Social work ethics provide practitioners with guidance on how to promote social work values such as respect, social justice, human relationships, service, competence, and integrity. Students entering the profession need to develop a real-world understanding of how to apply these values in practice while also managing the dilemmas that arise when social workers, clients, and others encounter conflicting values and ethical obligations. Ethics and Values in Social Work offers a comprehensive set of teaching and learning materials to help students develop (...) the knowledge, self-awareness, and critical thinking skills required to handle values and ethical issues in all levels of practice--individual, family, group, organization, community, and social policy. BSW and MSW students will particularly appreciate how complex ethical obligations and theories have been translated into plain language. Additionally, the comprehensive set of case examples and exercises provides realistic scenarios to develop critical thinking and problem solving skills across a range of practice situations. (shrink)

In a unique and student-friendly package, Ethics and Values in Social Work offers a series of learning modules that will ensure graduates receive a ...

This paper is designed to do three things. First, it discusses some of the key trends in business ethics in the academic and corporate communities. Initiatives like the Arthur Andersen Business Ethics Program are noted. Secondly, the paper examines certain basic misconceptions about the field and concludes that the adage that good ethics is good business is still true. Finally, the paper highlights fourteen business attitudes or practices that may put a firm at ethical risk. For example, the paper discusses (...) the risk of using ethics as simply a public relations initiative.Man's life is not a state of unalloyed happiness. The earth is no paradise. Although this is not the fault of social institutions, people are wont to hold them responsible for it. The foundation of any and every civilization, including our own, is private ownership of the means of production. Whoever wishes to criticize modern civilization, therefore, begins with private property. It is blamed for everything that does not please the critic, especially those evils that have their origin in the fact that private property has been hampered and restrained in various respects so that its full social potentialities cannot be realized.1. (shrink)

I can ask myself what to do, and I can ask myself what I ought to do. Are these the same question? We can imagine conjuring up a distinction, I’m sure. Suppose, though, I just told you this: “I have figured out what I ought to do, and I have figured out what to do.” Would you understand immediately what distinction I was making? To do so, you would have to exercise ingenuity. I have in mind here an “all things (...) considered” ought that I can use in my thinking, an ought that is not specifically moral, in that it doesn’t settle by sheer rules of language that I ought always to abide by morality. For this ought, the question of what I ought to do seems just to be the question of what to do. (shrink)

I conclude that Gibbard fails to solve several of the traditional problems for expressivism. He solves some of these problems, but his solutions to them in effect give up expressivism. Of course, one might respond that it does not really matter whether his theory is expressivist. In some ways, I agree. Gibbard says many fascinating things about morality which have at most indirect connections to his expressivist analysis. I am thinking especially of his later discussions of hyperscepticism, parochialism, and indirect (...) pragmatism. These views could still be developed even if he gave up expressivism. All I have tried to show here is that he does need to give up expressivism unless he can solve the problems that I have raised. (shrink)

Plato's Individuals is rich and rewarding. McCabe's reading will compel us to examine anew the presuppositions we bring to the enterprise of understanding Plato. Her devotion to showing that her thesis is found almost everywhere in the corpus is noteworthy. At times she also seems to strain to assimilate modern and Platonic concerns. If one can accept that Plato's tripartite soul goes over into something we might recognize as the problem of personal identity, it can only be because we are (...) writing off his devotion to reincarnation and transmigration. It is, however, McCabe's novel and energetic defense of individuation that deserves closest scrutiny. Here charges of anachronism and projection will be heard. (shrink)

At 47e–53c of the Timaeus Plato presents his most detailed metaphysical analysis of particulars. We are told about the construction of the physical universe, the ways we can and cannot talk about the phenomena produced, and about the two causes – Necessity and Intelligence – which govern the processes and results of production. It seems to me that we are told too much and too little: too much, because we have two accounts of the generation of phenomenal particulars – one, (...) the ‘formal account’, which makes use of the receptacle, Forms and form-copies, and a second, the ‘geometrical account’, which appeals to geometrical shapes, the Demiurge and, apparently, matter; too little, because there is insufficient guidance as to how to relate the two accounts. (shrink)

In this article I suggest a tripartite classification of scientific activity; discovery, pursuit, and justification. I believe that such a classification can give us a more adequate description of scientific practice, help illuminate the various roles that evidence plays in science, and may also help to partially resolve differences between “constructivist” and “epistemologist” views of science. I argue that although factors suggested by the constructivists such as career goals, professional interests, utility for future practice, and agreement with existing commitments do (...) enter into pursuit, it is experimental evidence that is decisive in justification. I illustrate this with two case studies from the history of contemporary science, experiments on atomic parity violation and their relation to the Weinberg-Salam unified theory of electroweak interactions and the fifth force in gravity. I also answer some of the criticisms offered of my earlier account of the episode of atomic parity violation. (shrink)

Rawls' Difference Principle asserts that a basic economic structure is just if it makes the worst off people as well off as is feasible. How well off someone is is to be measured by an ‘index’ of ‘primary social goods’. It is this index that gives content to the principle, and Rawls gives no adequate directions for constructing it. In this essay a version of the difference principle is proposed that fits much of what Rawls says, but that makes use (...) of no index. Instead of invoking an index of primary social goods, the principle formulated here invokes a partial ordering of prospects for opportunities. (shrink)

