Giving Voice to Values, under the leadership of Mary Gentile, has fundamentally changed the way business ethics and values-driven leadership is taught and discussed in academic and corporate settings worldwide. This book shifts attention to the future of Giving Voice to Values (GVV) and provides thought-pieces from practitioners and leading experts in business ethics and the professions on the possibilities for sustaining its growth and success. These include the creation of new teaching materials, (...) reaching different audiences, and expanding the ways in which Giving Voice to Values is making a difference in classrooms and the workplace and acting as a catalyst for organizational and societal change. The book closes with a reflective chapter by Mary Gentile, looking back at where GVV has been and looking ahead to where GVV might go. (shrink)

The Giving Voice to Values pedagogy and curriculum is described as an example of a powerful leverage point in the integration of business ethics and values-driven leadership across the business curriculum. GVV is post-decision-making in that it identifies an ethical course of action and asks practitioners to identify who are the parties involved and what’s at stake for them; what are the main arguments to be countered; and what levers that can be used to influence those (...) who are in disagreement. The internalization of GVV’s constructs allows faculty to comfortably raise and endorse ethics as part of the natural order of business decision-making because the stakes of doing so have been normalized. Methods for introducing and using GVV in undergraduate through MBA courses are given. An illustration is given for economics courses. (shrink)

The evaluation of new theories and pedagogical approaches to business ethics is an essential task for ethicists. This is true not only for empirical and applied evaluation but also for metatheoretical evaluation. However, while there is increasing interest in the practical utility and empirical testing of ethical theories, there has been little systematic evaluation of how new theories relate to existing ones or what novel conceptual characteristics they might contribute. This paper aims to address this lack by discussing the role (...) of metatheorising in assessing new approaches to ethics. The approach is illustrated through evaluating a new pedagogy and curriculum for ethics education called Giving Voice to Values (GVV). Our method involves identifying a number of metatheoretical lenses from existing reviews of ethical theories and applying these to examine GVV’s conceptual elements. Although GVV has been explicitly presented as a pedagogy and teaching curriculum, we argue that it has the potential to contribute significantly to the development of ethical theory. We discuss the general implications of this metatheoretical method of evaluation for new approaches to business ethics and for GVV and its future development. (shrink)

Giving Voice to Values as a Professional Physician provides students with the theoretical background and practical applications for acting on their values in situations of ethical conflict. It is the first medical ethics book that utilizes the Giving Voice to Values methodology to instruct students in medical ethics and professionalism. In doing so, it shifts the focus of ethics education from intellectually examining ethical theories and conflicts to emphasizing moral action. Each section of (...) the book explains how moral decision-making and action can be implemented in the healthcare arena. Medical ethics cases are provided throughout in order to assist students in giving voice to their values and developing skills for professional action. The Giving Voice to Values methodology, and the cases in this book, do not focus on the big questions of academic ethics, but rather on the ethics of the everyday, even if the challenges presented are difficult. In other words, the ethical questions students will have to face, in this book and in medical education and practice, are about how to interact with others, whether they be patients or colleagues, who might have different ethical positions. The book provides a unique guide for professional identity formation and the teaching of ethics in medical schools. (shrink)

This paper presents the use of the Giving Voice To Values (GVV) pedagogical approach for educating entrepreneurial leaders. First, we introduce a new framework for entrepreneurial leadership and review the three principles of this framework. Second, we discuss how the GVV pedagogical approach provides a unique way to educate entrepreneurial leaders. Finally, we describe how Babson College plans to use the GVV approach in our curricula.

Giving Voice To Values (GVV) serves as a framework to teach individuals methods to speak up when they witness actions that are contrary to their professional and personal values. This essay illustrates how GVV serves as a catalyst to advance both research and teaching activities.

Giving Voice To Values (GVV) serves as a framework to teach individuals methods to speak up when they witness actions that are contrary to their professional and personal values. This essay illustrates how GVV serves as a catalyst to advance both research and teaching activities.

Giving Voice To Values serves as a framework to teach individuals methods to speak up when they witness actions that are contrary to their professional and personal values. This essay illustrates how GVV serves as a catalyst to advance both research and teaching activities.

