer J Thiessen; Indoctrination and Doctrines, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2006, Pages 3–17, https://doi.org/10.1111/j.1467-.

It is often argued that religious schools and colleges promote intolerance, divisiveness, and fanaticism and that they violate the principle of academic freedom. Some writers also suggest that economic support for religious schools by the state violates the principle of the separation of church and state. Elmer Thiessen provides a philosophical defence of religious schools and colleges against these and other standard objections. He concludes with a radical proposal: a pluralistic educational system will better prepare students for citizenship (...) in pluralist liberal democracies than a monopolistic state-maintained school system. In placing his argument within the context of liberal-democratic values Thiessen gives concrete examples of objections to religious schools and offers practical suggestions that follow from the philosophical treatment of the problem. In Defence of Religious Schools and Colleges bridges the gap between philosophical argument and educational practice. It will be of interest not only to philosophers and educational theorists but also to practitioners in education. Academics, policy makers, political theorists, lay-people, teachers, administrators, and parents – those who object to religious schools and colleges and those who find themselves trying to answer the objections – will benefit from reading this book. (shrink)

This book defends Christian nurture and education against the frequently made charge of indoctrination. It argues that Christian education is fully compatible with a liberal education.

Elmer John Thiessen; Two Concepts or Two Phases of Liberal Education?, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 223–234, https.

Elmer John Thiessen; Two Concepts or Two Phases of Liberal Education?, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 223–234, https.

Why do religious people attempt to persuade others of their beliefs? What are the current objections to the religious practice of proselytizing? Is proselytizing an ethically defensible practice? Are there kinds of proselytizing activities that are ethically questionable? Elmer John Thiessen responds to questions like these in an effort to provide a philosophical defense of proselytization, or religious persuasion, as an ethical practice. Thiessen examines and refutes current cultural and academic objections to religious proselytizing and offers a (...) thorough ethics of evangelism. (shrink)

One reason why religious intolerance is so widespread, according to Newman, is that many people do not understand what tolerance means. Thus, “many intolerant people actually think that they are tolerant, and liberal people usually have trouble explaining to them why they are wrong”. Newman therefore begins his book with an analysis of the concept of tolerance. “Tolerance involves tolerating, that is, accepting, enduring, bearing, putting up with; it involves acceptance in the sense of refraining from any strong reaction to (...) the thing in question; it is half hearted, an attitude towards something that is not liked, loved, respected, or approved of; and it is often, though not always, understood as a praiseworthy act or virtue”. (shrink)

Objectives: To report the attitudes and opinions of subjects in US clinical trials about whether or not, and why, they should receive post-trial access (PTA) to the trial drug, care and information. Design: Focus groups, short self-administered questionnaires. Setting: Boston, Dallas, Detroit, Oklahoma City. Participants: Current and recent subjects in clinical trials, primarily for chronic diseases. Results: 93 individuals participated in 10 focus groups. Many thought researchers, sponsors, health insurers and others share obligations to facilitate PTA to the trial drug, (...) if it benefited the subject, or to a therapeutic equivalent. Some thought PTA obligations include providing transition care (referrals to non-trial physicians or other trials, limited follow-up, short-term drug supply) or care for long-term adverse events. Others held, in contrast, that there are no PTA obligations regarding drugs or care. However, there was agreement that former subjects should receive information (drug name, dosage received, market approval date, long-term adverse effects, trial results). Participants frequently appealed to health need, cost, relationships, reciprocity, free choice and sponsor self-interest to support their views. Many of their reasons overlapped with those commonly discussed by bioethicists. Conclusion: Many participants in US trials for chronic conditions thought there are obligations to facilitate PTA to the trial drug at a “fair” price; these views were less demanding than those of non-US subjects in other studies. However, our participants’ views about informational obligations were broader than those of other subjects and many bioethicists. Our results suggest that the PTA debate should expand beyond the trial drug and aggregate results. (shrink)

Understanding why individuals opt out of living donation is crucial to enhancing protections for all living donors and to identify modifiable barriers to donation. We developed an ethical approach to conducting research on individuals who opted out of living kidney donation and applied it in a small-scale qualitative study at one US transplant centre. The seven study participants had varied reasons for opting out, the most prominent of which was concern about the financial burden from lost wages during the postoperative (...) period. Several reported feeling alone during their decision-making process. Although no participants used an alibi, a centre-provided statement of non-eligibility to donate, all believed that centres should offer alibis to help preserve donor autonomy. Given the complexity of participants' decisions and the emotions they experienced before and after deciding not to donate, we suggest approaches for independent living donor advocates to support this population. This study demonstrates that research on individuals who opt out of donation is feasible and yields valuable insight into methods to improve the evaluation experience for potential living donors. (shrink)

This article defends Christian education and nurture against the charge of indoctrination.

