This anthology of twenty papers and book-section reprints covers a judicious variety of issues in the description and normative analysis of teaching. For the enrichment of our reflections on the description of teaching activity, we are offered a stimulus-response model of teacher-student interchange, a contrasting "speech theoretic" model of teaching as verbal action, together with the deservedly recognized conceptual ruminations of Thomas F. Green and Israel Scheffler on the interrelationships and contrasts between teaching and its degenerate siblings and the logical (...) relations among teaching, learning, and knowledge, respectively. In its normative dimension, teaching is discussed as to its tasks, evaluation, and justification. The list of specific educational tasks is grievously short--the teaching of scientific method and the teaching of history, but this section opens with a distinguished discussion by James E. McClellan of the time-honored hope of bequeathing a single general method of decision-making as the task of education. Under the rubric of "evaluation" we get once more Urmson's "On Grading," a critical piece on education research, and a discussion of some putative criteria of successful teaching. Finally, the matter of justification is introduced with Scheffler's helpful "On Justifying Curriculum Decisions" and fought over in a valuable controversy concerning criteria of intrinsic worth sparked by R. S. Peters in his book Ethics and Education. This book adds another dash of color to the decreasingly dreary landscape of the philosophy of education. But its principles of selection are not altogether wise. For it would seem that the problems discussed under the topics of tasks and justification are better preserved for a book on curriculum design. Had the authors recognized this, they could have enlarged their good selection on the logic of teaching and have served us a more nourishing assortment of goodies on the moral issues as well as the problems of efficacy in teaching.--J. F. (shrink)

The author maintains that "man’s chief purpose in life consists in wanting to know the truth and to experience the real." But in the tradition of Kant and recent continental philosophy, he claims that one can know the real only as constituted by the mind, not as it is in itself. Rauche goes on to conclude, that all truths are perspectival and that the Truth can never be known—though it remains our highest aspiration. The perspectival character of truth is (...) the foundation upon which Rauche develops his position. He claims that truths, as perspectives, are in controversial relations to one another which state of affairs he calls a multiple of broken logos and which reveal a natural reference within the permanent state of crisis of human truth. Rauche puts it as follows: "... if man and his fellowman strive towards the Truth earnestly, they must accept each other’s truths as being complementary to each other." At this point men will become conscious of the fact that they are referred to one another. Thus the controversial relations of man’s truths are a permanent crisis which is the source both of individuality and of community. The experience of the permanent crisis of truths competing with one another is what Rauche means by "actuality." The positive acceptance of the permanent crisis of human truth is the empirical basis of the moral ought. Since human truths are complementary and refer to each other, it is "in their mutual willingness to respect each other’s claims and to see their existential needs and interests in the light of those of the other that [men] may be said to lead an ethical existence." The empirical ground of the moral ought is then seen to be the controversial relation existing between human truths. Rauche rejects in principle any attempt to constitute a theoretical ethics on a rationally conceived principle. Since the moral ought is grounded in the controversial relation existing between human truths, moral principles can be experienced only in our dealings with our fellow man, e.g., in the family and society—wherever the relationship of I-Thou is found. In effect, as in the case of truth, the moral ought appears in the field of actuality; and the crisis in truth is revealed as an ethical ground. The same permanent crisis which is the ground of truth and of the moral ought is regarded by Rauche as the basis of reality. Truth, moral existence, and reality are all conjoined in actuality. The permanent crisis of human truths is an empirical limit which has logical, epistemological, ethical and metaphysical significance. And, Rauche concludes, "... it becomes clear that man’s real existence can never be derived from a rationally conceived essence, but that essence is the way in which man realizes himself by projecting himself into his environment from the peculiar situation in which he happens to find himself, and which induces him to constitute the world in controversy with his fellowman." This is a tightly argued book and Rauche remains consistent with his assumptions throughout. One wishes, however, that the author would examine some of his assumptions. One looks in vain for a single argument which establishes that, e.g., the Truth which is unknowable and yet is the indispensable point to which men strive does in fact exist. If it does not, and Rauche has given us no reason to believe otherwise, then the basis of complementarity of conflicting human truths is lost.—J. J. F. (shrink)

The purpose of this study is to assess the intention of typically developing peers towards learning in the classroom with students with Autism Spectrum Disorder. In developing countries, such as Ghana, the body of literature on the relationship between students with disabilities and typically developing peers has been sparsely studied. Using Ajzen's theory of planned behaviour as a theoretical framework for this study, 516 typically developing students completed four scales representing belief constructs, attitudes, subjective norms, and perceived behavioural controls, (...) hypothesised to predict behavioural intention. The data were subjected to a t-test, analysis of variance, and structural equation modelling. The modelling confirmed the combining ability of attitude, subjective norms, and perceived behavioural controls to predict intention. We conclude by revealing the need for policymakers to consider designing programmes aimed towards promoting social relationships between students with ASD and typically developing peers. (shrink)

Roman Catholic moral theology follows a centuries-old tradition of moral reflection. Contemporary Roman Catholic moral theory applies these traditional arguments to the realm of medical ethics, including the issues of active euthanasia and physician-assisted suicide. Unavoidable moral limits on licit medical intervention sometimes require that the moral duty to treat, cede to the duty to cease treatment when measures become more harmful than beneficial to the patient. This does not reduce the need for the compassionate (...) use of palliative care in response to suffering. However, it does mean that rather than being excessively committed to maintaining mere biological human life, or actively seeking death, that we learn a sober realism about the limits of human life. Catholic moral analysis examines an act objectively, both in its relation to the agent and as a material event in the world. This allows both the virtuous or vicious intentions of the agent and the effects of the action to be included in its moral evaluation. Thus, Catholic moral analysis is both quasi-deontological and quasi-consequentialist. Objectively, active euthanasia and physician-assisted suicide, as acts of deliberate killing, are seen as repugnant, in that they fail to incarnate a benign inner intention or to form an agent in virtue. Catholic moral theology is extremely skeptical that an act of intending death directly can be consonant with a sincere compassion for the dying, suffering person and views it as a direct negation of the precious gift of human life. (shrink)