Giving Voice To Values (GVV) serves as a framework to teach individuals methods to speak up when they witness actions that are contrary to their professional and personal values. This essay illustrates how GVV serves as a catalyst to advance both research and teaching activities.

Giving Voice To Values (GVV) serves as a framework to teach individuals methods to speak up when they witness actions that are contrary to their professional and personal values. This essay illustrates how GVV serves as a catalyst to advance both research and teaching activities.

ABSTRACTLegal ethics pedagogy does not often attend to the gap between principles and effective action. A pedagogy that does attend to this gap is ‘Giving Voice to Values’. Developed by a US business academic, Mary Gentile, GVV focuses not on the normative questions of 'what is the right thing to do?' but on the behavioural question 'how do we get the right thing done?' GVV has much to offer efforts to foster ethical behaviour in lawyers. In this (...) article, I situate GVV within the behavioural ethics literature, which examines how and why people make the decisions they do in the ethical realm. I then turn to a discussion of the GVV curriculum and a case study of its application in legal education. I report preliminary results from research into the effectiveness of the GVV approach in postgraduate practical legal training. Finally, I encourage legal ethics teachers to experiment with GVV as a way of helping students develop skills for dealing constructively with ethical challenges in legal practice. (shrink)

Mary Gentile’s Giving Voice to Values presents an approach to ethics training based on the idea that most people would like to provide input in times of ethical conflict using their own values. She maintains that people recognize the lapses in organizational ethical judgment and behavior, but they do not have the courage to step up and voice their values to prevent the misconduct. Gentile has developed a successful initiative and following based on encouraging (...) students and employees to learn how to engage in communication or action to express their values within an organization’s formal and informal value system. The purpose of this analysis is to examine the Giving Voice to Values approach to empowering the individual to take action to deal with lapses in organizational ethics. We examine the role of Giving Voice to Values in business ethics education, considerations for implementing GVV, and recommendations for business educators and corporate ethics officers. We conclude that while GVV is an effective tool, it is not a comprehensive or holistic approach to ethics education and organizational ethics programs. (shrink)

Giving Voice To Values (GVV) serves as a framework to teach individuals methods to speak up when they witness actions that are contrary to their professional and personal values. This essay illustrates how GVV serves as a catalyst to advance both research and teaching activities.

Giving Voice To Values (GVV) serves as a framework to teach individuals methods to speak up when they witness actions that are contrary to their professional and personal values. This essay illustrates how GVV serves as a catalyst to advance both research and teaching activities.

We apply an action-oriented approach to business ethics education, Giving Voice to Values (GVV), to the topic of sustainability. The increasingly problematic impact of unsustainable economic activity is demanding actionable responses from business. However, traditional business ethics education has focussed on awareness and decision-making and neglected action-oriented methods. The GVV curriculum offers an applied and process-driven ethics approach thatcomplements more analytical ethics pedagogies. Because of its focus on action and expressing personal values, GVV can be thought (...) of as largely applicable to the micro-level of interpersonal interactions. This paper illustrates GVV’s potential for much broader application by presenting two caselettes spanning the micro-level of workplace refurbishment to the global-level of the mass dumping of electronic waste. Ways of crafting conversations around these sustainability issues are presented and implications of the GVV approach for both the teaching and practice of sustainability ethics are discussed. (shrink)

We apply an action-oriented approach to business ethics education, Giving Voice to Values (GVV), to the topic of sustainability. The increasingly problematic impact of unsustainable economic activity is demanding actionable responses from business. However, traditional business ethics education has focussed on awareness and decision-making and neglected action-oriented methods. The GVV curriculum offers an applied and process-driven ethics approach thatcomplements more analytical ethics pedagogies. Because of its focus on action and expressing personal values, GVV can be thought (...) of as largely applicable to the micro-level of interpersonal interactions. This paper illustrates GVV’s potential for much broader application by presenting two caselettes spanning the micro-level of workplace refurbishment to the global-level of the mass dumping of electronic waste. Ways of crafting conversations around these sustainability issues are presented and implications of the GVV approach for both the teaching and practice of sustainability ethics are discussed. (shrink)

