Brenda Almond throws down a timely challenge to liberal consensus about personal relationships. She maintains that the traditional family is fragmenting in Western societies, causing serious social problems. She urges that we reconsider our attitudes to sex and reproduction in order to strengthen our most important social institution, the family.

First, two aspects of the partiality issue are identified: (1) Is it right/reasonable for professionals to favour their clients interests over either those of other individuals or those of society in general? (2) Are special non-universalisable obligations attached to certain professional roles?Second, some comments are made on the notions of partiality and reasonableness. On partiality, the assumption that only two positions are possible – a detached universalism or a partialist egoism – is challenged and it is suggested that partiality, e.g. (...) to family members, lies between these two positions, being neither a form of egoism, nor of impersonal detachment. On reasonableness, it is pointed out that reasonable is an ambiguous concept, eliding the notions of the morally right and the rational. (shrink)

Tolerance is not neutrality, nor should tolerance in counselling be equated with a spiritual and emotional vacuum. Tolerance applies to style rather than stance, and a counsellor needs a conception of the ideal — broadly speaking, a moral position. Originally proclaimed against religious and political tyranny, the political ideal of tolerance has in the twentieth century become confused with permissiveness, and is thus sometimes charged with generating many of the ills of modern society, including crime and family breakdown. Counselling has (...) become the universal remedy, replacing punishment and compulsion. The counsellor needs (a) a view of human nature (b) a conception of what is good for those possessing that nature. Constants in the first mean there cannot be too much variation in the second. Society is varied and plural, so the counsellor must be non‐judgemental, but while this means accepting the person, it does not necessarily mean endorsing the conduct. A distinction is drawn between therapeutic and philosophical counselling; the latter considers a problem, where the former focusses on the client, but both may fall short of offering a holistic view. Counselling may also exacerbate some of the problems of modern life by too readily accepting the conditions which cause them. Some ethical problems raised by confidentiality and informed consent are discussed. It is concluded that the counsellor must be tolerant, but not morally ambivalent, nor a relativist. (shrink)

This timely collection of introductory essays provides a comprehensive and up-to-date guide to, and survey of, the major moral debates of today. Wide coverage and introduction to the main issues and arguments of applied ethics Each chapter specially commissioned to introduce newcomers Comprehensive notes and reading guides.

ABSTRACT Conventions on human rights give priority to parents in education but modern states tend to make uniform provision, tending towards a monopoly position. Education itself is not incompatible with liberty but is a condition of it. A three-sided conflict exists, however, between the state, parents and professionals as to who should represent the interests of children. Liberty is best preserved if the conflict is resolved in favour of parents, for only parental decision-making guarantees educational variety and change. In addition, (...) the parental relationship itself generates rights, including one derived from the broader political right to cultural and religious freedom. (shrink)

Conventions on human rights give priority to parents in education but modern states tend to make uniform provision, tending towards a monopoly position. Education itself is not incompatible with liberty but is a condition of it. A three-sided conflict exists, however, between the state, parents and professionals as to who should represent the interests of children. Liberty is best preserved if the conflict is resolved in favour of parents, for only parental decision-making guarantees educational variety and change. In addition, the (...) parental relationship itself generates rights, including one derived from the broader political right to cultural and religious freedom. (shrink)

A sign seen in the Philosophy Department of the University of Uppsala reads: A philosopher is one who will deliver a paper on the Hangman's Paradox at a conference on capital punishment. I might take as a supporting example of this tendency to focus on the irrelevant or the inappropriate a real paper to a medico-legal conference on organ transplants which argued that it would be morally justifiable to remove a heart from a healthy would-be heart donor. There are also (...) many amusing and intelligent papers on the ‘survival lottery’—a hypothetical arrangement which would allow individuals to be seized and cannibalised for their organs. These articles are light-hearted exercises in argumentative ingenuity, harmless in themselves, but they are offered in a world in which street children in Brazil are snatched for their kidneys, Chinese political dissidents have their organs seized officially at their place of execution, and poor peasants in Turkey and India sell their own kidneys or those of their relatives, for money. At the same time, the most frequently cited paper on the fraught topic of abortion is one in which pregnancy is compared to the plight of one unwillingly or unintentionally connected to a violinist who temporarily needs the link in order to survive. (shrink)

