Bioethics education now takes place outside universities as well as within them. How should clinicians, ethics committee members, and policymakers be taught the ethics they need, and how may their progress best be evaluated?

Bioethics education now takes place outside universities as well as within them. How should clinicians, ethics committee members, and policymakers be taught the ethics they need, and how may their progress best be evaluated?

C.S. Lewis was a major public intellectual in Britain, beginning from the late 1930s and continuing to his death in 1963. In both his non-fiction, especially The Abolition of Man, and his fiction, most importantly in That Hideous Strength, he offers a critique of rationalism and scientism that is often strikingly similar to those that Michael Oakeshott penned in the late 1940s and early 1950s. This essay examines the question to what extent this similarity is merely superficial, and to what (...) extent the two writers shared a similar basis for their views. Furthermore, it examines whether there is an actual thread of influence: had Oakeshott been reading Lewis before writing his critique of rationalism, and if so, to what extent did Lewis’s work inform Oakeshott’s? (shrink)

Philosophy confronts two existential crises: the threats to its existence from scientists like Stephen Hawking who claim that philosophy is dead; and the threat to life itself from catastrophic climate change. The essay’s first theoretical part critiques Nietzsche’s claim that philosophy’s primary function is to guarantee the future of life. The essay’s second practical part claims that philosophy must meet the challenge of life’s extinction through a revised model for ethics in education. Taking its start from recent conceptualizations of philosophy (...) as a ‘field discipline,’ this part considers African American models for delivering ethics in education to under-resourced communities. The third part shows how these theoretical models may be actualized in the practice of an African field philosopher. (shrink)

In the twenty-first century, Stephen Hawking proclaimed the death of philosophy. Only science can address philosophy’s perennial questions about human values. The essay first examines Nietzsche’s nineteenth century view to the contrary that philosophy alone can create values. A critique of Nietzsche’s contention that philosophy rather than science is competent to judge values follows. The essay then analyzes Edward O. Wilson’s claim that his scientific research provides empirically-based answers to philosophy’s questions about human values. Wilson’s bold new hypothesis about the (...) ‘social conquest of the earth’ challenges Nietzsche’s vision of philosophy’s mission. Confronting both Nietzsche and Wilson, the essay then considers three theoretical proposals for a consilience of philosophy, science, engineering and technology. The conclusion presents a working African model of consilience that addresses the existential problem of poverty in the Global South. (shrink)

This essay contrasts Nietzsche’s remarks on elite education with W.E.B. Du Bois’ demand for democratized education. The essay takes their remarks as springboards for a twenty-first century philosophy of education rather than an historical account of their philosophies. Both thinkers cultivated Kant and Hegel’s dream that the spirit of freedom guided by reason would unite all the world’s peoples. Both held that education was key to realizing the dream. Their judgments about qualifying for education separated them. Nietzsche insisted that only (...) the elite should receive the fullest measure of education. Du Bois believed that in the future virtually every human being would receive a university-level education. The essay’s principal point is to show how contemporary technology can make Du Bois’ dream a reality. An African philosopher’s working model demonstrates a path to universal university education. (shrink)

The paper examines the loss of African identity within the modern/ contemporary era. African identity has been a recurrent theme in all domains of African studies, serving as a major intellectual concern of many African scholars. Debates on the reality of African Philosophy are anchored on the questions surrounding African identity giving rise to thoughts and contents of that philosophy. Despite the volumes already generated on the theme, the controversial circumstances that engendered the subject of African identity makes its intellectual (...) concern sustainable and almost inexhaustible. The question of African identity is basically an ontological question of the reality of Africa cum the being of an African. The series of infiltration and appraisals of Africa by foreign elements tend to plunge the continent into crises of identity. In addition to the various approaches to the subject, the nature-culture perspective presents the argument that if culture is ideally the product of a people’s nature, African culture represents the objective manifestation of the Africanity of the continent and its organic/holistic content. Such frame of thought embellished with philosophic tools provides further locus for a more feasible and stable definition of African identity as the holistic nature and character of being African. (shrink)

In 1972, R.C. Lewontin concluded that it follows from the fact that the large majority of human genetic variation (≈ 85%) is among individuals within local populations that racial taxonomy is unjustified. Three decades later, Edwards demonstrated that while the accuracy with which individuals may be assigned to groups is poor for a single locus, consideration of multi‐locus data allows for highly accurate assignments. Edwards concluded that Lewontin's dismissal of racial taxonomy was unwarranted. Edwards misidentified the aim of Lewontin's critique, (...) which was directed at the utility of racial classification and not at assigning individuals to groups using genetic data. Moreover, Edwards conflated distinct kinds of correlation when sketching out his argument. If we follow Edwards’ argument to its natural terminus, it becomes clear that it is consideration of all of the correlation structure among local groups in human genetic data that renders racial taxonomy scientifically useless. Lewontin considers the correlation structure relevant to his analysis of racial taxonomy and does not make his eponymous misstep. Rather, critics of Lewontin who use racial taxonomies in their work are the primary offenders when it comes to committing Lewontin's fallacy. (shrink)