Business ethics education aims to enable students to become conscious of their own values and develop the capacity to voice such values and make value-consistent decisions. However, a student’s personal values and the capacity to act on them tend to change after graduation. In this study, we discuss how moral learning is different in real work life compared to a business school setting, and we explain why graduates may downplay or abandon their values after graduation. (...) We launch the concept of dynamic moral capacity (DMC), defined as the metacognitive routines for processing moral decision outcomes, motivated by humility goals. We suggest that future courses in business ethics develop DMC to avoid value drift and negative moral learning over time after graduation. Finally, we discuss how DMC can be included in the instructional framework of giving voice to values and thus increase its impact on moral learning after graduation. (shrink)

Phenomenological healthcare research should include the lived experiences of a broad group of healthcare users. In this paper it is shown how shadowing can give a voice to people in vulnerable situations who are often excluded from interview studies. Shadowing is an observational method in which the researcher observes an individual during a relatively long time. Central aspects of the method are the focus on meaning expressed by the whole body, and an extended stay of the researcher in the (...) phenomenal event itself. Inherent in shadowing is a degree of ambivalence that both challenges the researcher and provides meaningful insights about the phenomenon. A case example of a phenomenological study on the experiences of elderly hospital patients is used to show what shadowing yields. (shrink)

This paper assesses the impact of the Giving Voice to Values (GVV) program. The GVV program takes a very different approach to ethics education and shifts the focus from the traditional why actions are unethical to how one can effectively resolve ethical conflict. The GVV program encourages reflection on potential actions and reactions through practice with voicing one’s values. We chose to implement this program in an advanced financial accounting course and encouraged our students to (...) class='Hi'>voice their values through scripted role-plays. After implementing this program and empirically assessing the impact of the ethics intervention, we find that students are more likely to speak up and confront unethical actions by voicing their values to internal management, the CFO, and company hotlines after completing the module. While not a primary focus of the study, the intervention also appears to have increased the students’ ability to recognize and increase their sensitivity to ethical issues. (shrink)

Participatory deliberation, whereby diverse experts and publics collectively engage in decision‐making, can ensure a more informed and just decision by centering historically marginalized perspectives and engaging a spectrum of value systems. Broad and diverse participation is crucial for the equitable distribution of risks and benefits resulting from complex and uncertain decisions such as environmental gene editing. From an ethical position that gives intrinsic value to the nonhuman and recognizes the interconnectedness of species across generations, we argue that deliberation over environmental (...) gene editing must include the voice of nature and the voice of future generations. Inclusion of these key participant groups can encourage reflection on the human relationship with nature and help safeguard intergenerational equity of decisions reached. By drawing from the legal rights of nature movement, the Boardman River Dams Project, and methods for representative participation, we offer strategies for inclusion of nonhuman nature and future generations in deliberative processes about environmental gene editing and other crucial decisions about our shared environments. (shrink)

In a time of cultural pluralism and legitimation crisis, there is an increasing uncertainty among teachers in Sweden about with what right they are fostering other people's children. What does it mean to teach ‘common values’ to the coming generation? How do teachers find legitimacy and authority for this endeavour, not as family members or as politicians, but as teachers? To respond to this uncertainty, the paper takes the public/private distinction as a starting-point for rethinking the place of the (...) school. Drawing on the work of Hannah Arendt and of Jan Masschelein and Maarten Simons, it argues that the school is an in-between place—a place that transforms values into ‘common goods’ and turns fostering into a teaching matter. The overall purpose of the paper is to sketch out the consequences of this ‘in-betweenness’ for what it means to find one's voice as a teacher in fostering the coming generation. (shrink)