This volume is a lively, wide-ranging introduction to ethics. It provides accessible coverage of the main ethical theories which offer the basis for an exploration of key issues and recent developments in applied ethics. The author's approach differs from other recent introductions, eschewing the utilitarian approach in favor of a rights and virtue ethics alternative.

There is a need to bring ethics and medical practice closer together, despite the risk and problems this may involve. Deontological ethics may promote sanctity of life considerations against the quality of life considerations favoured by consequentialists or utilitarians; while talk of respect for life and the value of life may point to more qualified ethical positions. This paper argues for a respect-for-life position, dismissing a utilitarian cost-benefit outlook as too simplistic; but an unqualified fixed principles approach is also ruled (...) out, both because of its unacceptable consequences in individual cases and also because of its reliance on the slippery slope argument which, it is argued, is logically and psychologically deficient. The case of genetic engineering provides an example in which the notion of respect may operate, but in which broad general principles also apply. A cautious conservatism towards accepted principles is recommended in the development of medical technologies. (shrink)

The present century has witnessed human crimes on an unprecedented scale. It has also seen the decline of ethics as a major element in higher education and as an academic study forming an important aspect of philosophy.

Brenda Almond examines different countries' policies and ways of attempting to deal with AIDS, focusing on their positions in regard to rights.

Designed to bring the concepts and methods of philosophy to bear on practical concerns, the essays in this volume discuss the environment, personal relationships, war, terrorism and violence, social justice and medicine. Contributors emphasize the metaphysical and ethical dimensions.

Brenda Almond; Dismantling Our Own Foundations: a German perspective on contemporary philosophy of education, Journal of Philosophy of Education, Volume 26, Iss.

Brenda Almond; Dismantling Our Own Foundations: a German perspective on contemporary philosophy of education, Journal of Philosophy of Education, Volume 26, Iss.

"This title was first published in 2003.Developments in genetic science are opening up new possibilities for human beings; both the creation and the shaping of human life are now possible in the laboratory. As these techniques develop, questions are increasingly asked about how far everything that is scientifically possible should - morally, legally and socially - be pursued. Whilst much attention and policy-making has focussed on the development of regulation of technologies affecting human reproduction, regulation where plants and animals are (...) concerned is much more limited. In this book, developments in genetics are addressed in the broad sense by an international range of contributors. This includes not only issues such as eugenics and the modification of the human embryo, but also the genetic modification of plants and animals in the pursuit of commerce, agriculture and biomedical research. This book is published in association with the Society for Applied Philosophy"--Provided by publisher. (shrink)

In this new, revised and expanded edition of her classic introduction, Brenda Almond takes the reader on a progressive exploration through the main areas of contemporary philosophy.

This work begins by discussing the question: what is an educational theory? It goes on to suggest that educational theory should combine scientific accuracy with regard to its data, with conscious commitment to values and aims. The ideas of various educational philosophers are covered.

Testing women of childbearing age for HIV infection and disclosure of HIV status should be examined from three interlocking perspectives— women's personal concerns, the interests of caregivers, and those of the community. In the absence of specific objections, testing for HIV infection should be considered a routine procedure in prenatal care.