The following texts and comments are a supplement to ‘Democritus on Politics and the Care of the Soul’, CQ 39 , 307–31 . The Democritean fragments there were quoted only in translation; detailed commentary on them would have taken up too much space and clogged the argument. They make their appearance here in the same order as they did there, preceded by a thumb-nail résumé of that argument and of their place in it. Text, spelling and numbering is that of (...) the standard edition: H. Diels, W. Kranz, Die Fragmente der Vorsokratiker . Reference will also be made to collections by P. Natorp, Die Ethika des Demokritos , S. Y. Luria, Democritea and G. Ibscher, Demócrito y sus sentencias sobre ética y education , as well as to translations by V. E. Alfieri, Gli Atomisti , K. Freeman, Ancilla to the Presocratics and J. Barnes, Early Greek Philosophy. (shrink)

Is it possible to interfere with individual decision-making while preserving freedom of choice? The purpose of this article is to assess whether ‘libertarian paternalism’, a set of political and ethical principles derived from the observations of behavioural sciences, can form the basis of a viable framework for the ethical analysis of public health interventions. First, the article situates libertarian libertarianism within the broader context of the law and economics movement. The main tenets of the approach are then presented and (...) particular attention is given to its operationalization through the notion of a ‘nudge’. Essentially, a ‘nudge’ consists in an intervention, which aims to suggest one choice over another by gently steering individual choices in welfare-enhancing directions yet without imposing any significant limit on available choices. Finally, the article concludes that, while it fails as an overreaching framework of ethical analysis, libertarian paternalism nonetheless constitutes a valuable addition to the conceptual toolbox of public health ethics. (shrink)

The Epistles of the Brethren of Purity' is an encyclopedic compendium, probably composed in tenth-century Iraq by a society of adepts with Platonic, Pythagorean, and Shi'i tendencies. Its 52 sections ('epistles') are divided into four parts (Mathematics, Natural Philosophy, Sciences of the Soul and Intellect, and Theology). The current volume provides an edition, translation, and notes to Epistle 3 ('On Astronomia'), which forms one of the 14 sections on Mathematics. The content is a mixture of elementary astronomy and astrology, but (...) it is not a beginner's textbook. Rather, the purpose is to use examples from those disciplines to provide spiritual, moral, and soteriological guidance. Thus the Epistle uses the argument from design to show the necessity for a Creator who made the harmonious universe; this wondrous design is then employed by the authors as a model, providing humans with a paradigm for proper ethical, political, and even economic conduct; and the study of Astronomia helps the soul achieve ultimate happiness as it seeks to throw off the shackles of this mundane world and oppressive body in favour of the purity of the celestial realm.0Although by no means typical of Islamic astronomical literature, Epistle 3 of the Brethren of Purity gives a window into a fascinating and intriguing group operating during the early period of Islam who sought to continue and adopt one of the esoteric strands of Hellenistic philosophy within an Islamic context, meshing astronomy, astrology, Platonic-Pythagorean philosophy, Quranic and Biblical quotations, and anecdotes from the lives of the Abrahamic prophets. (shrink)

Christian physicians are in danger of losing the right of conscientious objection in situations they deem immoral. The erosion of this right is bolstered by the doctrine of "physician value neutrality" (PVN) which may be an impetus for the push to require physicians to refer for procedures they find immoral. It is only a small step from referral to compelling performance of these same procedures. If no one particular value is more morally correct than any other (a foundational PVN premise) (...) and a physician ought to be value neutral, than conscientious objection to morally objectionable actions becomes a thing of the past. However, the argument for PVN fails. Therefore, Christian physicians should state their values openly, which would allow patients the ability to choose like-minded physicians. Some possible responses to this erosion of conscientious objection include, disengagement from non-Christian institutions, the formation of distinctly Christian medical institutions and political action. However, for the Christian the initial focus should be on a life of holiness which requires each of us to avoid evil. (shrink)

In reading Wittgenstein one can, and for the most part perhaps should, treat the expression ‘language-game’ as a term of art, a more or less arbitrarily chosen item of terminology meaning something like ‘an actual or possible way of using words’. It would then be a fairly routine task to work out answers to such questions as what features of the ways a word is used are emphasized by this term of art, what philosophical purposes are served by the description (...) of primitive language-games or of variations on actual language-games, or in exactly what way those purposes are supposed to be served. (shrink)

