This paper explores the relevance of the debate about ethical expertise for the practice of clinical ethics. We present definitions, explain three theories of ethical expertise, and identify arguments that have been brought up to either support the concept of ethical expertise or call it into question. Finally, we discuss four theses: the debate is relevant for the practice of clinical ethics in that it (1) improves and specifies clinical ethicists' perception of their expertise; (2) contributes to improving the perception (...) of moral competence of non-ethicists; (3) gives insight into complementary styles of argumentation of ethicists and non-ethicists; and (4) contributes to the awareness of the problem of profession-building of (clinical) ethicists. (shrink)

In diesem Beitrag diskutieren drei interdisziplinär ausgebildete Akademiker, die als klinisch tätige Ethiker auch viele Jahre Erfahrungen mit Gesundheitssystemen in verschiedenen Ländern haben, die Frage nach dem Kern klinisch-ethischer Expertise: der niederländische Mediziner und Philosoph Henk ten Have, Direktor des Center for Healthcare Ethics in Pittsburgh, USA, der deutsche Theologe und Philosoph Norbert Steinkamp, Professor für theologisch-ethische Grundlagen sozialprofessionellen Handelns an der katholischen Hochschule für Sozialwesen in Berlin, der 12 Jahre die klinische Ethik der Universitätsklinik Nijmegen, Niederlande, geleitet hat, (...) sowie der niederländische Philosoph und Historiker Bert Gordijn, Direktor des Institute of Ethics der Dublin City University, Irland, Präsident der International Association of Education in Ethics und u. a. Herausgeber von Medicine, Health Care and Philosophy. (shrink)

This reply to Giles Scofield's critique of the authors' article in the June 2008 issue of the Kennedy Institute of Ethics Journal highlights two main topics. First, contrary to what Scofield suggests, using the terms "ethics" and "morality" interchangeably constitutes an oversimplification that blurs important distinctions. Second, in a representative democracy, ethical expertise and consultation need not generate a "tragic choice" of the kind Scofield has in mind.

Engineering ethics is a required aspect of accredited ABET programs, but there is widespread variation in how ethics is taught, to what ends, and how those ends are assessed. This variation makes it challenging to identify practices for teaching ethics to engineers aligned with extant practices in the field. In this study, we revise a recent coding framework by reviewing exemplary engineering ethics programs recognized by the National Academy of Engineering in 2016, or what we refer to as “exemplars.” We (...) pursue two primary objectives: (1) To apply and revise a prior coding framework to codify ethics learning objectives, instructional strategies, and assessment strategies in engineering education; and (2) To use the revised coding framework to identify trends in learning objectives, instructional strategies, and assessment strategies of NAE exemplars. We employ systemic review procedures to update the coding framework using 24 of 25 exemplars as a data source. The updated framework includes four primary categories associated with learning objectives, instructional strategies, assessment data collection strategies, and assessment design characteristics. Results indicate that ethical sensitivity or awareness was present in every exemplar as a learning objective, often alongside ethical reasoning-based learning objectives and the formation of professional skills. Exemplars employed numerous instructional strategies in tandem, as we coded eight out of 18 instructional strategies among at least half of the exemplars. Assignments/homework and summative reflections were the most oft-used sources of assessment data. Due to our challenges in coding assessment approaches, we offer practical suggestions for assessing engineering ethics instruction which are based on many of our coding discussions. We hope that this coding framework, the results classifying exemplary features of the NAE programs, and our practical suggestions can guide future instructors as they design, classify, assess, and report their approaches to engineering ethics education. (shrink)

This study uses a quasi-experimental design to assess how the incorporation of an embedded writing centre tutor in the experimental class affects student achievement in comparison with the control...

This book contains a collection of selected papers from the 2017 Farm-to-Plate: Uniting for a Just and Sustainable Food System conference in Ithaca, New York, which explored what different advocates, stakeholders, growers, and community members today prioritize when it comes to justice, action, and transformation in the agri-food system. The research presented at this symposium shows the diverse range of approaches scientists have taken to investigate this aforementioned question. The papers represent a combined effort to creatively educate, share, and connect (...) work being done by stakeholders on food system transformation. Previously published in Agriculture and Human Values Volume 36, issue 4, December 2019. (shrink)

Accounting educators are being called on to provide a greater emphasis on ethics education. This paper examines three important issues concerning ethics education in accounting. First, the question of whether ethics can indeed be taught is examined. Next, several innovative approaches are presented which have been used by accounting educators to integrate ethics into the classroom. Finally, results of a survey of students concerning their perspectives of ethical issues in accounting education, the accounting profession, and society at large are presented (...) and discussed. Survey results reveal that students consider a lack of ethics damaging to the accounting profession and society. Results also indicate that accounting students are seeking ethical and moral direction. (shrink)

