Bajo el rótulo de "contractualismo" se agrupan diversas teorías que sostienen que la obligatoriedad de las normas descansa en el consentimiento de quienes están vinculados por ellas. No obstante, esta caracterización general obvia diferencias cruciales entre las distintas teorías contractualistas. Se analizan diversas tipologías para iluminar dichas diferencias y alcanzar una caracterización más exacta del contractualismo. Se concluye que la distinción entre consentimiento hipotético e ideal, al que recurren algunas versiones, torna imposible la formulación de una definición unívoca de contractualismo. (...) "Contractualism" refers to the diverse theories that maintain that the obligatory nature of norms rests on the consent of those bound by them. However, this general characterization overlooks crucial differences among the different contractualist theories. The article analyzes diverse typologies in order to highlight these differences and reach a more precise characterization of contractualism. It concludes that the distinction between hypothetical and ideal consent made by some of these versions makes it impossible to formulate a univocal definition of contractualism. Sob o título de "contratualismo", agrupam-se diversas teorias que sustentam que a obrigatoriedade das normas descansa no consentimento dos que estão vinculados por elas. Contudo, essa caracterização geral torna óbvias diferenças cruciais entre as diferentes teorias contratualistas. Analisam-se diversas tipologias para iluminar essas diferenças e alcançar uma caracterização mais exata do contratualismo. Conclui-se que a diferença entre consentimento hipotético e ideal, à qual recorrem algumas versões, torna impossível a formulação de uma definição unívoca de contratualismo. (shrink)

Bajo el rótulo de “contractualismo” se agrupan diversas teorías que sostienen que la obligatoriedad de las normas descansa en el consentimiento de quienes están vinculados por ellas. No obstante, esta caracterización general obvia diferencias cruciales entre las distintas teorías contractualistas. Se analizan diversas tipologías para iluminar dichas diferencias y alcanzar una caracterización más exacta del contractualismo. Se concluye que la distinción entre consentimiento hipotético e ideal, al que recurren algunas versiones, torna imposible la formulación de una definición unívoca de contractualismo.

Background Regulations on research ethics in France have evolved considerably over the past four years: the implementation of the Jardé law and of the General Data Protection Regulations have changed the landscape of research ethics for research involving or not involving human persons. In a context of creation of an Institutional Review Board at the University of Bordeaux, France, we sought to explore research ethics practices and perceptions in the medical community of our University Hospital. Methods A short questionnaire was (...) sent to all physicians of the University Hospital of Bordeaux. The questionnaire included closed questions and main topics were: physicians’ education in research ethics, ethics practices concerning researches non implying human persons, and physicians’ perceptions about current regulations. Results 86 questionnaires were sent back. If a majority of physicians have validated Good Clinical Practices trainings, there was a low rate of specific training on fundamental references in research ethics and a high proportion of responders do not consider themselves as educated in research ethics after completion of GCPs. Regulations on research ethics have many implications on medical research, especially by inducing changes in protocols in order to alleviate ethical requirements. Malpractices were acknowledged like false mention of positive opinion from an ethics committee. If If a majority of responders considers regulations as a positive answer to research ethics, a large majority considers it as a constraint and a complexification of research process. For 58%, regulations in research ethics are perceived as a hindrance for research initiatives. Conclusion Because of their impact on research process, regulations seem to constitute a scarecrow for physicians. Lack of training, bad representations and questionable practices highlight the need to improve education and to propose concrete guidance for medical researchers. (shrink)

Thomas E. Hill, Jr., interprets and extends Kant's moral theory in a series of essays that highlight its relevance to contemporary ethics. He introduces the major themes of Kantian ethics and explores its practical application to questions about revolution, prison reform, and forcible interventions in other countries for humanitarian purposes.