Background: Expanded newborn screening generates incidental results, notably carrier results. Yet newborn screening programmes typically restrict parental choice regarding receipt of this non-health serving genetic information. Healthcare providers play a key role in educating families or caring for screened infants and have strong beliefs about the management of incidental results. Methods: To inform policy on disclosure of infant sickle cell disorder (SCD) carrier results, a mixed-methods study of healthcare providers was conducted in Ontario, Canada, to understand attitudes regarding result management (...) using a cross-sectional survey (N = 1615) and semistructured interviews (N = 42). Results: Agreement to reasons favouring disclosure of SCD carrier results was high (65.1%–92.7%) and to reasons opposing disclosure was low (4.1%–18.1%). Genetics professionals expressed less support for arguments favouring disclosure (35.3%–78.8%), and more agreement with arguments opposing disclosure (15.7%–51.9%). A slim majority of genetics professionals (51.9%) agreed that a reason to avoid disclosure was the importance of allowing the child to decide to receive results. Qualitatively, there was a perceived “duty” to disclose, that if the clinician possessed the information, the clinician could not withhold it. Discussion: While a majority of respondents perceived a duty to disclose the incidental results of newborn screening, the policy implications of these attitudes are not obvious. In particular, policy must balance descriptive ethics (ie, what providers believe) and normative ethics (ie, what duty-based principles oblige), address dissenting opinion and consider the relevance of moral principles grounded in clinical obligations for public health initiatives. (shrink)

In “Moral Responsibility for Dreams,” Harvey Mullane maintains that although there is something inappropriate about blaming people for their dreams, this is because we do not have very direct control over our dreams: but although this is the case, it is not the case that we have no control over them. We can work at having the right dreams, or not having the wrong ones, as we can work at blushing and not blushing and at loving our neighbour: and (...) therefore presumably there must be a sense in which or a degree to which we can be responsible for what we dream. There are a number of aspects of this question, and of Mullane's treatment of it, which I would like to explore further. (shrink)

Posidonivs was fortunate to be born in an age when the Romans had begun to recognize their own intellectual limitations, and had turned for guidance to a hitherto despised nation, admitted by themselves to be as much their superior in originality as it was inferior to them in practical matters. He was, moreover, the official exponent of a philosophical system which, destined as it was to exercise for hundreds of years the strongest moral influence over the world, had already (...) taken a firm hold on the more thoughtful minds at Rome. Probably any Greek teacher of ability had, in the time of Cicero, a good chance to make a name; Posidonius, who was a man of considerable intellectual gifts, great learning, and some originality, and who was, moreover, the accredited successor to Zeno and Chrysippus, obtained a reputation which lasted for some centuries. (shrink)

Draws on examples ranging from prehistoric cave art to modern pop music to discuss the nature and purpose of art and its use by powerful social and cultural forces.

“Multiculturalism”, “pluralism” and “tolerance” have become buzz words in applied ethics. While serious and well thought out work is going on in these areas, a misunderstanding of the importance of tolerance, and the difficulties raised by multicultural moral conflict seems common. In this paper I argue that intolerance of some cultural traditions is morally required, and suggest that the forging of a moral mono-culture is preferable to pluralism.

Originally published in 1954, this is the first full-length account of the history of the Working Men’s College in St.Pancras, London. One hundred and fifty years on from its foundation in 1854, it is the oldest adult educational institute in the country. Self-governing and self-financing, it is a rich part of London’s social history. The college stands out as a distinctive monument of the voluntary social service founded by the Victorians, unchanged in all its essentials yet adapting itself to the (...) demands of each generation of students and finding voluntary and unpaid teachers to continue its tradition. (shrink)

Originally published in 1954, this is the first full-length account of the history of the Working Men’s College in St.Pancras, London. One hundred and fifty years on from its foundation in 1854, it is the oldest adult educational institute in the country. Self-governing and self-financing, it is a rich part of London’s social history. The college stands out as a distinctive monument of the voluntary social service founded by the Victorians, unchanged in all its essentials yet adapting itself to the (...) demands of each generation of students and finding voluntary and unpaid teachers to continue its tradition. (shrink)

Expert skill in music performance involves an apparent paradox. On stage, expert musicians are required accurately to retrieve information that has been encoded over hours of practice. Yet they must also remain open to the demands of the ever-changing situational contingencies with which they are faced during performance. To further explore this apparent paradox and the way in which it is negotiated by expert musicians, this article profiles theories presented by Roger Chaffin, Hubert Dreyfus and Tony and Helga Noice. For (...) Chaffin, expert skill in music performance relies solely upon overarching mental representations, while, for Dreyfus, such representations are needed only by novices, while experts rely on a more embodied form of coping. Between Chaffin and Dreyfus sit the Noices, who argue that both overarching cognitive structures and embodied processes underlie expert skill. We then present the Applying Intelligence to the Reflexes (AIR) approach?a differently nuanced model of expert skill aligned with the integrative spirit of the Noices? research. The AIR approach suggests that musicians negotiate the apparent paradox of expert skill via a mindedness that allows flexibility of attention during music performance. We offer data from recent doctoral research conducted by the first author of this article to demonstrate at a practical level the usefulness of the AIR approach when attempting to understand the complexities of expert skill in music performance. (shrink)

This article is concerned with understanding continuity and stability in teaching, and their significance. It looks particularly at the work of Anthony Giddens on structure and agency, that of Martin Heidegger on the limits of discursive and theoretical analysis, and the communitarian strand within ethics. It applies this discussion to understandings of teachers’ work in the context especially of policy and agendas for change, arguing that continuity and the notion of a community of practitioners is critical to maintaining the distinctive (...) ethical quality of teaching. (shrink)

This article is concerned with understanding continuity and stability in teaching, and their significance. It looks particularly at the work of Anthony Giddens on structure and agency, that of Martin Heidegger on the limits of discursive and theoretical analysis, and the communitarian strand within ethics. It applies this discussion to understandings of teachers’ work in the context especially of policy and agendas for change, arguing that continuity and the notion of a community of practitioners is critical to maintaining the distinctive (...) ethical quality of teaching. (shrink)