This article argues that attempting to overcome moral silence in organizations will require management to move beyond a compliance-oriented organizational culture toward a culture based on integrity. Such cultural change is part of good corporate governance that aims to steer an organization to enhance creativity and moral excellence, and thus organizational value. Governance mechanisms can be either formal or informal. Formal codes and other internal formal regulations that emphasize compliance are necessary, although informal mechanisms that are based on relationship-building are (...) more likely to achieve moral excellence. Such a shift can be viewed as a transformative strategy for overcoming the destructive side effects and business risks of the tendency within corporate cultures to remain mute when faced with issues that violate personal or corporate values. Genuine dialogues and appropriate ethical decisionmaking training can deepen the understanding and create a mindful awareness (of ethical values) and induce trust that embrace both complying with rules and regulations, as well as inciting creative "ethical innovation" with respect to human interaction in multinational companies. (shrink)

Giving permission to embodied knowing to inform nursing research methodology: die poetics of voice(s)This paper originated from my experience of trying to find an authentic way to research women's experience of the pre‐menstruum. I describe how personal change informed an evolving methodological approach. This change occurred when I felt tension between two strong voices. Conflict and insecurities originated from the pressure of my academic voice to conform to the dominant culture in what often seemed a disempowering way; (...) a way that denied my body voice by emphasizing theory over experience. The construction of a poetic of voice (s) to illustrate how I eventually found an embodied voice is used to provide space for the reader's own interpretive process. The evolving embodied voice integrates my experience as a woman/nurse/researcher, validating my knowing bodily, practically, experientially and academically that I was able to help the participants to disclose their embodied knowing. This approach has wider implications when considering the value nurse researchers and academics give to embodied wisdom. (shrink)

Over the last several years, regular evaluation of development programs has become essential in measuring and understanding their true impact. Feminist and gender-sensitive evaluations have gradually emerged, drawing attention to existing inequities--gender, caste, class, location, and more--and the cumulative effect of these biases on daily life. Such evaluations are also deeply political; they explicitly acknowledge that gender-based inequalities exist, show how they remain embedded in society, and articulate ways to address them. Based on four years of research, Voices and (...) class='Hi'>Values offers critical insight into how gender, class, and nationality inflect and affect sociological research. It examines how feminist evaluations could make an effective contribution to new policy formulations oriented to gender and social equity. The essays here focus centrally on the structural roots of inequity: giving weight to all perspectives; adding value to marginalized groups and people under evaluation; and taking forward the findings of evaluation into advocacy for change. In doing so, each essay advances the understanding of feminist evaluation both conceptually and as practice. (shrink)

This article explores a modern approach to childhood that abandons the traditional view of children in western societies as inferior, fragile and vulnerable. The modern approach explored in this paper takes a plural perspective in the conception of children as people who are able to think for themselves and who have the absolute right to participate in the affairs that affect them. This modern approach is related in this study to the free-rangers thesis, in which childhood is interpreted as a (...) process of maturation and not as a stage of life, which is the conception linked to the traditional percepcion of childhood in the western societies. In the framework of formal education, this modern approach to childhood is related to Freire’s liberating education and the proposals for the school of philosophy with children in which philosophical practices are encouraged from an early age, thereby stimulating a much more active role for children in schools and giving their voice due recognition. So, this study highlights the importance of promoting liberating education in schools with the aim of making every effort to subvert the traditional roles of both teachers and pupils in formal education to give a more active role to children. In thi sense, this paper calls for the activity of philosophy whith children and encourages the idea of putting philosophy at the service of schools to give children’s voices greater value. (shrink)

Giving Voice to Values as a Professional Physician: An Introduction to Medical Ethics by Ira Bedzow (2019, Routledge) is a short and accessible volume that introduces practical ethical decision mak...

