Ethical consumerism -- Caveat emptor -- The consumer as causal agent -- The consumer as complicit participant -- Toward a practical consumer ethic.

This volume, prepared with the collaboration of the International Philo Bibliography Project, is the third in a series of annotated bibliographies on the Jewish exegete and philosopher Philo of Alexandria. It contains a listing of all scholarly writings on Philo for the period 1997 to 2006.

This volume is a further continuation of the annotated bibliographies on the writings and thought of the Jewish exegete and philosopher Philo of Alexandria, following those on the years 1937-1986 published in 1988, 1987-1996 published in 2000 and 1997-2012 published in 2012. Prepared in collaboration with the International Philo Bibliography Project, it contains a complete listing of all scholarly writings on Philo for the period 2007 to 2016. Part One lists texts, translations, commentaries etc. (75 items). Part Two contains critical (...) studies (1143 items). In Part Three additional items up to 2006 are presented (27 items). In all cases a summary of the contents of the contribution is given. Six indices, including a detailed Index of subjects, complete the work. (shrink)

In this writing, David Hansen illuminates the aesthetic, moral, and epistemic meaning of bearing witness to teaching and teachers by drawing upon a recently completed field-based endeavor that included extensive school visits. Hansen shows how bearing witness can bring the inquirer close to the truth of teaching. However, the witness must undertake ethical work to ready her- or himself for the task. Even such readiness, which must be continuously re-won on each occasion, guarantees nothing. The witness in the classroom (...) must work with faith, hope, and a deep sense of the worthwhileness of teaching. Hansen suggests that the witness's practice as well as testimony regarding the work can have a valuable influence on the consciousness, and conscience, of all who concern themselves with teaching and teachers. (shrink)

In this article, I map current conceptions of cosmopolitanism and sketch distinctions between the concept and humanism and multiculturalism. The differences mirror what I take to be a central motif of cosmopolitanism: the capacity to fuse reflective openness to the new with reflective loyalty to the known. This motif invites a reconsideration of the meaning of culture as well as of the relations between home and the world.

CHAPTER ONE AIM AND STRUCTURE OF THE STUDY About ten years before his death the Athenian philosopher Plato, securely settled in the Academy which he had ...

This paper explores the concept of ectogenesis in both the partial and the complete forms and argues for the moral permissibility of artificial womb technology in some restricted contexts. The author proposes that artificial wombs could licitly be employed for the purpose of saving the lives of infants born at very young gestational ages either by miscarriage or by delivery induced for very serious medical reasons. The author also proposes that artificial womb technology may be licitly used for the rescue (...) of embryos created through in vitro fertilization and subsequently abandoned by their parents, but the technology would have no ethical application when used electively. National Catholic Bioethics Quarterly 10.3 (Autumn 2010): 515–528. (shrink)

It is a truism that the person in the role of teacher matters. Students learn this truth very early in school. Teachers’ testimonials underscore its reality. School administrators relearn it every time they think about collegiality. These commonplaces attest to the truth that it is persons, not roles as such, who educate, or who fail to do so, as the case may be. It takes a human being to bring to life the many-sided nature of the role.As obvious as these (...) points may appear, they beg the question of what it means to be a person in the role of teacher. What does it mean to invest one’s person in the role? What does it mean to allow the role to affect the very person one is becoming? What does it mean to fuse person... (shrink)

In this article, we describe a longitudinal inquiry into what it means to be a person in our contemporary world. Our method constitutes a dynamic, non-objectifying fusion of empirical and philosophical anthropology. Field-based anthropology examines actualities: how people lead their lives and talk about them. Philosophical anthropology addresses possibilities: who and what people could become in light of actualities while not being determined by them. We describe and illustrate our fieldwork in the classrooms of 16 teachers who work in New (...) York City public schools. We have sought in our observations to identify and think about signs or expressions of persons-in-the-making. We also touch on a series of dinner-discussions we have held with the teachers. These meetings have centered on the question of becoming a person in today’s political and cultural environment, and how education figures into the equation. Finally, we also describe the weekly meetings we have held as a research team, in which we engage the play of concepts and percepts. We close with remarks on the conceptual and existential ties that can link philosophy and fieldwork in schools. (shrink)