Expert skill in music performance involves an apparent paradox. On stage, expert musicians are required accurately to retrieve information that has been encoded over hours of practice. Yet they must also remain open to the demands of the ever-changing situational contingencies with which they are faced during performance. To further explore this apparent paradox and the way in which it is negotiated by expert musicians, this article profiles theories presented by Roger Chaffin, Hubert Dreyfus and Tony and Helga Noice. For (...) Chaffin, expert skill in music performance relies solely upon overarching mental representations, while, for Dreyfus, such representations are needed only by novices, while experts rely on a more embodied form of coping. Between Chaffin and Dreyfus sit the Noices, who argue that both overarching cognitive structures and embodied processes underlie expert skill. We then present the Applying Intelligence to the Reflexes approach—a differently nuanced model of expert skill aligned with the integrative spirit of the Noices’ research. The AIR approach suggests that musicians negotiate the apparent paradox of expert skill via a mindedness that allows flexibility of attention during music performance. We offer data from recent doctoral research conducted by the first author of this article to demonstrate at a practical level the usefulness of the AIR approach when attempting to understand the complexities of expert skill in music performance. (shrink)

Ken Himma argues that a human being becomes a moral person at the commencement of brain activity. In response to Himma, the author offers brief comments on Himma’s project, an alternative account of the human person that maintains that a human being is a human person by nature as long as it exists, and a counterexample to Himma’s position that shows it cannot account for the wrongness of the purposeful creation of anencephalic-like children. The author concludes with replies to (...) two challenges to his position. (shrink)

Nursing work centers around attending to a person's health during many of life's most vulnerable moments, from birth to death. Given the high‐stakes nature of this work, it is essential for nurses to critically reflect on their individual and collective impact, which can range from healing to harmful. The purpose of this paper is to use a philosophical inquiry approach and a critical lens to explore the potential influence of critical pedagogy (how we learn what we learn) on nursing (...) praxis (why we do what we do) with the aim of disrupting stigma and discrimination within the profession. This paper draws on the works of Paulo Freire, Henry Giroux, and bell hooks to alert readers to particular windows of opportunity where an intentional adoption of critical pedagogy in nursing praxis may help the profession think differently about two important and related topics: relational violence and peer‐led knowledge mobilization. As a practice‐based and theoretically grounded profession, nurses often strive to bridge the theoretical with the practical and the individual with the systemic. Thus, developing a robust and philosophically rooted disciplinary body of knowledge is particularly important to help us defensibly grapple with the notions of truth and ethics that shape our work's very essence and impact. (shrink)

In modern academic career systems there are a large number of entry positions, much smaller numbers of intermediate positions, and still fewer full professorships. We examine how this system has developed in Germany, the country where the modern academic system was introduced, tracing the historical development of academic positions since the early 19th century. We show both a differentiation and professionalization. At first, professorships and private lecturer positions were the only formal positions, but later, lower formal academic positions emerged. Over (...) the whole period, the share of higher academic positions steadily decreased. This differentiation process was closely connected to professionalization: remuneration through salaries was extended from professors to almost everyone working in the German academic system. We propose that the process of differentiation and professionalization was induced by the expansion and democratization of higher education. Finally, our study shows that the opportunities for PhDs to obtain salaried doctoral positions have increased since the 1950s. On the other hand, opportunities for PhDs to become a professor or obtain another tenured job have decreased since the 1980s due to a slowdown of higher education expansion. (shrink)

This book celebrates the work of Patricia Werhane, an iconic figure in business ethics. This festschrift is a collection of articles that build on Werhane’s contributions to business ethics in such areas as Employee Rights, the Legacy of Adam Smith, Moral Imagination, Women in Business, the development of the field of business ethics, and her contributions to such fields as Health Care, Education, Teaching, and Philosophy. All papers are new contributions to the management literature written by well-known business (...) ethicists, such as Norman Bowie, Richard De George, Ronald Duska, Edwin Hartman, Michael Hoffman, Mollie Painter-Morland, Mark Schwartz, Andrew Wicks, and others. The volume is comprised of articles that reflect on Werhane’s work as well as build on it as a way to advance further research. At the end of the festschrift, Pat Werhane provides responses to each chapter. The first chapter of the book also includes the overview of Patricia Werhane’s work and her academic career. The book is written to appeal to management scholars and graduate students interested in the areas of Business Ethics, Modern Capitalism, and Human Rights. Patricia Werhane is one of the most distinguished figures in the field of business ethics. She was a founder of the field, she is one of its leading scholars, and she has had a profound impact on the world of business practice. Among her many accomplishments, Pat is known for her original work on moral imagination, she is an acclaimed authority on employee rights in the workplace, and she is one of the leading scholars on Adam Smith. Having been active in Academia for over 50 years, Werhane is a prolific author of over a hundred articles and book chapters, and the author or editor of twenty-seven books, including Adam Smith and his Legacy for Modern Capitalism, Moral Imagination and Management Decision-Making, and co-authored books Organization Ethics in Health Care, Alleviating Poverty Through Profitable Partnerships, Obstacles to Ethical Decision-Making, Corporate Responsibility: The American Experience, and Research Approaches to Business Ethics and Corporate Responsibility. (shrink)