In his article, “The Unified Brain-Based Determination of Death Conceptually Justifies Death Determination in DCDD and NRP Protocols,” James Bernat argues that Thoracoabdominal Normothermic Regiona...

We examined the attitudes of 600 students in large introductory algebra and psychology classes toward an actual or hypothetical cheating incident and the subsequent retake procedure. Overall, 57% of students in one class and 49Y0 in the other reported that they either cheated or would have cheated if given the opportunity. More men (59%) than women (53%) reported cheating or potential cheating. Students who had actually experienced a retake procedure to handle cheating were more satisfied with such a procedure than (...) others were about a hypothetical situation. Despite having a retake, cheaters were significantly more likely than noncheaters to predict that they would cheat again. Results suggest that instructors who require a retake following extensive cheating should devote class time to a discussion of the issue and all possible alternatives. (shrink)

In his landmark monograph, "The Politics of Jesus", John Howard Yoder challenged mainstream Christian social ethics by arguing that the New Testament account of Jesus's founding of a messianic community entails a normative politics, not only for early Christianity but for the contemporary church. This challenge is further elaborated in several important posthumous publications, especially "Preface to Theology", in which Yoder examines the development of early Christology with attention to its political and ethical implications, and "The Jewish-Christian Schism Revisited", Yoder's (...) proposal for a renewed Jewish-Christian dialogue around the moral meaning of messianism. This article interprets these writings with reference to a range of critical scholarship on and about Yoder, Yoder and Augustine, and Jewish and Christian messianism, paying particular attention to questions of political ethics. (shrink)

Ineffability, method, and ontology, by G. Bergmann.--The glory and the misery of Ludwig Wittgenstein, by G. Bergmann.--Stenius on the Tractatus, by G. Bergmann.--Naming and saying, by W. Sellars.--The ontology of Wittgenstein's Tractatus, by E. D. Klemke.--Material properties in the Tractatus, by H. Hochberg.--Wittgenstein's pantheism: a new light on the ontology of the Tractatus, by N. Garver.--Science and metaphysics: a Wittgensteinian interpretation, by H. Petrie.--Wittgenstein on private languages, by C. L. Hardin.--Wittgenstein on private language, by N. Garver.--Wittgenstein and private languages, by (...) W. Todd.--The private-language argument, by H.-N. Castañeda.--Wittgenstein on privacy, by J. W. Cook.--"Forms of life" in Wittgenstein's Philosophical investigations, by J. F. M. Hunter.--Privacy and language, by M. S. Gram.--On language games and forms of life, by F. Zabeeh.--Wittgenstein on meaning and use, by J. F. M. Hunter.--Wittgenstein on phenomenalism, skepticism, and criteria, by A. Oldenquist.--Tractarian reflections on saying and showing, by D. W. Stampe.--Wittgenstein and logical necessity, by B. Stroud.--Negation and generality, by H. Hochberg.--Facts, possibilities, and essences in the Tractatus, by H. Hochberg.--Arithmetic and propositional form in Wittgenstein's Tractatus, by H. Hochberg.--Selected bibliography (p. 543-546). (shrink)