My aim in this paper is to explore the notion that corporations have moral rights within the context of a constitutive rules model of corporate moral agency. The first part of the paper will briefly introduce the notion of moral rights, identifying the distinctive feature of moral rights, as contrasted with other moral categories, in Vlastos' terms of overridingness. The second part will briefly summarize the constitutive rules approach to the moral agency of corporations (à la French, Smith, Ozar) and (...) pose the question of the paper. The third part will argue that, since the moral agency of corporations is dependent on the choices of those whose acceptence of the relevant rules constitutes the corporation as a moral agent, the rights of corporations are conventional; that is, they exist because they are so created. Thus, as a first answer, corporations do not have moral rights.But this raises a further question which we must explore. Once a corporation has been constituted, by the acceptance of the relevant rules by the relevant persons, does the corporation then have rights which endure? Can those who have constituted a corporation with certain rights morally change or cancel those rights in medias res without doing some sort of moral violence to the corporation? Do corporations at least have a moral right to persist in the conventional rights with which they were constituted? (shrink)

This paper examines Allen Carlson's influential view that knowledge from natural science offers the best (and perhaps only) framework for aesthetically appreciating nature for what it is in itself. Carlson argues that knowledge from the natural sciences can play a role analogous to the role of art-historical knowledge in our experience of art by supplying categories for properly 'calibrating' one's sensory experience and rendering more informed aesthetic judgments. Yet, while art history indeed functions this way, Carlson's formulation leaves out a (...) second (and often more important) role played by art-historical knowledge over the last century - namely, providing the context needed for interpretations of meaning. This paper explores whether natural science can also inform our aesthetic experience of nature in this second sense. I argue that a robust sense of meaning from our aesthetic experience of nature is indeed made possible by coupling our aesthetic experience of animals with knowledge from the natural science of animal ethology. By extending the scope of Carlson's analogy to include interpretations of meaning, my argument shows that the cognitive, scientific model can accommodate a wider range of aesthetic engagement with nature than previously recognised. (shrink)

With the possible exception of churches, fraternal societies were the leading providers of social welfare in the United States before the Great Depression. Their membership reached an estimated 50 percent of the adult male population and they were especially strong among immigrants and African Americans. Unlike the adversarial relationships engendered by governmental welfare programs and private charity, fraternal social welfare rested on a foundation of reciprocity between donor and recipient. By the 1920s, fraternal societies and other mutual aid institutions had (...) entered a period of decline from which they never recovered. The many possible reasons for this decline included the rise of the welfare state, restrictive state insurance regulation, and competition from private insurers. (shrink)

Case presentations, esthetics, insurance considerations, communicable diseases, referral questions, dental phobia, and legal concerns all play a role in doctor-patient relationships. These topics, and many others, are the subject of this one-of-a-kind resource, designed to show dental students and practitioners how to approach patient relationships.

Human reasoning and legal analysis -- Paradigms and the process of legal analysis -- Logic, rhetoric, and legal analysis -- Advanced analytical tools in legal analysis -- Complex legal analysis and communication.

Several factors are contributing to an increased air of excitement about the eukaryotic DNA replication problem: new insights into the nature of origins of replication, a better appreciation of the factors that control initiation, and studies of a DNA polymerase α‐primase enzyme complex. In this review, recent research on the initiation, elongation and termination phases of DNA replication is critically examined and a coherent picture is formulated. In the not‐far‐distant future we expect to reproduce these processes in biochemically defined systems.

The problem we discuss is whether mammalian cells possess genes whose expression is specifically enhanced by DNA damage in order to cope with the damage. The paradigm is the SOS response in E. coli. We conclude that there is compelling evidence that DNA‐damaging agents do affect gene expression, and that mutation frequencies are increased, but proof that a repair process per se is induced remains elusive. We offer here the hypothesis that recognition of the presence of DNA damage by poly(ADPribose) (...) polymerase effects preprogrammed changes in gene expression. (shrink)

A central tenet of hermeneutics is the claim that dialogue is necessary for the full understanding of ourselves. It follows, then, that dialogue must be fruitful for understanding in a way in which no solitary activity can be. This dissertation provides a much needed defense of this claim by articulating and defending the essential parts of an account of intersubjectivity from which the claim follows. The dissertation is divided into three sections, each focusing on a specific part of the account (...) of intersubjectivity-- intersubjectivity and language, intersubjectivity and time-consciousness, and intersubjectivity and the body--through a careful consideration of the views of pairs of philosophers. I focus on J. G. Fichte and Wilhelm von Humboldt on the issue of intersubjectivity and language, on Edmund Husserl and Martin Buber on the issue of intersubjectivity and time-consciousness, and on Jean-Paul Sartre and Maurice Merleau-Ponty on the issue of intersubjectivity and embodied subjectivity. Through exposing the necessity of our intersubjective relations for the very possibility of language use, awareness of time, and embodied awareness of the world, I demonstrate the existence of a pre-reflective, intersubjective relation between embodied subjects. This intercoporeal intersubjectivity requires extending traditional hermeneutics through an account of the body and a broader account of both understanding and dialogue. (shrink)