One hopes from the philosophy of education a general theory of the curriculum together with a deductively related batch of specific theories for designing each portion of a curriculum. This anthology of nineteen reprints sheds little light on the general problem, but it does gather under one roof a handy collection of articles relevant to an understanding of some of the problems of specific curriculum decision-making. The authors are concerned with the intellectual content of the curriculum, which they reasonably (...) divide into the general disciplines of the formal sciences, the physical and natural sciences, history and the social sciences, literature and the arts, and philosophy. Within each discipline we get a string of philosophical discussions of the structure and methodology of that discipline. Thus, within one volume we have a bit of the philosophy of logic and mathematics--e.g., a paper on necessary truth, a paper on foundations; a bit of the philosophy of science--e.g., Ernest Nagel's "Teleological Explanation and Teleological Systems"; a bit of aesthetics; a bit of metaphilosophy--e.g., Friedrich Waismann's "How I See Philosophy"; and so on. But this by itself can only give us a philosophy of the intellectual disciplines. It cannot by itself provide us with a philosophy of the curriculum. The authors do provide us with two papers on the curriculum, including a very stimulating piece by G. C. Fields--"The Teaching of Philosophy." One could hope for more. Sadly there are few such papers to choose from.--J. F. (shrink)

No. 20 in the Marquette series "Mediaecal [[sic]] Philosophical Texts in Translation," this translation is based on J. R. O’Donnell’s edition of the only extant manuscript of the Universal Treatise, and is preceded by a helpful introduction of 28 pp. plus a selected bibliography. An English version of this work should be welcomed by scholars not versed in Latin who are nonetheless interested in Nicholas’ thought, whether because of his highly critical reactions to Aristotle and Averroes or because of certain (...) similarities between his philosophical views and those of Hume. If the latter are primarily to be found in his two extant letters to Bernard of Arezzo, the former constitute the very heart of this work. It should also be noted that the Universal Treatise was originally intended to recall university professors, especially at Paris, to the study of Christianity and ethics. Written c. 1340, its attacks on Aristotle and Averroes were intended to contribute to this purpose. Nevertheless, some of the positions expressed therein were to bring Nicholas himself into conflict with ecclesiastical authority. Not least among these troublesome views from the standpoint of religious orthodoxy was the suggestion that all things are eternal. The situation was further complicated by Nicholas’ contention that not all the views found in the Treatise represent his own convictions. Many are to be taken as probable or more probable. In his attacks on Aristotle and Averroes he does not claim to disprove demonstratively what they held, but only to show that their opinions are less probable than those he advances. Granted that the chief unifying factor in this work is negative, its anti-Aristotelian and anti-Averroistic thrust, yet, as is suggested in the introduction, some kind of positive unifying theme is also at work, Nicholas’ view of the good. Since the universe must always contain the same amount of goodness, everything in it must remain in existence. Therefore the universe consists of unchangeable atoms. From this atomism follows the view that space consists of points and time of instants. Since change in quantity and place cannot produce or destroy real being, Nicholas must therefore hold that quantity is really identical with material substance and that movement is nothing but change in the position of atoms. Moreover, if things are eternal, it is probable that the same holds for the actions of the soul. As eternal such acts remain unchanged and hence do not vary in degree of intensity. They simply pass from person to person. Consequently, the same object cannot be seen clearly and obscurely. Nicholas also suggests that all things are as they appear, granted that such must be accepted not because it has been proved but because this conviction gives pleasure to the mind. Again, he argues that since a cause can produce only one kind of effect, not all things have been produced by God whether as their total or as their partial cause. He then suggests that because God’s power is infinite, no effect can be produced by him naturally. As finite such an effect would not be proportioned to his infinite power. His arguments against any kind of Averroistic theory of one separate intellect for all mankind are both interesting and unusual. In fact he appears to go to the opposite extreme, not only defending individual intellects for individual men but also suggesting that in one and the same soul there are as many intellects as concepts. That Nicholas himself saw some difficulties with this position may be inferred from his admonition that further thought be given to this matter. If the same might be said of other unusual theories advanced in the Treatise, its translators are to be commended for having made it available to English language readers.—J. F. W. (shrink)

The Mechanics of the Mind, in the words of its author, "is an attempt to interpret the phenomenon of mind in terms of the physiological processes of the nervous system and to explore the philosophical implications of a realistically conceived theory." The first four chapters of the book is little more than a survey of some neurophysiological, cognitive, psychosocial and clinical experimental data, the consideration of which presumably leads one to the conclusion that behavior is strictly neuronic. This extensive survey (...) of research data reads like a textbook in Introductory Psychology, for Lohr details experimental studies that are familiar to every college freshman. We hear once again of Kleitman’s sleep experiments, Harlow’s surrogate mothers, even Pavlov’s dogs. Yet, not only is this analysis boring, it is quite defective. Lohr relies solely on these classic experiments in order to argue his thesis; he seems largely to be ignorant of recent experimental research which directly affects his position. This fact is painfully evident both in his discussion of the Central Nervous System and in his treatment of clinical research. Concerning the CNS, Lohr does not take into account Moruzzi and Jouvet’s studies of the ARAS, the recent interest in the hippocampus and the work of Spencer, Thompson and Nielson on the neuronic basis of learning. Lohr’s clinical data are taken, almost exclusively, from the 1950 edition of Coleman’s textbook—an undergraduate primer in abnormal behavior. Yet, even if Lohr were conversant with recent physiological and clinical research it would be impossible to verify his conclusions independently since he provides not one footnote in 513 pages of technical discussion. There are occasional references to specific experiments but by author only; he does not offer dates or source of publication for any of the studies he cites. Moreover, Lohr provides no index and only a nominal bibliography whose omissions are more notable than its entries. These infractions of scholarly courtesy are, however, merely remote indications of the deeper difficulty. From his inadequate survey of experimental research Lohr concludes that an understanding of behavior as exclusively neuronic leads us back to "traditional values" once discarded by psychologists who thought their research explained away "innate tendencies." Lohr argues that "the institutions [i.e., social values] which have evolved do not reflect an artificial set of conditions imposed upon man." Rather, the shape of our nervous system forces upon us certain limits and therefore certain objective moral values. Physiological processes thus "determine" higher order behavior in that they provide an objective matrix from which certain kinds of behavior can be judged aberrant. Hence belief in God, and freedom of the will, insofar as these elements are entailed by objective moral standards, are respectable, even desirable, accoutrements of Lohr’s "mechanistic metaphysics." This reconstruction of morals on the basis of biology suggests a close parallel with certain 19th century evolutionist-philosophers, Spencer, Haeckel and Fiske being, perhaps, the most prominent of the school. These Victorian biologist-philosophers were much more certain of a direct link between neural processes and high-order behavior than their late 20th century counterparts, and they were much more liable to conflate possible social and cultural consequences of their work. Today, however, the type of connection between neural activity and higher order behavior is much less obvious due to more sophisticated research techniques and a more critical lay public. Lohr, as we have noted, does as little justice to these new techniques and trends as Spencer would have done. He completely ignores significant research and virtually all philosophical discussion concerning mind-brain identity. As a consequence, The Mechanics of the Mind fits the same genre as Spencer’s Synthetic Philosophy and Haeckel’s Riddle of the Universe—neither good science nor good philosophy.—J. F. (shrink)