How to engage farmers that have limited formal education is at the foundation of environmentally-sound and equitable agricultural development. Yet there are few examples of curricula that support the co-development of knowledge with farmers. While transdisciplinary and participatory techniques are considered key components of agroecology, how to do so is rarely specified and few materials are available, especially those relevant to smallholder farmers with limited formal education in Sub-Saharan Africa. The few training materials that exist provide appropriate methods, such as (...) compost making, but do not explain relationships and synergies between nutrition, social inequalities, climate change and agroecology. Some food sovereignty and agroecology courses aim at popular political education for those with more formal education. Here we describe the process of development of an innovative curriculum, which integrates agroecology, nutrition, climate change, gender and other dimensions of social equity across 2 weeks of training explicitly for smallholders in southern Africa with limited formal education. The curriculum is highly participatory; we use concepts in popular education, transformative and experiential-based learning, and theatre. It is also integrative; we link agroecology with climate change, human and soil nutrition, gender, and related components of social equity. Developed in partnership with Malawian farmers, community development experts and academics from five countries, the curriculum was piloted with 520 smallholder farming households in Malawi and Tanzania, and evaluated using qualitative techniques. Clashes of language, cultural norms, and terminology were as great of a challenge as agreeing on and conveying technical information, to weave into a coherent whole. However, farmers who participated in the curriculum training demonstrated high interest, comprehension of material and interest in immediate application to their lives. (shrink)

Persons registered to vote in Seattle, Washington for the November, 1986 general election and a September, 1987 primary election were randomly assigned to treatments in two telephoneconducted experiments that sought to increase voter tumout. The experiments applied and extended a "self-prophecy” technique, in which respondents are asked simply to predict whether or not they will perform a target action. In the present studies, voting registrants were asked to predict whether or not they would vote in an election that was less (...) than 48 hours away. This technique, which previously increased turnout in a small study done during the 1984 U.S. Presidential election, was again effective among moderate prior-turnout voters in the second of the present much larger experiments. The failure of the effect in Experiment 1 was plausibly a ceiling effect due to very high turnout for a U.S. Senate contest in the 1986 election. Successful applications of the self· prophecy technique are facilitated by social desirability of the target action (which leads subjects to predict that they will perform it). However, social desirability of the target behavior is not a sufficient condition for the effect, as indicated by an unexpected nonoccurrence of the effect among low prior-tumout voters in Experiment 2. (shrink)

This paper describes a cross-cultural research project on the relation between how people conceptualize nature and how they act in it. Mental models of nature differ dramatically among and within populations living in the same area and engaged in more or less the same activities. This has novel implications for environmental decision making and management, including dealing with commons problems. Our research also offers a distinct perspective on models of culture, and a unified approach to the study of culture and (...) cognition. We argue that cultural transmission and formation does not consist primarily in shared rules or norms, but in complex distributions of causally-connected representations across minds in interaction with the environment. The cultural stability and diversity of these representations often derives from rich, biologically-prepared mental mechanisms that limit variation to readily transmissible psychological forms. This framework addresses a series of methodological issues, such as the limitations of conceiving culture to be a well-defined system or bounded entity, an independent variable, or an internalized component of minds. (shrink)

Enhancing body awareness has been described as a key element or a mechanism of action for therapeutic approaches often categorized as mind-body approaches, such as yoga, TaiChi, Body-Oriented Psychotherapy, Body Awareness Therapy, mindfulness based therapies/meditation, Feldenkrais, Alexander Method, Breath Therapy and others with reported benefits for a variety of health conditions. To better understand the conceptualization of body awareness in mind-body therapies, leading practitioners and teaching faculty of these approaches were invited as well as their patients to participate in focus (...) groups. The qualitative analysis of these focus groups with representative practitioners of body awareness practices, and the perspectives of their patients, elucidated the common ground of their understanding of body awareness. For them body awareness is an inseparable aspect of embodied self awareness realized in action and interaction with the environment and world. It is the awareness of embodiment as an innate tendency of our organism for emergent self-organization and wholeness. The process that patients undergo in these therapies was seen as a progression towards greater unity between body and self, very similar to the conceptualization of embodiment as dialectic of body and self described by some philosophers as being experienced in distinct developmental levels. (shrink)