In this paper I argue that noise is a significant source of social harm and thoseharmed by noise often suffer not merely a misfortune but an injustice. I arguethat noise is a problem of justice in two ways; firstly, noise is a burden of socialcooperation and so the question of the distribution of this burden arises. And,secondly, some noises, although burdensome, are nevertheless just becausethey arise from practices that are ‘reasonable’. I offer a number of distinctions,between necessary and unnecessary noise, (...) between public and private noiseand between reasonable and unreasonable noise. What justice requires willdiffer according to what kind of noise we consider. My purpose is to give normativeurgency to the problem of noise by understanding certain instances ofit as not merely annoyances and nuisances but instances of injustice. (shrink)

In this paper I argue that noise is a significant source of social harm and those harmed by noise often suffer not merely a misfortune but an injustice. I argue that noise is a problem of justice in two ways; firstly, noise is a burden of social cooperation and so the question of the distribution of this burden arises. And, secondly, some noises, although burdensome, are nevertheless just because they arise from practices that are ‘reasonable’. I offer a number of (...) distinctions, between necessary and unnecessary noise, between public and private noise and between reasonable and unreasonable noise. What justice requires will differ according to what kind of noise we consider. My purpose is to give normative urgency to the problem of noise by understanding certain instances of it as not merely annoyances and nuisances but instances of injustice. (shrink)

The meaning of privacy has been frequently disputed in the philosophical and -/- legal literature since Warren and Brandeis first argued for it as a distinct and -/- important personal and social value. Nevertheless, while the meaning of privacy -/- is held to be vague, there is general agreement that Warren and Brandeis were -/- correct in their assessment of its value. Theorists of democracy, on the other hand, -/- have been ambivalent towards the realm of the private. This paper (...) interrogates the -/- intersection between privacy and democracy, questioning the place of privacy as a -/- distinctly democratic value. (shrink)

Giving Voice to Values is a very important tool that has helped many professionals better align what they do with what they value and believe. This book introduces the methodology of Socratic Dialogue as a complementary set of tools for creating spaces of joint reflection in which one can gain clarity about one's values and gain the confidence to voice them effectively. Socrates' main concern was to progressively reach a higher alignment between ideas and actions: (...) that is, to achieve a harmony between what we think, what we say and what we do. The first step to giving voice to our values involves introspection and dialogue with others - which is how we can become aware of what we really think and value. An examined life, Socrates reminds us, is a fulfilled one. Based on more than 10 years' experience teaching Socratic Dialogue to business and law students, executives and professionals, faculty, incarcerated people and other vulnerable groups, the book provides teachers and practitioners with a roadmap to conceive, design and conduct Socratic Dialogue courses and sessions. It provides context for the method and its adaptation to the challenges of the 21st century. The book also offers guidance on how to structure a Socratic Dialogue classroom, as well as a series of tried-and-true activities and exercises, practical recommendations, and testimonies of the transformative impact that dialogue courses have had on participants. The book is of prime interest to professors and educators of business ethics, as well as professional consultants working to help organizations become more responsible and introduce ethical reasoning in their decisions. It also serves as a valuable resource for social educators and practitioners in prisons and rehabilitation units, as well as teachers in primary and secondary education. (shrink)

Cho and Martinez-Martin (2023) provide a compelling critique of the profound influence that data sourcing for artificial intelligence (AI) has on the healthcare sector. They emphasize the need for...

This paper reports on a case study which aims to recreate the hearing voices symptom in schizophrenia. The case study was submitted for a co-curricular module at King’s College London by a first-year undergraduate Music student, Bethany James, and was created using the web application, Mahara. The core of the case study consists of a soundscape of both everyday and unusual sounds, in conjunction with an original musical composition. The paper describes the case study and discusses it using chaos narrative (...) as an analytical lens. The paper argues that the case study effectively evokes the hearing voices symptom, conveying a lucid sense of the experience to non-sufferers and thus potentially creating use value for clinicians and care workers. (shrink)

In this article, I consider the virtual absence of an African voice and perspective in global discourses of medical research ethics against the backdrop of the high burden of diseases and epidemics on the continent and the fact that the continent is actually the scene of numerous and sundry medical research studies. I consider some reasons for this state of affairs as well as how the situation might be redressed. Using examples from the HIV/AIDS and Ebola epidemics, I attempt (...) to show that the marginalization of Africa in medical research and medical research ethics is deliberate rather than accidental. It is causally related, in general terms, to a Eurocentric hegemony derived from colonialism and colonial indoctrination cum proselytization. I end by proposing seven theses for the critical reflection and appraisal of the reader. (shrink)