There are thirteen essays in this collection. Sophisticated disquisitions on rather disparate topics, they contain a number of statements which are obscure to me and, I wager, to many readers, including metaphysicians. There is space here to note only a few of the several recurrent themes in Miller’s essays. First and foremost is the notion of the primacy of action. The affirmation of values, he says, is not a "matter of logic but of action," and "values become real only in (...) the deed"—values being prior to mere facts. Miller’s action-philosophy entails an exaltation of will over intellect. For instance, he says that "the pursuit of truth is itself a gesture of will." Another recurrent theme is the human inescapability of history—of time, process, transitoriness, corruptibility. What Miller calls "ahistorical sublimity" is purchased at too high a price-the price of a "radical impersonality" with an "apparent irrelevance to action and values." Miller’s view of freedom can be called intellectualist: "It is," he says, "in the ‘revision’ of truth that freedom is found." He refers not to "static" truth in the impersonal mode of physics but to dynamic truth in the mode of personal creativity. For "creative adventure," by action and experiment, he holds, is the mark of freedom. The entire "midworld" of artifacts, including arts, sciences, and languages, is the province of "responsible freedom." This whole area should be marked by "skepticism" as well as freedom, because skepticism is man’s best weapon against "absolutist pretensions," Miller persuasively argues. Furthermore, he stresses the point that there is no fact within our ken which is not linguistically expressible, so that "responsible humanism" is inconceivable without responsible use of language. The desideratum, as Miller says, is "controlled receptivity" regarding the employment of all linguistic signs and instruments. For "nature," the common object of all our knowledge, embraces not only facts but artifacts as well, including languages. He says that only "purposeful artifacts"-especially languages—put us in touch with actuality and history. History alone, he argues, leads into philosophy. "Ahistoric ideals," present everywhere in classical thought, stand in the way of this wedding of history and philosophy. A happy wedding for, according to Miller, there is no human knowledge that is not historical; everything human is dated. Miller is an action-philosopher because he is a history-philosopher. He contends that there is no freedom for us outside of history. He hails skepticism regarding "ahistoric ideals" as a kind of "negative absolutism." And he says that such skepticism is an "experience, not a theory," and that it makes "metaphysics of the transcendent" possible. He does not explain what that metaphysics is. Apparently, his "skepticism" is the awareness of the limited character of all philosophies. If so, it is, for Miller, our chief safeguard against the use of bloated language in the service of the ahistoric ideal.—J.F.A. (shrink)

With volume 5 the publication of the actual text of Henry's fifteen Quodlibetal Questions begins. Macken's edition is preceded by a valuable introduction, which itself commences with discussions of Henry's life and writings. Macken then surveys the manuscripts containing Quodlibet I and explains in detail the procedure he has adopted in reconstituting the text and the editing techniques he has employed. As he points out, Quodlibet I was given its definitive written form by Henry himself, and is not a mere (...) report drawn up by someone else who would have been present at its oral presentation. It should here be recalled that the Quodlibetal Question developed in Parisian University circles in the course of the thirteenth century as a distinctive literary genre of philosophical and theological writing. The Quodlibets themselves as we have them in written form reflect their origins in those special public oral sessions which were held twice a year in the Theology Faculty, and at which certain Masters would open themselves to questions from one and all about any appropriate topic. After this evidently taxing exercise, a Master would have the right to readdress himself to the questions that had been raised on some following day when meeting with his own students. By then he would have introduced some kind of order into the various topics originally proposed for discussion. And at some subsequent time, probably during the course of the next year, he would release them for publication, but only after having carefully revised them. As one might expect, the very nature of such an exercise opened the way for consideration of a bewildering variety of topics ranging widely over areas such as speculative and moral theology, metaphysics, natural philosophy, moral philosophy, and canon law. This variety is clearly reflected in the 42 questions examined in Henry's first Quodlibet. Thus one finds him here considering questions treating of Trinitarian theology, the hypostatic union, unicity vs. plurality of substantial form in man, Eucharistic theology, the possiblity of an eternally created universe, the relationship between essence and existence in creatures, and the possibility that prime matter could be sustained in existence by God apart from any substantial form. Questions are also raised relating to the nature of the soul both in its separated state and in its state of union with the body, and the relative priorities of intellect and will and their interrelationship in the act of choice. Finally, a host of other topics of less immediate interest to philosophers are also examined, such as the fate of infants who die without baptism, confessional jurisdiction, the guilt of a teacher who is primarily concerned with his own glory, etc. At the risk of oversimplification, certain positions defended by Henry in this Quodlibet will be mentioned because of their interest to students of metaphysics. In q. 4 he leaves open the possibility of defending unicity of substantial form in man. In qq. 7-8 he eliminates the possibility that any creature could have existed from eternity and, therefore, the possibility of an eternally created universe. In q. 9 he rejects real distinction between essence and existence in creatures and defends his well known "intentional" distinction between them. Here too he has already developed his unusual view of the essential being enjoyed by creatures insofar as they are objects of God's knowledge and have exemplar ideas in God. In q. 10 he denies that prime matter is pure potentiality and maintains that God could, if he should so choose, keep matter in existence without any substantial form. In q. 14 he defends the preeminence of the will over the intellect, and in a number of succeeding questions enters into intricate discussion of the interrelationship between reason and will in the act of choice. Perhaps these indications will be enough to give the reader some idea of the general direction of Henry's thought with respect to the topics in question. Anyone who has already examined earlier printed editions of Henry's Quodlibets will be delighted with Macken's superb edition of Quodlibet I. Apart from its great critical value, this volume is beautifully printed, handsomely bound, and appropriately indexed. This reviewer, for one, is eagerly awaiting the appearance of subsequent volumes in the series. All will be required reading for students of late thirteenth- and early fourteenth-century philosophy and theology.--J.F.W. (shrink)