Religion in education in South Africa and the Netherlands: A comparative study. The aim of this article is the reconstruction and comparison of the historical evolution of the place and role of religion in education in South Africa and in the Netherlands. The article commences with an overview of the historical evolution of the place and role of religion in education, up to the present, and a discussion of the dissatisfaction and objections which could be and which have been levelled (...) against the current situation. The Netherlands has followed a more accommodating policy and practice regarding religious beliefs and diversity than the international norm. While South Africa can learn much from the Dutch approach to the problem of religion in education, this approach has also been challenged in recent times. In both systems, controversy about the accommodation of religion in education has given rise to tension between the notions of freedom, tolerance and accommodation, on the one hand, and the acknowledgement of human rights and the need for social cohesion on the other. Other considerations to be taken into account in this regard are the downsides of providing a partisan, confessional type of education that could hinder learners in maintaining themselves in the outside world. The trend in modern society is towards individualised belief systems, not collective ones. And the warning to be heeded is that the line between education and indoctrination is thin. The current Dutch model, despite the problems that it currently encounters, could provide direction in respect of all these issues. Contribution: The article concludes with an educational-philosophical perspective regarding the question as to how educationists and educators could guide learners to a state where they can independently decide about their personal religious orientation, given the fact that they are now living in a time when relativism prevails, also in terms of religion and faith. (shrink)

Durkheim's Ghosts is a fascinating presentation of the tradition of social theory influenced by Emile Durkheim's thinking on the social foundations of knowledge. From Saussure and Levi-Strauss to Foucault, Bourdieu and Derrida, today's criticisms of modern politics and culture owe an important, if unacknowledged, debt to Durkheim. These engaging and innovative essays by leading sociologist Charles Lemert bring together his writings on the contributions of French social theory past and present. Rather than merely interpret the theories, Lemert uses them (...) to explore the futures of sociology, social theory, and culture studies. Durkheim's Ghosts offers the reader original insights into Durkheim's legacy and the wider French traditions for the cultural and social sciences. Of special note is the book's new and exciting theory of culture and semiotics. Provocative, scholarly, imaginative and ambitious this book will be invaluable to anyone interested in social theory, culture, and intellectual history of modern times. (shrink)

Healthcare ethics committees (HEC) have emerged as institutional forums for addressing bioethical dilemmas. Psychiatrists have important roles to play on these committees. Their skills in group process assessment, mental status examination, and character assessment have diverse applications. Psychiatrists can facilitate communication within the committee and as HEC-based clinical ethics consultants. HECs must be concerned with how they arrive at ethical decisions, guarding against political influence or individual monopolization. Psychiatrists can assist these efforts as organizational consultants to HECs. The perception of (...) psychiatrists as reflective, tolerant of ambiguity, humanizing, and approachable about ethical aspects of health care suggests they would make excellent committee leaders. Psychiatrists also have important committee roles to play as ethics educators and policy makers. More demographic data is needed to investigate psychiatrist participation on HECs. Studies of how they are perceived by their ethics committee colleagues may reveal new roles and potential pitfalls for HEC psychiatrists. (shrink)

The environmental elbow room model of free will posits the unshared proportion of environmental variance in twins is a measure of the degree to which free will may be exercised with respect to one’s life outcomes for a trait. This model attempts to unify the behavioral genetic study of socially important psychological characteristics such as intelligence and academic achievement with Dennett’s broadly compatibilist elbow room notion of free will. We demonstrate that the philosophy and genetics underlying the environmental elbow room (...) model are both fundamentally flawed. Philosophically the degree to which an outcome might be predicted in a given situation does not give any sense of whether the course of action to achieve an outcome was free or unfree. With respect to genetics, quantities such as heritability and its environmental complement, even when they do reflect the actions of independently identifiable causes are not indicative of the chain of decisions one would have to evaluate to judge if an action was freely chosen. We show the contemporary human behavioral genetics focus on heritability is wholly misplaced for purposes of making decisions about policy and free will alike. Variance components sample a single instance of the distribution of variation arising from different sources and do not constrain outcomes in other contexts. The claim that the high heritability of a trait, life outcomes included, makes us less free to change it is similar in key ways to Jensenism’s contention that high heritability makes social change impossible. (shrink)

Interaction between Peter Singer and Christian ethics, to the extent that it has happened at all, has been unproductive and often antagonistic. Singer sees himself as leading a 'Copernican Revolution' against a sanctity of life ethic, while many Christians associate his work with a 'culture of death'. Charles Camosy shows that this polarized understanding of the two positions is a mistake. While their conclusions about abortion and euthanasia may differ, there is surprising overlap in Christian and Singerite arguments, and (...) disagreements are interesting and fruitful. Furthermore, it turns out that Christians and Singerites can even make common cause, for instance in matters such as global poverty and the dignity of non-human animals. Peter Singer and Christian ethics are far closer than almost anyone has imagined, and this book is valuable to those who are interested in fresh thinking about the relationship between religious and secular ethics. (shrink)