IN THIS PAPER I provide a critical commentary of Elmer Thiessen's The Ethics of Evangelism. Following an overview of the book's project and strategies, I discuss two stages of the project in detail. The first is Thiessen's analysis of ‘religious proselytism’; the second is Thiessen's arguments that evangelizing can be a good thing to do in itself. Finally, I summarize what I think are the chief merits of the book and suggest for whom it will be (...) of particular interest. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Bonhoeffer the Assassin? Challenging the Myth, Recovering His Call to Peacemaking by Mark Thiessen Nation, Anthony G. Siegrist, and Daniel P. UmbelDallas J. GinglesBonhoeffer the Assassin? Challenging the Myth, Recovering His Call to Peacemaking Mark Thiessen Nation, Anthony G. Siegrist, and Daniel P. Umbel grand rapids, mi: baker academic, 2013. 272 pp. $29.99In their new book Bonhoeffer the Assassin?, Mark Thiessen Nation, Anthony G. Siegrist, (...) and Daniel P. Umbel painstakingly reread primary texts in order to challenge the widely held belief that Dietrich Bonhoeffer participated in an attempt to assassinate Adolf Hitler. Their alternative to the usual narrative of Bonhoeffer’s life holds that early in his career, long before the crisis of the Confessing Church and the rise of Nazism, Bonhoeffer made a commitment to [End Page 205] Christian pacifism that endured even through the war years and his resistance to Hitler.To argue for this alternative telling, the authors analyze Bonhoeffer’s three main “ethical” texts: the early “Barcelona lectures,” Discipleship, and finally Ethics. On their telling, while the early ethics lectures were theologically deficient, by the time that Bonhoeffer wrote Discipleship he had developed “integration,” which was “the primary theological catalyst for the ethical transition from Barcelona to Discipleship” (129). Discipleship is, they conclude, the pinnacle of Bonhoeffer’s thought, and anything that comes after it, including Ethics, cannot in any fundamental way differ from it.Alongside this diachronic analysis of Bonhoeffer’s main ethics texts, the authors emphasize two letters that Bonhoeffer wrote in 1935 and 1936. In the first, Bonhoeffer asserts that, because of his theology, he is “sometimes perceived as fanatical” (223). The second he wrote describing his “conversion experience” in 1930, in relation to the Sermon on the Mount and “Christian pacifism.” Read singly, these letters are interesting examples of Bonhoeffer’s thought and life of faith. As the authors present the argument, though, the letters comprise a unified narrative and function as an interpretive lens by which the primary texts should be understood. They think that the “fanaticism” of the first letter refers to the faith brought about in the conversion experience described in the second. The “fanaticism” letter is important because in it he asserts that, “if he were to become more ‘reasonable,’ he would have to ‘chuck [his] entire theology’” (223).Because Bonhoeffer wrote that he would have to “chuck” his theology if he made it more “reasonable,” the authors think that the theology that emerged from the conversion experience has a foundational role in his later works. Whatever Bonhoeffer wrote in Ethics, then, simply cannot disagree with the “fanaticism” that “is most fully articulated in … Discipleship” (223). Because of the importance of the “Christian pacifism” of the conversion and Discipleship, it is thus impossible—or at least highly unlikely—that Bonhoeffer participated in the assassination attempts.Bonhoeffer scholars and nonspecialists alike will find this text provocative and interesting. The conclusions, though, are finally unconvincing. For the authors, the “conversion experience” is the central key to understanding Bonhoeffer, and it is clear that they understand “Christian pacifism” to be of primary importance in the conversion, but they never tell us to what variety of Christian pacifism Bonhoeffer converted. It is very likely that Bonhoeffer’s Christian pacifism was different in kind than the Christian pacifism that the authors seem to endorse. That anachronistic reading alone renders the conclusions of the text suspect.Apart from simple historical questions, the methodology the authors use to construct their hermeneutical lens is also problematic. It is difficult to submit [End Page 206] Bonhoeffer’s entire corpus to two earlier letters that he wrote a full year apart. While readers may understand and agree that Bonhoeffer was not, in reality, an assassin (the minor claim), it will be hard to convince readers of the impassibility of his “Christian pacifism” (the major claim).Dallas J. GinglesSouthern Methodist UniversityCopyright © 2015 Society of Christian Ethics... (shrink)

Un humaniste indépendant: W.C. Brownell et le rôle de la critique.--La doctrine de l'humanisme: l'œuvre d'Irving Babbit.--L'humanisme et la religion: lœuvre de Paul Elmer More.--Conclusion: L'utilisation de l'humanisme--Traductions: "Emerson", par W.C. Brownell. "L'humanisme et l'imagination", par Irving Babbitt. "La littérature victorienne et la philosophie du changement", par Paul Elmer More.

The technological breakthroughs and entrepreneurial adventures of Frank J. Sprague during the transformative years of the early electrical industry. Over the course of a little less than twenty years, inventor Frank J. Sprague achieved an astonishing series of technological breakthroughs--from pioneering work in self-governing motors to developing the first full-scale operational electric railway system--all while commercializing his inventions and promoting them to financial backers and the public. In Engineering Invention, Frederick Dalzell tells Sprague's story, setting it against the backdrop of (...) one of the most dynamic periods in the history of technology. In a burst of innovation during these years, Sprague and his contemporaries--Thomas Edison, Nicolas Tesla, Elmer Sperry, George Westinghouse, and others--transformed the technologies of electricity and reshaped modern life. After working briefly for Edison, Sprague started the Sprague Electric Railway and Motor Company; designed and built an electric railroad system for Richmond, Virginia; sold his company to Edison and went into the field of electric elevators; almost accidentally discovered a multiple-control system that could equip electric train systems for mass transit; started a third company to commercialize this; then sold this company to Edison and retired. Throughout his career, Dalzell tells us, Sprague framed technology as invention, cast himself as hero, and staged his technologies as dramas. He toiled against the odds, scraped together resources to found companies, bet those companies on technical feats--and pulled it off, multiple times. The idea of the "heroic inventor" is not, of course, the only way to frame the history of technology. Nevertheless, as Dalzell shows, Sprague, Edison, and others crafted the role consciously and actively, using it to generate vital impetus behind the process of innovation. (shrink)