In recent decades we witnessed ongoing debates about the objectives of history education, with different underlying epistemological perspectives. This qualitative study explored prospective history teachers' beliefs about these objectives of history education. Prospective history teachers of six universities starting a teacher educational programme were invited to answer an open-ended questionnaire about history education. Six objectives were found: (1) memorising; (2) critical/explanatory; (3) constructivist; (4) perspective-taking; (5) moral; and (6) collective-identity objectives. Almost all prospective teachers mentioned several (...) of these objectives. A distinction between two epistemological perspectives on historical knowledge representation (factual or interpretive), was used as a framework for categorising the different objectives. More than half of the respondents mentioned objectives of history education that represent history as factual and objectives that represent history as interpretive. We propose that in actual practice most history teachers are combining epistemologically opposing objectives for pedagogical, political and religious motives. (shrink)

ABSTRACT The recent revival of interest in theory leads the writers to examine a particular moment when a curriculum and the institution in which it occurred was explained and justified. Max Horkheimer's inaugural address to the Institute for Social Research in 1931 is summarised. The points made by the new Director of the Institute are examined in relation not only to his proposal for an inter‐disciplinary curriculum, but also to the nature of the institution and to the general justification of (...) higher education. The article concludes with a number of comments on the relevance of these proposals to some modern higher education issues. (shrink)

Purpose Medical students receive a varying amount of training in medical ethics and are expected to navigate clinical ethical dilemmas innately. There is little literature on attempts to navigate ethical dilemmas experienced during early clinical experiences and whether current curricula prepare students for these dilemmas. This study explores the different ethical dilemmas experienced by medical students on their third-year clerkships and analyzes the factors, sources, and resolutions proposed by them.Methods From 2016 to 2018, third-year medical students completed a written (...) assignment to describe, analyze, and reflect on a clinical situation in which they experienced an ethical dilemma. They identified specific ethical dilemmas present, potential preventative and aftermath solutions, and reflected on their professional development from their experience. The research team utilized applied thematic analysis to identify themes and patterns in the data. A thematic matrix was utilized to examine similarities and differences across medical students.Results Of the 162 reflections, 144 (88.9%) students indicated an ethical dilemma that included issues related to autonomy and beneficence. Of these, 116 (71.6%) students found the two ethical principles in direct conflict. Students identified three common sources of this conflict: lack of communication; unclear understanding of clinical policies regarding family authority and psychiatric capacity; and medical negligence. Lastly, students suggested different solutions for dealing with and preventing this conflict.Conclusion Our findings suggest that an overwhelming number of students face ethical challenges when confronted with medical situations that raise conflicts between autonomy and beneficence. Their recommended solutions reveal an appeal among students to have tools and strategies in place to ease the need to make difficult decisions. Medical students might be better served by learning about the complexities of ethical decision-making and the likelihood of experiencing moral distress when they feel an inability to implement what they envision as the best solution. (shrink)

The first set of case studies on animal use, this volume offers a thorough, up-to-date exploration of the moral issues related to animal welfare. Its main purpose is to examine how far it is ethically justifiable to harm animals in order to benefit mankind. An excellent introduction provides a framework for the cases and sets the background of philosophical and moral concepts underlying the subject. Sixteen original, previously unpublished essays cover controversies associated with the human use of (...) animals in a broad range of contexts, including biomedical, behavioral, and wildlife research, cosmetic safety testing, education, the food industry, commerce, and animal use as pets and in religious practices. Scientific research is accorded the closest scrutiny. The authors represent a wide range of expertise within their specialized areas of research--physiology, public policy, ethics, philosophy, law, veterinary science, and psychology. The careful analysis of each case makes it possible to elevate the discourse beyond over-simplified positions, and to demonstrate the complexity of the issues. The Human Use of Animals will be welcomed by students and faculty in law, philosophy, ethics, public policy, religion, medicine, and veterinary medicine. It will also interest activists in the animal protection movement, and members of animal protection organizations and Institutional Animal Care and Use Committees. (shrink)