How to engage farmers that have limited formal education is at the foundation of environmentally-sound and equitable agricultural development. Yet there are few examples of curricula that support the co-development of knowledge with farmers. While transdisciplinary and participatory techniques are considered key components of agroecology, how to do so is rarely specified and few materials are available, especially those relevant to smallholder farmers with limited formal education in Sub-Saharan Africa. The few training materials that exist provide appropriate methods, such as (...) compost making, but do not explain relationships and synergies between nutrition, social inequalities, climate change and agroecology. Some food sovereignty and agroecology courses aim at popular political education for those with more formal education. Here we describe the process of development of an innovative curriculum, which integrates agroecology, nutrition, climate change, gender and other dimensions of social equity across 2 weeks of training explicitly for smallholders in southern Africa with limited formal education. The curriculum is highly participatory; we use concepts in popular education, transformative and experiential-based learning, and theatre. It is also integrative; we link agroecology with climate change, human and soil nutrition, gender, and related components of social equity. Developed in partnership with Malawian farmers, community development experts and academics from five countries, the curriculum was piloted with 520 smallholder farming households in Malawi and Tanzania, and evaluated using qualitative techniques. Clashes of language, cultural norms, and terminology were as great of a challenge as agreeing on and conveying technical information, to weave into a coherent whole. However, farmers who participated in the curriculum training demonstrated high interest, comprehension of material and interest in immediate application to their lives. (shrink)

Le terme d'athéisme produit un sentiment trompeur de familiarité. Car l'athéisme ne s'arrête pas à la négation de Dieu et les Dieux ont cette propension à ressusciter sous d'autres formes, à quitter le royaume de la religion et de la théologie pour se réfugier dans le quotidien de nos vies. C'est ce que Marx dénomme la " religion quotidienne " qui déifie des réalités sociales et économiques comme la valeur, le capital, la marchandise, transformant celles-ci en puissances tutélaires et transcendantes (...) face auxquelles les hommes seraient à la fois impuissants et irrémédiablement soumis. Trois textes de Marx permettent ici de saisir le passage de l'opium du peuple au fétichisme de la marchandise, et le type de subversion politique que produit l'athéisme. Véritable " sport de combat ", l'athéisme consiste alors en une pensée de l'émancipation et de la démocratie par et pour un peuple qui se constitue par la critique toujours renouvelée des pouvoirs. Cette critique est le legs précieux de Marx : toutes les religions scellent la croyance que l'Histoire serait commandée par des forces sur lesquelles les hommes n'auraient pas de prise, et c'est pourquoi il faut les combattre. L'athéisme conséquent n'appelle pas à la réforme, mais à la révolution. (shrink)

Quelle est la portée significative du lien entre connaissance rationnelle et théorie du fondement des sciences dans l'épistémologie contemporaine? En reprenant à nouveaux frais le débat séculaire sur la théorie du fondement des sciences et en apportant de nouveaux éclairages, cet ouvrage définit le rôle de la critique philosophique et ses tâches nouvelles imposées par ce débat. Professeur d'épistémologie et de méthodologie de la recherche scientifique à l'Université de Kisangani et à l'Université catholique du Congo.

On retrouve dans la construction des connaissances scientifiques un projet initial dont la portée met un accent particulier sur le rapport indéfectible entre l'exigence critique, la rationalité et la méthodologie des sciences. Ce projet trouve une véritable mise en oeuvre dans l'épistémologie critique de Jean Ladrière, qui s'inscrit dans la tradition du rationalisme critique, à la lumière du projet plus global d'une critique de la raison théorique.

La fin de la modernité sans fin Pour beaucoup, la modernité est ce temps au cours duquel, comme l'écrit Mallarmé, "un présent fait défaut". La modernité ou cet emportement irrépressible du temps vers "le nouveau", qui a pour corrélat la perte d'une certain qualité de notre rapport à l'espace (et par voie de conséquence une certaine déréalisation du monde). Après un premier recueil d'essais centrés sur cette question de l'espace et du lieu (L'expérience esthétique des lieux, L'Harmattan, 2008), les textes (...) ici rassemblés interrogent, à travers les relations entre les arts et les sciences, l'architecture et le design dans la culture numérique, ou encore l'art contemporain et l'entreprise, cette involution du temps sur lui-même propre à notre époque. (shrink)

Michael Oakeshott , après des études à Cambridge et à Tübingen , enseigna l’histoire à Cambridge puis à Oxford , si l’on décompte trois années passées dans l’armée, de 1942 à 1945. Il fut ensuite professeur de science politique à la London School of Economics et donna des conférences à Harvard en 1958 (Morality..

