The lack of moral conscience in contemporary society is frequently noted and lamented, but how valid is the idea of "conscience" today? Does it have a referent, or is the concept merely rhetorical? Guyton B. Hammond proposes in this book that the concept is valid, but that for its utopian possibilities to be recovered it must be revised.

Applied Christian Ethics addresses selected themes in Christian social ethics. Part one shows the roots of contributors in the realist school; part two focuses on different levels of the significance of economics for social justice; and part three deals with both existential experience and government policy in war and peace issues.

Deliberative democracy is an embattled political project. It is accused of political naiveté for it only talks about power without taking power. Others, meanwhile, take issue with deliberative democracy’s dominance in the field of democratic theory and practice. An industry of consultants, facilitators, and experts of deliberative forums has grown over the past decades, suggesting that the field has benefited from a broken political system. This book is inspired by these accusations. It argues that deliberative democracy’s tense relationship with power (...) is not a pathology but constitutive of deliberative practice. Deliberative democracy gains relevance when it navigates complex relations of power in modern societies, learns from its mistakes, remains epistemically humble but not politically meek. These arguments are situated in three facets of deliberative democracy—norms, forums, and systems—and concludes by applying these ideas to three of the most pressing issues in contemporary times—post-truth politics, populism, and illiberalism. (shrink)

In this comprehensive collection of essays, most of which appear for the first time, eminent scholars from many disciplines—philosophy, economics, sociology, political science, demography, theology, history, and social psychology—examine the causes, nature, and consequences of present-day consumption patterns in the United States and throughout the world.

The effects of research ethics training on medical students' attitudes about clinical research are examined. A preliminary randomized controlled trial evaluated 2 didactic approaches to ethics training compared to a no-intervention control. The participant-oriented intervention emphasized subjective experiences of research participants (empathy focused). The criteria-oriented intervention emphasized specific ethical criteria for analyzing protocols (analytic focused). Compared to controls, those in the participant-oriented intervention group exhibited greater attunement to research participants' attitudes related to altruism, trust, quality of relationships with researchers, desire (...) for information, hopes about participation and possible therapeutic misconception, importance of consent forms, and deciding quickly about participation. The participant-oriented group also agreed more strongly that seriously ill people are capable of making their own research participation decisions. The criteria-oriented intervention did not affect learners' attitudes about clinical research, ethical duties of investigators, or research participants' decision making. An empathy-focused approach affected medical students' attunement to research volunteer perspectives, preferences, and attributes, but an analytically oriented approach had no influence. These findings underscore the need to further examine the differential effects of empathy-versus analytic-focused approaches to the teaching of ethics. (shrink)

The effects of research ethics training on medical students' attitudes about clinical research are examined. A preliminary randomized controlled trial evaluated 2 didactic approaches to ethics training compared to a no-intervention control. The participant-oriented intervention emphasized subjective experiences of research participants. The criteria-oriented intervention emphasized specific ethical criteria for analyzing protocols. Compared to controls, those in the participant-oriented intervention group exhibited greater attunement to research participants' attitudes related to altruism, trust, quality of relationships with researchers, desire for information, hopes about (...) participation and possible therapeutic misconception, importance of consent forms, and deciding quickly about participation. The participant-oriented group also agreed more strongly that seriously ill people are capable of making their own research participation decisions. The criteria-oriented intervention did not affect learners' attitudes about clinical research, ethical duties of investigators, or research participants' decision making. An empathy-focused approach affected medical students' attunement to research volunteer perspectives, preferences, and attributes, but an analytically oriented approach had no influence. These findings underscore the need to further examine the differential effects of empathy-versus analytic-focused approaches to the teaching of ethics. (shrink)

The lettering of this inscription begins at the very top of the block, just below the straight edge, and stops half-way down the block, the lower part being smoothed but uninscribed. As the inscription is not set centrally on the block, it is probably the continuation of an inscription which ran on a block once superimposed upon it. Doubtful letters are those which are marked by the dot underneath; and W. Peek reported in Ath. Mitt. lxvi, 200 n. 2, that (...) he had seen the top of the v which Vollgraff suggested in the restorationThe inscription is dated to the seventh century B.C. by epigraphists. The stone itself was seen in 1729 by Fourmont and rediscovered in 1928 by Vollgraff; it was in the wall of a Venetian tower on the Larissa or acropolis of Argos. No one knows whence the Venetians had taken it. Therefore Vollgraff's suggestion that it had originally been set up in porta arcis regiae is no more than an attractive speculation. (shrink)