In his central educational work, The Science of Education (1806), J.F. Herbart did not explicitly develop a theory of listening, yet his concept of the teacher as a guide in the moral development of the learner gives valuable insight into the moral dimension of listening within teacher-student interaction. Herbart's theory radically calls into question the assumed linearity between listening and obedience to external authority, not only illuminating important distinctions between socialization and education, but also (...) underscoring consequences for our understanding of the role of listening in educational relations. In this inquiry, Andrea English argues that critical listening in teaching contributes to the moral education and development of the learner. To do this, she examines Herbart's view of the teacher's task as a moral guide in the realm of moral education. English contends that reexamining Herbart's theory of education (a theory that is, for the most part, no longer discussed in Anglo-American educational philosophy) can productively inform our understanding of moral education in democratic and pluralist societies. (shrink)

A cross-cultural survey experiment revealed a dominant tendency to rely on a rule’s letter over its spirit when deciding which behaviors violate the rule. This tendency varied markedly across (k = 15) countries, owing to variation in the impact of moral appraisals on judgments of rule violation. Compared with laypeople, legal experts were more inclined to disregard their moral evaluations of the acts altogether and consequently exhibited stronger textualist tendencies. Finally, we evaluated a plausible mechanism for the emergence (...) of textualism: in a two-player coordination game, incentives to coordinate in the absence of communication reinforced participants’ adherence to rules’ literal meaning. Together, these studies (total n = 5,794) help clarify the origins and allure of textualism, especially in the law. Within heterogeneous communities in which members diverge in their moral appraisals involving a rule’s purpose, the rule’s literal meaning provides a clear focal point—an identifiable point of agreement enabling coordinated interpretation among citizens, lawmakers, and judges. (shrink)

The personhood of the physician is a crucial element in accomplishing the goals of medicine. We review claims made on behalf of the humanities in guiding professional identity formation. We explore the dichotomy that has evolved, since the Renaissance, between the humanities and the natural sciences. The result of this evolution is an historic misconstrual, preoccupying educators and diverting them from the moral development of physicians. We propose a curricular framework based on the recovery of Aristotelian concepts that bridge (...) identity and activity. The humanities and the natural sciences, jointly and severally, can fulfill developmental, characterological and instrumental purposes. (shrink)

© 2015 NATCO, The Organization for Transplant Professionals.Despite the known benefits of kidney transplant, less than 30% of the 615 000 patients living with end-stage renal disease in the United States have received a transplant. More than 100 000 people are presently on the transplant waiting list. Although the shortage of kidneys for transplant remains a critical factor in explaining lower transplant rates, another important and modifiable factor is patients' lack of comprehensive education about transplant. The purpose of (...) this article is to provide an overview of known best practices from the broader literature that can be used as an evidence base to design improved education for ESRD patients pursuing a kidney transplant. Best practices in chronic disease education generally reveal that education that is individually tailored, understandable for patients with low health literacy, and culturally competent is most beneficial. Effective education helps patients navigate the complex health care process successfully. Recommendations for how to incorporate these best practices into transplant education design are described. Providing more ESRD patients with transplant education that encompasses these best practices may improve their ability to make informed health care decisions and increase the numbers of patients interested in pursuing transplant. (shrink)

As the gap between the need for and supply of human organs continues to widen, the aim of securing additional sources of these “gifts of the body” has become a seemingly overriding moral imperative, one that could—and some argue, should—override the widespread ban on organ markets. As a medical practice, organ transplantation entails the inherent risk that one human being, a donor, will become little more than a means to the end of healing for another human being and that (...) he or she will come to have a purely instrumental value. With the establishment of organ markets, not only will the harms of instrumentalization be a reality—the ends of medicine will be further compromised and confused. (shrink)

After decades of marginalization in the secularized twentieth-century academy, moral education has enjoyed a recent resurgence in American higher education, with the establishment of more than 100 ethics centers and programs on campuses across the country. Yet the idea that the university has a civic responsibility to teach its undergraduate students ethics and morality has been met with skepticism, suspicion, and even outright rejection from both inside and outside the academy. In this collection, renowned scholars of philosophy, (...) politics, and religion debate the role of ethics in the university, investigating whether universities should proactively cultivate morality and ethics, what teaching ethics entails, and what moral education should accomplish. The essays quickly open up to broader questions regarding the very purpose of a university education in modern society. Editors Elizabeth Kiss and J. Peter Euben survey the history of ethics in higher education, then engage with provocative recent writings by Stanley Fish in which he argues that universities should not be involved in moral education. Stanley Hauerwas responds, offering a theological perspective on the university’s purpose. Contributors look at the place of politics in moral education; suggest that increasingly diverse, multicultural student bodies are resources for the teaching of ethics; and show how the debate over civic education in public grade-schools provides valuable lessons for higher education. Others reflect on the virtues and character traits that a moral education should foster in students—such as honesty, tolerance, and integrity—and the ways that ethical training formally and informally happens on campuses today, from the classroom to the basketball court. _Debating Moral Education_ is a critical contribution to the ongoing discussion of the role and evolution of ethics education in the modern liberal arts university. _Contributors_. Lawrence Blum, Romand Coles, J. Peter Euben, Stanley Fish, Michael Allen Gillespie, Ruth W. Grant, Stanley Hauerwas, David A. Hoekema, Elizabeth Kiss, Patchen Markell, Susan Jane McWilliams, Wilson Carey McWilliams, J. Donald Moon, James Bernard Murphy, Noah Pickus, Julie A. Reuben, George Shulman, Elizabeth V. Spelman. (shrink)