ABSTRACT: Rousseau develops a genealogical reflection on political domination. The intelligibility of the genealogy does not rest on the psychological category of craving for power. That is why Rousseau differentiates between tyranny and despotism. Rousseau stresses this difference in two works: Discours sur l’origine de l’inégalité parmi les hommes and Rousseau juge de Jean-Jacques. Tyranny and despotism differ in that the latter produces an ideological speech. Political domination depends upon a double process. In the first process, ruling implies creating inequality (...) in the political order, thus excluding people from political decisions. In order to mask this political inequality, the ideological speech produces two fictions: the fiction of the guaranty and the fiction of the community. In the second process, ruling implies generating public opinion which, in turn, adheres to this political order. (shrink)

La loi, dans la pensée politique de Rousseau, engage nécessairement une détermination du citoyen et de la démocratie. Cette caractéristique ne repose pas seulement sur l'affirmation de la souveraineté du peuple, mais bien plutôt sur une double définition paradoxale de la citoyenneté. En effet, Rousseau fonde la loi sur la nécessité de citoyens silencieux. Sous cet aspect, l'État rousseauiste se présente sous le trait d'une communauté de promeneurs solitaires, où la vie et l'opinion publiques semblent être absentes. Mais Rousseau dégage, (...) notamment dans les Lettres écrites de la montagne , une autre caractéristique du citoyen fondée sur la nécessité d'une communication des citoyens, devant former, comme l'affirme Rousseau « la voix du public ». A partir de cette détermination d'un citoyen à la fois silencieux et loquace, notre problème est : pourquoi Rousseau sollicite-t-il ces deux déterminations de la citoyenneté pour caractériser la loi ?The law, in Rousseau's political thought necessarily involves a definition of the citizen and of democracy. This isn't only founded on the assertion of the sovereignty of the people, but also on the double paradoxical definition of citizenship. Indeed, Rousseau founds the law on the necessity of silent citizens. In this regard, Rousseau's State takes the shape of a community of solitary walkers who seem to be devoid of any public life and opinion. But Rousseau draws, notably in the Lettres écrites de la montagne another characteristic of the citizen, founded on the necessity for citizen to communicate. And this communication is for Rousseau “the voice of the public”. From this definition of the citizen as both silent and loquacious, our problem is now why Rousseau solicits these two determinations of citizenship to found the law? (shrink)

On désespère de trouver une théorie du pouvoir étatique chez Marx, mais il n’y a pas à désespérer de son absence. En effet son absence n’est pas le signe d’une insuffisance ou de son incapacité à comprendre le politique, mais elle est bien plutôt le résultat d’un déplacement dans la façon d’appréhender le pouvoir. Pour Marx le pouvoir est moins un problème d’origine que d’effet. La puissance d’un pouvoir se mesure à ses effets d’individuation. Marx est justement un grand penseur (...) du pouvoir car il court-circuite une théorie de l’État. Le pouvoir ne se montre pas dans la loi et le droit, mais sur les corps productifs que l’on discipline dans la grande industrie. L’analyse du capitalisme chez Marx repose sur une double définition du pouvoir : Comment créer des sujets conformes aux impératifs de la production capitalisme? C’est l’analyse de l’exploitation dans la production. Comment reproduire ce système? Comment faire accepter aux dominés la légitimité de leur domination. C’est tout le travail que Marx mène avec le fétichisme que l’on peut appeler la religion quotidienne du capitalisme. (shrink)

The creation of ad hoc international penal tribunals and of a permanent international penal court symbolizes the will to extend penal law from the national state to international relations, thus giving rise to the concept of a punitive intervention. This contribution seeks to establish whether this extension of penal law to international relations should be strictly modeled on national penal law or whether it should follow a paradigm of its own. This could well be the same paradigm, which some authors (...) have suggested for the national level, i. e. the paradigm of reconstructive justice. Though it does not radically exclude the penal dimension of justice, reconstructive justice nevertheless relativizes this dimension, thus leaving room for a more constructive reaction to crime. (shrink)

Résumé Avant de devenir l’un des pères fondateurs de l’école de Marbourg, Hermann Cohen avait rédigé un article dans lequel il cherchait à mettre en évidence les liens entre Heinrich Heine et le judaïsme. L’article révèle une double préoccupation : théologico-philosophique et politico-philosophique. Cohen affirmait que le panthéisme de Heine, inspiré de Spinoza, serait compatible avec le monothéisme juif, et que c’est ce panthéisme qui aurait mené Heine vers les « idées socialistes » que, comme Heine, il acceptait. Cohen changea (...) ensuite d’attitude envers Spinoza mais il demeura, sa vie durant, un grand admirateur de Heine, alors que Rosenzweig, qui pourtant se présenta comme l’héritier et le successeur de Cohen en pensée juive, développa une forte aversion contre le poète, ce qui ne peut être expliqué que si l’on prend en considération son propre engagement religieux. (shrink)