In this consensus report by a diverse group of academics who conduct and/or are concerned about social and behavioral genomics (SBG) research, the authors recount the often‐ugly history of scientific attempts to understand the genetic contributions to human behaviors and social outcomes. They then describe what the current science—including genomewide association studies and polygenic indexes—can and cannot tell us, as well as its risks and potential benefits. They conclude with a discussion of responsible behavior in the context of SBG research. (...) SBG research that compares individuals within a group according to a “sensitive” phenotype requires extra attention to responsible conduct and to responsible communication about the research and its findings. SBG research (1) on sensitive phenotypes that (2) compares two or more groups defined by (a) race, (b) ethnicity, or (c) genetic ancestry (where genetic ancestry could easily be misunderstood as race or ethnicity) requires a compelling justification to be conducted, funded, or published. All authors agree that this justification at least requires a convincing argument that a study's design could yield scientifically valid results; some authors would additionally require the study to have a socially favorable risk‐benefit profile. (shrink)

Although much of great interest has been written recently about the period of the socalled Peace of Philocrates, little or nothing has been said of a passage which provides important information in Justin's Epitome of the Historiae Philippicae of Pompeius Trogus. This passage, 8.3.12–15, comes between the destruction of Olynthus and the arrival of the Athenian envoys at Pella . In subject matter it corresponds with ‘the subjugation of Thrace and Thessaly’ in Prologue 8 of Pompeius Trogus – a topic (...) which Justin began in 8.3.1–6 and continued in our passage, 8.3.12–15. (shrink)

It was a characteristic of Macedonian custom that a name was used in a special and in a general sense. For example, ‘Foot-Companions’ was the name of a Bodyguard of Philip and also of the men of the Phalanx-Brigades from Lower Macedonia, and ‘Hypaspists’ was the name of Infantry-Guardsmen of Alexander and also of the men of three Hypaspist Phalanx-Brigades. Geographical names were repeated: there were at least two regions and two cities called ‘Emathia’, two or three regions called ‘Doberus’, (...) four cites called Philippi or Philippopolis, and Alexandrias galore. To a modern mind this makes for confusion. That is certainly the case with the names ‘Macedonia’ and ‘Macedones’, which I shall treat separately in this article. (shrink)

Edmund Gettier (1963) argued against defining knowledge as justified true belief. Using two examples, he demonstrated that (a) believing a proposition to be true, (b) having justification for that belief, and (c) the proposition in fact being true, do not constitute sufficient conditions for one to be said to know the proposition. The purpose of this paper is to investigate the utility of a behavioral definition of justified true belief. I will define “justified,” “true,” and “belief” in behavioral terms. Then (...) I will present examples of justified true belief that are consistent with these definitions and discuss whether the examples may be said to represent sufficient conditions for knowledge. I make the claim that if the justification is of the right type, justified true belief does equal knowledge to the extent that the behavior results in effective interaction with the environment. Looking at justified true belief behaviorally is useful in that it clears up potential confusion associated with the misuse of the terms. However, behavioral justified true belief is still vulnerable to Gettier cases. (shrink)

Those who have studied the Athenian system of command in the fifth century have confined themselves almost entirely to the period after 440 B.C. They have raked over the evidence to discover signs of double representation of one tribe on the board of strategi, or of a supreme among the or of a chairman at least of the board of strategi. On the other hand little attention is paid to the progressive diminution of the military functions of the archon polemarchus (...) within the state and to the great problems created in external affairs by the Persian Wars with the formation of the Greek League and then of the Athenian Alliance. Yet these matters are vital to the evolution of the system of command which can be seen in operation after 440 B.C. In particular the decisive steps were probably taken in 480–466 B.C., when Athens' national system of command had first to be integrated into a command-system of combined forces headed by Sparta in the Persian Wars and then adapted to take over the command of combined forces in continuous warfare against Persia. In this article I try to study the whole field and to avoid applying to the early part of the period the theories which have been evolved hitherto with special reference to Pericles in 440–428 B.C. The article consists of the following sections. A, Strategos and Hegemon in 501/0. B, C, current ideas on the modern term D, the historical origins of the so-called E, summary of conclusions. (shrink)