Thomas Hill, a leading figure in the recent development of Kantian moral philosophy, presents a set of essays exploring the implications of basic Kantian ideas for practical issues. The first part of the book provides background in central themes in Kant's ethics; the second part discusses questions regarding human welfare; the third focuses on moral worth -- the nature and grounds of moral assessment of persons as deserving esteem or blame. Hill shows moral, political, and social philosophers just how valuable (...) moral theory can be in addressing practical matters. (shrink)

E. J. Lowe; The problems of intrinsic change: rejoinder to Lewis, Analysis, Volume 48, Issue 2, 1 March 1988, Pages 72–77, https://doi.org/10.1093/analys/48.2.7.

The responses to the questions of why? when?, how?, where?, and in what ways? business ethics should be taught in the BusinessEthics classroom inundate the scholarly literature. Yet, to date, despite some very interesting ideas, with respect to the answers givento the above question, not only has nothing even close to consensus been reached, but this particular area of pedagogy is instagnation—authors still challenge both the very idea of teaching business ethics as well as the practical value of such courses (...) for ourstudents once they graduate to the corporate world.In this paper I will suggest that the reason for this lack of pedagogical progress is that there has been a serious oversight regarding the most important teaching question of all: Who? I will show that the pedagogical issue of whom should be teaching Business Ethics has been largely ignored, skirted or answered incorrectly. I will then boldly argue that the only necessary condition for successful courses inBusiness Ethics is that they be taught by experts in ethics, i.e., Ph.D.s in philosophy. (shrink)

The responses to the questions of why? when?, how?, where?, and in what ways? business ethics should be taught in the BusinessEthics classroom inundate the scholarly literature. Yet, to date, despite some very interesting ideas, with respect to the answers givento the above question, not only has nothing even close to consensus been reached, but this particular area of pedagogy is instagnation—authors still challenge both the very idea of teaching business ethics as well as the practical value of such courses (...) for ourstudents once they graduate to the corporate world.In this paper I will suggest that the reason for this lack of pedagogical progress is that there has been a serious oversight regarding the most important teaching question of all: Who? I will show that the pedagogical issue of whom should be teaching Business Ethics has been largely ignored, skirted or answered incorrectly. I will then boldly argue that the only necessary condition for successful courses inBusiness Ethics is that they be taught by experts in ethics, i.e., Ph.D.s in philosophy. (shrink)

What makes us human is our special motivation to share with others how we feel, what we believe, and what we want to happen in the future. We want to share with others what is real about the world. Shared reality is crucial to what we believe--sharing is believing. It is central to our sense of self, what we strive for and how we strive. It is basic to how we get along with others. It brings us together in fellowship (...) and companionship, but it also tears us apart by creating in-group "bubbles" that conflict with one another. Our shared realities are the best of us, and the worst of us. (shrink)

The financial Crunch of 2008 was easily explained by both the left and right–too easily. Each insisted that events thoroughly confirmed its own long-held views and utterly refuted those of the opposed camp. This essay argues that there are indeed new lessons to be drawn from the Crunch, lessons that involve balancing the bounty of the Invisible Hand against perils of the Prisoner's Dilemma. Liberal moral imperatives are traced to variables of Personal Choice and External Cost that are typically in (...) tension with each other and thus generate needs for institutional reconstructions that change according to time and circumstance. Personal bankruptcy protection, limited liability corporations, and intellectual property are cited as examples. It is argued that the Crunch occurred because of failure adequately to balance these variables. Three paradoxes came to a head in 2008: Paradox of Efficient Markets; Paradox of Reduced Risk; Paradox of Hard-won Knowledge. The essay concludes with suggestions concerning specific lessons to be drawn from the Crunch and a corresponding list of lessons not to be drawn. (shrink)

It is a working assumption in much of the literature on the meta-problem that problem intuitions are (fairly) universal, and they are (fairly) universally treated as being psychological or rationally significant. I argue that variation in the universality and psychological or rational significance of problem intuitions is worth taking seriously, and that doing so places significant and challenging constraints on what an answer to the meta-problem might look like. In particular, it raises a potential challenge for (full-blown) realists on how (...) solutions to the meta-problem link to the hard problem. (shrink)

In this essay I wish to consider the implications for theory and practice of the following two propositions, either or both of which may be controversial, but which will here be assumed for the sake of argument: Libertarianism is the correct framework for political morality. The vast majority of our fellow citizens disbelieve. 1.