Although T.L.S. Sprigge described idealist philosophy as the stage beyond religion, his pantheistic idealism, while not itself a religion, offers a conception of God that seeks to meet the aspiration of human beings to understand their own place in the universe. While he shared with most mid twentieth century British philosophers a basic assumption of the primacy of experience, Sprigge took this strong empiricist assumption in a Berkeleyian rather than a Humean direction. This enabled him to find a place for (...) the phenomenon of religious consciousness, which he saw as the source of a yearning that can be met by absolute idealism's conception of a 'Whole' that encompasses ourselves and all aspects of our world. He describes this recognition as the faltering adumbration of a truth - one that is sometimes encountered in aesthetic experience, and sometimes more directly in the lives of mystics.The metaphysical basis for this form of absolute idealism is provided by a concept of time in which each fleeting 'now' has a fixed and permanent place, and by a theory of identity according to which personal individuality is dissolved in a unitary 'Whole'. (shrink)

Although T.L.S. Sprigge described idealist philosophy as the stage beyond religion, his pantheistic idealism, while not itself a religion, offers a conception of God that seeks to meet the aspiration of human beings to understand their own place in the universe. While he shared with most mid twentieth century British philosophers a basic assumption of the primacy of experience, Sprigge took this strong empiricist assumption in a Berkeleyian rather than a Humean direction. This enabled him to find a place for (...) the phenomenon of religious consciousness, which he saw as the source of a yearning that can be met by absolute idealism's conception of a ‘Whole’ that encompasses ourselves and all aspects of our world. He describes this recognition as the faltering adumbration of a truth – one that is sometimes encountered in aesthetic experience, and sometimes more directly in the lives of mystics. The metaphysical basis for this form of absolute idealism is provided by a concept of time in which each fleeting ‘now’ has a fixed and permanent place, and by a theory of identity according to which personal individuality is dissolved in a unitary ‘Whole’. (shrink)

One of the explanations frequently offered for current social problems is the breakdown of the family as an institution and the decline of values such as trust and responsibility that were until recently associated with it. While the philosophical position of many commentators in this area is rooted in a broadly utilitarian social philosophy, there is a case for an alternative—i.e. non-utilitarian—philosophical point of view. The essential requirement for such an alternative approach is that it accords a place to certain (...) moral absolutes: promises, principles, obligations, and the rights accruing to others as a result of those obligations. Currently procreation, marriage, and family life are being subjected to unprecedented shifts in both meaning and practice, and this is a situation in which a Kantian approach, especially the Kantian dictum that persons should not be treated solely as means to other people's ends, can find new contemporary applications. An unqualified utilitarian spirit has led us into a world where parenthood and child-raising have been split from each other and where money changes hands for the elements of child-making and for the labour of gestation. The pressure for the new constructivist consensus is strong, but so is the case against a trivial or unnecessary extension of choice in procreation and against the increasing commercialisation of human conception. In these circumstances, Kantian ethics has a distinctive role to play in assessing the values at issue in today's ‘new families’ debate. (shrink)

First published in 1982, Means and Ends in Education explores the contrasts between approaches to teaching where teaching is simply a means to some other end; approaches in which the end determines the means; and approaches in which means and ends are integrated and education serves an intrinsic purpose. The book considers the concept of education and evaluates different processes and techniques of teaching and learning. Divided into three parts, it covers instrumentalist approaches, learner-oriented approaches, and liberal approaches to education. (...) It puts forward differing views as to what the term 'education' means to different professions and in different contexts, and how different approaches result in a very different experience for the recipient. It also discusses the extent to which an evaluation of methods of education and an evaluation of the aims of education are linked. Means and Ends in Education will appeal to those with an interest in the philosophy of education. (shrink)

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Philosophy, as I conceive it, is a journey and a quest. Conducted individually, it is nevertheless a collective attempt on the part of human beings from differing cultures and times to make sense of the arbitrary contingency of human existence, to find meaning in life. So understood, the impulse to philosophise needs no explanation or apology. It belongs to us all, and it exerts its own categorical imperative. Here I may quote the words of a wise woman, an invented contributor (...) to this debate, who spoke of the common mind, the common store of wisdom which has the power to outlast the individual. ‘For this’, she said, ‘is what philosophy is: not an esoteric discipline, but the common endeavour of the human race to understand and come to terms with its own perilous, fragile and ultimately ephemeral existence’. (shrink)