Those who have studied the Athenian system of command in the fifth century have confined themselves almost entirely to the period after 440 B.C. They have raked over the evidence to discover signs of double representation of one tribe on the board of strategi, or of a supreme among the or of a chairman at least of the board of strategi. On the other hand little attention is paid to the progressive diminution of the military functions of the archon polemarchus (...) within the state and to the great problems created in external affairs by the Persian Wars with the formation of the Greek League and then of the Athenian Alliance. Yet these matters are vital to the evolution of the system of command which can be seen in operation after 440 B.C. In particular the decisive steps were probably taken in 480–466 B.C., when Athens' national system of command had first to be integrated into a command-system of combined forces headed by Sparta in the Persian Wars and then adapted to take over the command of combined forces in continuous warfare against Persia. In this article I try to study the whole field and to avoid applying to the early part of the period the theories which have been evolved hitherto with special reference to Pericles in 440–428 B.C. The article consists of the following sections. A, Strategos and Hegemon in 501/0. B, C, current ideas on the modern term D, the historical origins of the so-called E, summary of conclusions. (shrink)

The problem of the composition of Thucydides' History, first raised by Ullrich in 1846, has evoked a mass of controversial literature. In this article I shall confine myself to the main arguments and conclusions. Thucydides' history is unfinished, not only because it breaks off at 411 b.c., but also because the style is uneven. The history of the Archidamian War to 424 b.c. and of the Sicilian War is fully polished and complete; the remainder is lacking in stylistic finish and (...) particularly in the set speeches which characterize the completed books. This unevenness can be explained by the circumstances of Thucydides' life. For the period 431–424 b.c. he could obtain full information at Athens and, after his exile in 424 b.c., at Sparta and elsewhere; for the Sicilian War he could obtain full information in Sicily from the Siceliotes and from the Athenian prisoners. He was thus in a position to complete his history for these two periods. During his exile from 424 b.c. to 404 or 403 b.c. he lacked the information from the Athenian side, which was necessary for the completion of the remainder of his work. Further light is shed on the unevenness of finish by Thucydides' method of composition. He informs us that he began his work at the beginning of the war, and that he was watching and applying his judgement throughout the Twenty-seven Years War; and the statement that he wrote the history down to the capture of the Peiraeus implies his collection of material down to 404 b.c. The working up of this material must have been conditioned partly by the circumstances of the war; in particular, the conception of the Twenty-seven Years War cannot have been formed until after 415 or 412 b.c. (shrink)

The Warrior Women of Islam: Female Empowerment in Arabic Popular Literature. By Remke Kruk. London: I. B. Tauris, 2014. Pp. xxv + 272. £62 ; £15.99.

Professor N. G. L. Hammond has of late published some of his thoughts on the activities of Philip II in 347 and 346 B.C. In addition he has treated aspects of Philip's earlier involvement in Thessalian, Thracian, and Phokian affairs. In the process he has in many instances disagreed with a number of current findings. Among those challenged are some of mine. Healthy scholarly debate is always desirable, and in this f spirit I should welcome an opportunity to contest (...) Professor Hammond's views on several points, the most important being the basic factor of methodology and the interpretation of various factual details. (shrink)

O objetivo deste artigo é investigar a concepção enciclopédica de revolução científica posta em prática pelo químico francês L.-B. Guyton de Morveau (1737-1816). Deslocando a análise do conhecimento químico das Luzes do programa traçado por Lavoisier (1743-1794), sugerimos uma concepção revolucionária republicana, proclamada como resultado do esforço de uma coletividade. Daremos destaque a três abordagens revolucionárias de Guyton de Morveau no âmbito da química. A primeira foi sua atuação no ensino dessa ciência, cuja pedagogia e métodos de ensino (...) foram fundamentais para sua imersão social. Além disso, entre 1770 e 1790, Guyton de Morveau teve desempenhos decisivos no seio da empresa enciclopédica e no seio da escola química francesa. (shrink)

Today a variety of theological approaches offer fresh and enriching insights, yet much of contemporary religious thought can be disorienting for the beginning student of theology. This accessible introduction presents aspects of the thought of Fr. Bernard Lonergan SJ, (1904–1984) in a way that makes his vital contribution to contemporary theology accessible to the beginning student. The author minimizes technical terms and explains basic ideas with user-friendly examples. Rather than a survey of diverse contemporary theological opinions, or a thematic presentation (...) of one topic, the book tries to clear away confusions by focusing on the theologian concerned with those topics. The book will thus encourage creative ways of overcoming some of the unnecessary obstacles for students who want to explore theology today. (shrink)

Concise, engaging and accessible, Education Research: The Basics discusses key ideas about the nature and purpose of education research: what it can and cannot achieve, how it has been used over the years and where and how it has had an impact. Providing crucial background for understanding key thinkers in the field such as Plato, Dewey, Montessori and Freire, each chapter represents a way of understanding the goals and methods of research conducted in the field of education. With key terms (...) and further reading throughout, this book is a must-read for anyone undertaking or interested in research in the field of education. (shrink)