The meaning and moral implications of voting and nonvoting in a representative democracy are outlined and discussed. A conception of voting as a forward-looking, conditional shared responsibility is developed and defended. This conception reflects an understanding of democratic politics in which the supreme strategic advantage is power to affect "the conflict of conflicts", that is, the ability to influence the shape and content of the dominant political agenda. This conception is also shown to support a consequentialist approach to distributive justice (...) and specifically, to require greater economic equality. (shrink)

Redish et al. trace vulnerabilities in habit and planning systems almost exclusively to pharmacological effects of addictive substances on underlying brain systems. As we discuss, however, these systems also can be disrupted by purely psychological factors inherent in normal decision-making and everyday behavior. A truly unified model must integrate the contribution of both sets of factors in driving addiction.

In lieu of an abstract, here is a brief excerpt of the content:Creativity in Teaching and Building a Meaningful Life as a TeacherDavid T. HansenMy point of departure in this essay is the idea that creativity in teaching often has less to do with inventiveness per se than it does with responsiveness. To draw on terms from John Dewey, creative teachers "rise to the needs of the situation" presented in the educational setting.1 They respond well to circumstances not because they (...) necessarily have the pedagogical equivalent of Twyla Tharp's talent for choreography or B.B. King's brilliance on the blues guitar; rather, I want to suggest that creative teachers, at least in many cases, "rise" and do what is needed because they have learned to pay attention both to students and to the subject(s) at hand. In other words, I propose that we consider the idea that creativity in teaching often manifests itself most vividly, if also subtly, in a kind of ongoing attentiveness, by which I mean a dynamic combination of patience, listening, and initiative.I will begin the discussion by first sketching a conception of creativity in teaching centered around the idea of attentiveness. Then I address two [End Page 57] consequences of this conception. The first is that the most suitable models of good practice for new teachers to start with are not the profession's versions, presuming such exist, of Pablo Picasso, Marie Curie, or Michael Jordan. I do not mean that it is uniformly inappropriate to place such models in front of teacher candidates, any more than it would be wrong to put before art students the work of a Cassatt or Rembrandt. However, I will argue that among the best and most consequential initial models are those experiences in which teacher candidates themselves truly listened to the doings of the world around them and heeded what was said, whether the latter "spoke" in the form of a work of art, a human voice or gesture, or the play of wind in the trees. If new teachers take seriously this kind of experience, they can gain a valuable perspective for approaching the long and often difficult process of appreciating teaching's details and engaging them in educational settings. I illustrate these claims by examining a field-based activity that was part of a teacher education program I used to direct.The second consequence of the conception of creativity in teaching I will put forward points to the title of this essay. If new teachers deepen their ability to pay attention and to engage in creative work, they position themselves to receive one of teaching's primary offerings to its practitioners, namely, a life of meaning."Ordinary" Pedagogical CreativityCreativity in teaching can take many forms. We witness it in the structuring of an artful lesson plan; in the logic, flow, and pacing of a dynamic lecture; or in a timely and evocative example or illustration the teacher employs to clinch a point in the midst of a class. All of this is familiar and an important, indeed indispensable, way to think about good teaching. Creativity in practice is associated here, among other things, with notions of expertise and of knowledge gained through experience.However, I want to add to this portrait the notion that creativity in practice can also spring from responsiveness. Rather than issuing solely from what the teacher brings to the educational setting — consider again terms such as expertise and knowledge — creativity can point to what the teacher is capable of deriving or drawing from it. Creativity as responsiveness denotes a form of openness to the setting, which may or may not complement or fit harmoniously with what is preset, prefigured, or anticipated. Experienced teachers would be the first to say that there are times when it becomes educationally vital to shelve a preset plan. There are times when one form of creativity in teaching, embodied in a well-wrought lesson plan, must give way to another form, embodied in what I am calling responsiveness. The art of teaching consists, in part, of balancing these expressions of pedagogical creativity.Let me share the following vignette as a basis for elucidating this point. One morning in March 2002, during which... (shrink)