Both the Green Revolution and GE foods have come under persistent attack by social philosophers, environmentalists, and other commentators, who argue that these technologies should be banned. In this essay, I examine five of the most common arguments for banning further development of GE crops, and show how they effectively reduce to two: distress at blurred boundaries, and hazards of a new technology. I will also show that both of these arguments can be addressed and defused—and so we can use (...) “Frankenfoods” to help feed the world. (shrink)

Both the Green Revolution and GE foods have come under persistent attack by social philosophers, environmentalists, and other commentators, who argue that these technologies should be banned. In this essay, I examine five of the most common arguments for banning further development of GE crops, and show how they effectively reduce to two: distress at blurred boundaries, and hazards of a new technology. I will also show that both of these arguments can be addressed and defused—and so we can use (...) “Frankenfoods” to help feed the world. (shrink)

In this essay, we examine one of our perennial favorites, the story of “The Sneetches” (the first of four stories in Seuss 1961) as an exposition and condemnation of the role of shame and humiliation in maintaining oppressive social systems. We argue that Seuss’s Sneetches vividly demonstrate how we contribute to the unjustified oppression of a disadvantaged group when we allow our shaming behaviors to be guided by stereotypical presumptions about aperson’s moral character based on non-voluntary personal characteristics, rather than (...) by evaluations of character based on the evidence of voluntary behavior. (shrink)

In this essay, we examine one of our perennial favorites, the story of “The Sneetches” as an exposition and condemnation of the role of shame and humiliation in maintaining oppressive social systems. We argue that Seuss’s Sneetches vividly demonstrate how we contribute to the unjustified oppression of a disadvantaged group when we allow our shaming behaviors to be guided by stereotypical presumptions about aperson’s moral character based on non-voluntary personal characteristics, rather than by evaluations of character based on the evidence (...) of voluntary behavior. (shrink)

Students in an undergraduate legal and ethical issues course continually told the authors that they did not have time to study for the course because they were busy studying for their clinical courses. Faculty became concerned that students were failing to realize the value of legal and ethical concepts as applicable to clinical practice. This led the authors to implement a transformational learning experience in which students applied legal and ethical course content in a high-fidelity human simulation (HFHS) scenario. A (...) preliminary evaluation compared the new HFHS experience with in-person and online student groups using the same case. Based on both student and faculty perceptions, the HFHS was identified as the best of the three approaches for providing a transformational learning experience regarding legal and ethical content. (shrink)