Research exists on how a corporation communicates during a crisis, the impact on its reputation, and how well it weathers that crisis. However, crisis communication research tends to view a company’s communication efforts from the standpoint of success or failure; looking at the communication critically to determine if the company’s power influences or silences potentially alternative voices and viewpoints is not currently part of the discussion. This article argues that critical discourse analysis techniques be added to the framework of crisis (...) communication theory in an effort to ensure that the corporation’s message or position of power does not unfairly marginalize or altogether silence alternative discourses. (shrink)

ABSTRACTVoice is often regarded as a stylistic ornament of philosophical writing. I argue to the contrary, exploring how voice operates in philosophical texts and what greater attention to voice promises. I also explore how voice might instruct across cultural identities.

Biomedical research policy in recent years has often tried to make such research more ‘translational’, aiming to facilitate the transfer of insights from research and development to health care for the benefit of future users. Involving patients in deliberations about and design of biomedical research may increase the quality of R&D and of resulting innovations and thus contribute to translation. However, patient involvement in biomedical research is not an easy feat. This paper discusses the development of a method for involving (...) patients in biomedical research aiming to address its main challenges.After reviewing the potential challenges of patient involvement, we formulate three requirements for any method to meaningfully involve patients in biomedical research. It should enable patients to put forward their experiential knowledge, to develop a rich view of what an envisioned innovation might look like and do, and to connect their experiential knowledge with the envisioned innovation. We then describe how we developed the card-based discussion method ‘Voice of patients’, and discuss to what extent the method, when used in four focus groups, satisfied these requirements. We conclude that the method is quite successful in mobilising patients’ experiential knowledge, in stimulating their imaginaries of the innovation under discussion and to some extent also in connecting these two. More work is needed to translate patients’ considerations into recommendations relevant to researchers’ activities. It also seems wise to broaden the audience for patients’ considerations to other actors working on a specific innovation. (shrink)

Biomedical research policy in recent years has often tried to make such research more ‘translational’, aiming to facilitate the transfer of insights from research and development to health care for the benefit of future users. Involving patients in deliberations about and design of biomedical research may increase the quality of R&D and of resulting innovations and thus contribute to translation. However, patient involvement in biomedical research is not an easy feat. This paper discusses the development of a method for involving (...) patients in biomedical research aiming to address its main challenges. (shrink)

Medical decision making on behalf of unrepresented patients is one of the most challenging ethical issues faced in clinical practice. The legal environment surrounding these patients is equally complex. This article describes the efforts of a small coalition of interested healthcare professionals to address the issue in Colorado. A brief history of the effort is presented, along with discussion of the legal, ethical, practical, and political dimensions that arose in Colorado’s effort to address decision making for unrepresented patients through an (...) extension of the existing Colorado Medical Treatment Decision Act (CRS 15-18). A discussion of lessons learned in the process is included. (shrink)

Within the context of structural theories this paper examines what health professionals say about their clinical service structures. We firstly trace various conceptual perspectives on clinical service structures, discussing multiple theoretical axes. These theories question whether clinical service structures represent either superficial or more profound changes in hospitals. We secondly explore which view is supported though a content analysis of the free text responses of 111 health professionals (44 doctors, 45 nurses and 22 allied health practitioners) about their clinical service (...) structures in a questionnaire survey in two large hospitals that had implemented clinical service structures three years previously. Commentaries unfavourable toward clinical service structures were made by 47.7% of staff, favourable by 24.3%, mixed (both favourable and unfavourable) by 17.1% and non-evaluative statements were made by 10.8%. The most frequent criticisms were inefficient organisation of change (27%), poor management (24.3%), lack of cooperation between staff (15.9%) and failure to empower health practitioners (13.5%). All professions made more negative than positive evaluations of their clinical service structures but the ratio was highest for doctors and lowest for allied health. Ranking of nurses' and allied health staffs' specific evaluations were similar but both differed significantly from doctors.' Unfavourable or negative comments predominated, and change appears more superficial and less profound than advocates of structural contributions hope. Four types of belief systems about clinical service structures are apparent. Some study participants are disposed toward the status quo; others toward restructuring; yet others are team oriented; and a final group is tribally oriented. The implication of this paper for managers is that more work is needed if clinical service structures are to realise the promise of more multi-disciplinarity and less fragmentation across professional groups. For scholars, the implication is that marrying different theoretical frames with empirical data can serve to produce fresh perspectives and perhaps new insights. (shrink)