In her study Anarchism and Education, Judith Suissa argues that anarchist learning entails a constant interplay of tensions arising from emergent desires to transform society and the challenges society poises for realizing them. This is inescapable because a critical attitude is integral to an anarchist process of learning, infusing it with creative license premised on the conviction that we need not accept things as they are, that learning is not only a space for understanding, but also enactment. My purpose is (...) to explore this dynamic in the work of graphic artist Kevin Pyle, an American-born artist with a substantive body of illustrated books and comics addressing a myriad of issues. I am interested... (shrink)

Chapter 1: Introduction to Social Work Values and Ethics -- Chapter 2: Managing Ethical Issues -- Chapter 3: Social Justice -- Chapter 4: Client Autonomy, Self-Determination, and Informed Consent -- Chapter 5: Privacy, Confidentiality, and Exceptions -- Chapter 6: Professional Competence, Incompetence, and Impairment -- Chapter 7: Cultural Competence, Humility, Awareness, and Responsiveness -- Chapter 8: Professional Boundaries, Dual Relationships, and Conflicts of Interest -- Chapter 9: Responsibilities in Practice Settings -- Chapter 10: Access to Services -- Chapter 11: Honesty (...) and Integrity -- Chapter 12: Social Work Accountability and Regulation -- Chapter 13: Risk-Benefit Management -- Chapter 14: Conclusion. (shrink)

Goodness, rational permissibility, and the like might be gruesome properties. That is to say, they might not well suit causal-explanatory purposes. Or at least, these properties are gruesome for all their normative concepts tell us by themselves. Perhaps hedonists are right and such properties are anything but gruesome, but perhaps instead, the most gruesome-minded ethical pluralists are right—normative concepts by themselves don’t settle the issue. At the end of his marvelous commentary, John Hawthorne depicts the morass of dank possibilities that (...) a “moral realist” must enter when he tries explaining how normative words and thoughts could lock on to some particular causally gruesome property that constitutes being good. Right, I say, and expressivists can direct us around the morass. Then he asks why I avoid the questions that lead moral realists into this morass. But I don’t avoid them; I offer an answer. (shrink)

Is there anything morally special about free exchange? In asking this, I am asking not only about extreme, so-called “libertarian” views, on which free exchange is sacrosanct, but about more widespread, moderate views, on which there is at least something morally special about free exchange. On these more compromising views, other moral considerations may override the moral importance of free exchange, but even when rights of free exchange are restricted for good reason, something morally important is lost. For some, free (...) exchange may preserve liberty, in some morally significant sense, or realize some such moral value as “to each his own.” Alternatively, a system of free exchange may have a special moral status by virtue of the kinds of pragmatic arguments that economists give, arguments that free exchange produces good social results. Whether free exchange has any such virtues as these is the broad question I address in this paper. I offer what I have to say somewhat in the spirit of an overview. Philosophical scrutiny and economic analysis combine, it seems to me, to delineate fairly clearly what is, and what is not, morally special about free exchange. (shrink)

During the last decade, the intensity of interest in the subject of business ethics has surprised even the most ardent defenders of the movement. It is easy to become euphoric over such developments. Yet, we should not be lulled into believing that such growth has no limits. The fact is that the movement stands at a watershed where certain alternative courses of action are available. In this paper, I outline what some of those crossroads are and what the consequences will (...) be if certain actions are or are not taken. The key to success is dependent upon a multidisciplinary approach that relies on dialogue and cooperation among colleagues in the academy and in business. This will ensure a true mix of theory and practice. (shrink)

On the face of it, Plato's treatment of aisthesis is decidedly ambiguous. Sometimes he treats aisthesis as a faculty which, though distinct from all rational capacities, is nonetheless capable of forming judgments such as ‘This stick is bent’ or ‘The same thing is hard and soft’. In the Theaetetus, however, he appears to separate aisthesis from judgment, isolating the former from all prepositional, identificatory and recognitional capacities. The dilemma is easily expressed: Is perception a judgmental or cognitive capacity, or is (...) it a non-judgmental, non-cognitive capacity? If the former, how does perception differ from belief? If the latter, is perception a faculty of the rational or irrational soul? Not surprisingly, the topic has received much scrutiny over the years. And equally unsurprisingly, the debate has turned as much on what it means for a capacity to be judgmental, cognitive, non-judgmental or non-cognitive, as on whether Plato says that it is of either kind. (shrink)

Experiments often disagree. How then can scientific knowledge be based on experimental evidence? In this paper I will examine four episodes from the history of recent physics: the suggestion of a Fifth Force, a modification of Newton’s law of gravitation; early attempts to detect gravitational radiation ; the claim that a 17-keV neutrino exists; and experiments on atomic-parity violation and on the scattering of polarized electrons and their relation to the Weinberg-Salam unified theory of electroweak interactions. In each of these (...) episodes discordant results were reported, and a consensus was later reached that one result—or set of results—was incorrect. I will examine the process of reaching that consensus. I will show that the decision was reached by reasoned discussion based on epistemological and methodological criteria. It then follows that we may use experimental evidence as the basis of scientific knowledge. (shrink)