This book is not a list or an overview of various theories of ethics. Nor is it a didactic manual for specific teaching units on moral education aimed at some group based on age or a particular theme (although some educational frameworks will be proposed). As the title suggests, the book intends to seek the starting points or foundations without which no moral education would be possible. The goal is to formulate and tackle the key questions that precede all moral (...) education. What makes ""good vs. evil"" language possible and meaningful? Can virtue be taught and learned? What makes our actions good? What is the condition of human nature? Are we naturally good, or evil? What constitutes an educator's right to morally influence anyone else (not just a child)? What is the goal of moral education? What does a morally educated person look like? And how can we ensure the coveted moral result? Or--in the words of Jan Amos Comenius, the ""teacher of nations""--how to educate a person to not only know what is good, but also to want what is good, and to do what is good ""even when no one is looking?"" ""I wish I would have had Jan Habl's concise, passionate, and eminently readable book available as a text for my ethics courses during my thirty-six years of teaching at colleges and universities in Canada. Habl not only raises the alarm about a moral crisis in Western societies today, but also provides a careful treatment of some oft-neglected presuppositions of moral education. The concluding chapter introduces us to Jan Amos Comenius, a seventeenth century Czech philosopher, theologian, and pedagogue, from whom we have much to learn about a better approach to moral education."" --Elmer Thiessen, Emmanuel Bible College ""With a sound and broad grasp of ethical (moral) theorists, Jan Habl incisively critiques the fallacies of popular theories, rendering them ineffectual if not dangerous. Then, drawing on Czech educator/philosopher Comenious, he persuasively advances a theistic proposal for nurturing moral persons and communities. Immensely timely, never more needed, a rich, compelling read for our contemporary societies if we wish for a civil and peaceful existence for ourselves and future generations. Highly recommended."" --Duane H. Elmer, Trinity International University ""You have in your hands a text by someone I take to be one of the very serious young moral philosophers of our time. The profundity of his analysis of the need for moral education reminds me of the style of analysis of one of the great moral philosophers of the final decades of the twentieth century, Alasdair MacIntyre."" --Thomas K. Johnson, World Evangelical Alliance Jan Habl is a professor of pedagogy at universities in Hradec Kralove and Usti nad Labem (Czech Republic). He has taught systematic theology and ethics at the Evangelical Theological Seminary in Prague. He has authored a number of books and studies in the areas of philosophy of education, ethics, and pedagogy, including On Being Human(e) (2016); Teaching and Learning Through Story, Comenius' Labyrinth and the Educational Potential of Narrative Allegory (2014). (shrink)

How do thought and language manage to be 'about' aspects of the world? J. Robert G. Williams investigates how representation arises out of a fundamentally non-representational world, showing the explanatory relations between the representational properties of language, of thought, and of perception and intention.

What are physical quantities, and in particular, what makes them quantitative? This book presents an original answer to this question through the novel position of substantival structuralism, arguing that quantitativeness is an irreducible feature of attributes, and quantitative attributes are best understood as substantival structured spaces.

The question of the cognitive role of fictionality is this: what is the correct cognitive attitude to take to p, when it is fictional that p? We began by considering one answer to this question, implicit in the work of Kendall Walton, that the correct response to a fictional proposition is to imagine that proposition. However, this approach is silent in cases of fictional incompleteness, where neither p nor its negation are fictional. We argue that that Waltonians should embrace a (...) pluralistic account of the cognitive role of fictional incompleteness: in some cases of fictional incompleteness, we are permitted to resolve the incompleteness during our engagement with the target fiction, and in other cases, we are obliged not to resolve the incompleteness. But though pluralism is accommodated by Walton’s wider account of fictionality, it puts tension on his motivating idea that fictionality stands to the imagination as truth stands to belief. And so we develop a rival conception of the cognitive role of fictionality that is built around a different analogy: on this evidentialist approach, (known) fictionality stands to the imagination as evidence stands to credence. (shrink)