The path of those who would approach the study of Bentham's writings on Evidence has been considerably smoothed by the recent publication of William Twining's work on the evidence theories of Bentham and Wigmore. The material on evidence is now being tackled by the Bentham Project. It presents no easy task. The central core, The Rationale of Judicial Evidence, edited and published by John Stuart Mill in 1827, exists only in the printed version, the MSS from which Mill worked having (...) disappeared. But a substantial body of related material which survives has yet to be thoroughly investigated, though William Twining has made a gallant start. A new edition of the work hitherto known as ‘An Introductory View of the Rationale of Evidence’, first printed in full in the Bowring edition of the Works of Jeremy Bentham is in preparation. The first fruits of this endeavour is that the title of that work as it should appear in due course in the new Collected Works will be Introduction to the Rationale of Evidence: An Introductory View for the Use of Lawyers as well as Non-lawyers, the title in fact given to the work by Bentham. It is intended that what follows should similarly be of use to non-lawyers as well as lawyers. (shrink)

Encore un livre sur saint Thomas, dira-t-on. Que pourrait ajouter celui-ci à tout ce qui existe déjà? Nous voudrions d'abord dans cet ouvrage répondre simplement mais en vérité, et en lisant les textes eux-mêmes de saint Thomas et d'Aristote, à certaines objections ou lieux communs entendus ou lus plus ou moins régulièrement, qui empêchent de commencer à vouloir connaître la pensée de frère Thomas. Il s'agit de mettre en évidence la grande richesse, pour l'intelligence et le coeur humains, de sa (...) pensée philosophique, de ses analyses, de ses manières de poser les questions et d'interroger le réel. Un préambule pour une introduction à la philosophie de Thomas, telle est essentiellement l'intention de ces quatre études et non pas une introduction à la philosophie thomasienne purement et simplement. Elles cherchent ainsi à définir l'esprit d'un apprentissage philosophique qui a aussi en lui tout ce qui convient pour aider à un apprentissage théologique et spirituel, mystique même. (shrink)

In 2005 St Andrews Studies published a volume of essays by Anscombe entitled Human Life, Action and Ethics, followed in 2008 by a second with the title Faith in a Hard Ground. Both books were highly praised. This third volume brings essays on the thought of historical philosophers in which Anscombe engages directly with their ideas and arguments. Many are published here for the first time and the collection provides further testimony to Anscombe's insight and intellectual imagination.

Soeurs ennemies ou soeurs jumelles, servante et maîtresse ou compagnes de labeur, s'ignorant l'une l'autre ou unies au point de presque s'identifier, la foi et la raison entretiennent à l'évidence une relation intense et tumultueuse. N'est-ce pas justement au coeur du mouvement qui tantôt les rapproche tantôt les oppose que s'ajuste leur rapport? Plus que d'un état stable acquis une fois pour toutes il s'agit bien d'une dynamique, d'un processus. C'est cc que visent à montrer les essais réunis dans cc (...) livre, qui rassemble les fruits d'un colloque de théologie et de philosophie tenu à l'initiative du Studium de Philosophie de Chartres et de l'Institut de Théologie des Dombes, centres de formation de la Communauté du Chemin Neuf. (shrink)

Scholarly papers by Gėlėgzhamt︠s︡yn Luvsant︠s︡ėrėn on Mādhyamika, Buddhist philosophy, Mongolian philosophy and Buddhist studies in Mongolia.

1.1. Universitet. Chto on myslit? -- 1.2. Universitet. Chto on mozhet? -- 1.3. ... i chego ne mozhet? -- 2.1. Nauka. Zachem ėto nuzhno? -- 2.2. Obrazovanie. Kakoe obrazovanie? -- 2.3. Akademicheskie vobody. Dli︠a︡ chego? -- Zakli︠u︡chenie -- Chto pochitatʹ ob Universitete?