Is there any ethical justification for limiting the reproductive autonomy and not make assisted reproductive technologies available to certain prospective parents? We present and discuss the results of an interdisciplinary clinical ethics study concerning access to assisted reproductive technologies (ART) in situations which are considered as ethically problematic in France (overage or sick parents, surrogate motherhood). The study focused on the arguments that people in these situations put forward when requesting access to ART. It shows that requester’s arguments are based (...) on sound ethical values, and that their legitimacy is at least as strong as that of those used by doctors to question access to ART. Results reveal that the three implicit normative arguments that founded the law in 1994, which are still in force after the bioethics law revision in July 2011—the welfare of the child, the illegitimacy of a “right to a child,” and the defense of the so called “social order”—are challenged on several grounds by requesters as reasons for limiting their reproductive autonomy. Although these results are limited to exceptional situations, they are of special interest insofar as they give voice to the requesters’ own ethical concerns in the ongoing political debate over access to ART. (shrink)

Presents findings from a survey conducted among 30,000 13-15 year olds throughout England and Wales, giving particular attention to social, personal and moral issues.

Mallory Smith’s posthumously published book, Salt in My Soul: An Unfinished Life, is an insightful and moving account of one young woman’s experience living with a chronic, often invisible, illness.1 Mallory was diagnosed with cystic fibrosis (CF) at age three and began writing in a journal when she was 15. According to those close to her, Mallory wrote consistently over the span of 10 years, until shortly before she died at age 25 from complications related to a double lung transplant. (...) Much of what Mallory included in her journal was too difficult for her to share with family and friends while she was alive, yet she hoped that her writing would one day “offer insight for people living with, or loving someone with, chronic illness.” (page x) As Mallory explained, “I want to create a piece so moving that people are in disbelief. And I want it to be like handing people a pair of glasses, giving them a way of seeing something they didn’t even realize they weren’t seeing.” (page 291) Shortly before Mallory died, she shared the password to her 2,500-page journal with her mother, along with instructions for how to select excerpts for what would become Salt in My Soul. (shrink)

From his initial writings on imagination and memory, to his recent studies of the glance and the edge, the work of American philosopher Edward S. Casey continues to shape 20th-century philosophy. In this first study dedicated to his rich body of work, distinguished scholars from philosophy, urban studies and architecture as well as artists engage with Casey's research and ideas to explore the key themes and variations of his contribution to the humanities. -/- Structured into three major parts, the volume (...) reflects the central concerns of Casey's writings: an evolving phenomenology of imagination, memory, and place; representation and landscape painting and art; and edges, glances, and voice. Each part begins with an extended interview that defines and explains the topics, concepts, and stakes of each of area of research. Readers are thus offered an introduction to Casey’s fascinating body of work, and will gain a new insight into particular aspects and applications of Casey's research. -/- With a complete bibliography and an introduction that at once stresses each of Casey’s areas of research while putting into perspective their overarching themes, this authoritative volume identifies the overall coherence and interconnections of Edward S. Casey's work and his impact in contemporary thought. (shrink)

In this article, I discuss the problems and promise of teaching business ethics for both philosophers and non-philosophers. I emphasize the importance of teaching skills of ethical thinking (as opposed to ethical theories), especially Mary Gentile’s Giving Voice to Values curriculum. I also survey the typical topics covered in business ethics courses and give some tips on what to emphasize when covering each topic. Throughout the article, I urge instructors to consider the needs of students going into (...) business and not to underestimate the amount of business knowledge necessary to teach the course. While covering the ethical problems with business, I also urge instructors to incorporate positive cases and to consider showing how profit- able business and ethical behavior can coincide by managing for stakeholders. (shrink)