In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Comparative Religious Ethics: Everyday Decisions for Our Everyday Lives by Christine E. GudorfMyriam RenaudComparative Religious Ethics: Everyday Decisions for Our Everyday Lives Christine E. Gudorf minneapolis: fortress press, 2013. 256 pp. $49.00.In Comparative Religious Ethics, Christine Gudorf adopts a strictly descriptive approach and eschews normative judgments. She frames her inquiry by offering ordinary, Euro-American scenarios and then briefly describing the guidance that selected religions would offer, leaving the (...) work of comparison to the reader. Gudorf’s book is not afraid to tackle hotly debated religious and moral issues and is designed to foster engaged conversations. Its chapters focus on food, fasting, and feasting; on making work human; on body covering, [End Page 223] appearance, and identity; on sexuality and marriage; on making and keeping families; on anger and violence; and on charity and beggars. The book has an inviting layout, and the frequent use of tables, text boxes, and photographs lends dynamism to the text.The first chapter explains Western ethical categories such as virtue ethics, rule-based ethics, casuistry, and consequentialist ethics. It also introduces Maguire’s wheel for moral decision making and discusses contemporary rethinking of traditionally accepted moral rules. Each subsequent chapter includes sections that frame the chapter’s central issue(s), describes treatments of that issue by different religions (e.g., the chapter on “work” touches on Hinduism, Buddhism, Islam, Christianity, and Judaism), and explores associated ethical questions in contemporary terms. In addition, these chapters feature case studies, discussion questions, recommendations for further reading, and a list of relevant films. Gudorf’s treatments of Christian ethics favor the Roman Catholic tradition, sometimes exclusively—the “work” chapter, for example, omits key Protestant views such as Luther’s doctrine of vocation and Calvin’s conviction that labor glorifies God.The book is written for undergraduates who are “seekers.” By this Gudorf means skeptics who “no longer believe … that any one religion has enough of the answers to justify submitting themselves to the authority of that religion” and who identify as spiritual-not-religious (6). Perhaps to reassure her readers that she will not proselytize, Gudorf frequently mentions her own religious skepticism. She emphasizes that everyone “must, of course, decide for themselves the revelatory status of religious teachings” (41).Throughout Comparative Religious Ethics, Gudorf develops functionalist accounts to explain the existence and meaning of religious beliefs and practices. She also speculates about their physical and emotional “benefits.” Ever aware of her skeptic-seeker-readers, she suggests ways to strip the religious framework from these practices so that, while retaining their benefits, they are transformed into cultural and spiritual practices.In her chapter on “food,” for example, Gudorf analyzes “the proposed purposes” of food-related religious practices and the impact of such practices. Her goal is to help readers “decide on appropriate ethical approaches.” Fasting and food taboos are, in a way, like feasting, she writes, because associated practices can help us “differentiate our days.” Such differentiation is important because we, human beings, do not “tolerate well the boredom of unchanging days.” To combat boredom, “scheduling fast days, and the feast days with which they contrast, adds spice to our lives” (53). Some readers will be troubled by these claims. While fasting to add “spice” to life may appeal to the affluent and food secure, the millions of people who suffer from malnutrition, food insecurity, or starvation will want a different account of why fasting is important in their religious traditions. [End Page 224]Gudorf’s functionalist accounts have two consequences. The first is that instructors will want to supplement Comparative Religious Ethics with materials covering other theories of religion. The second is that, although her choices of themes and case studies are refreshingly up to date, savvy readers will detect white, middle-class privilege at the core of her analyses. Ironically the book will have the added “benefit” of engendering classroom conversations about the kind of privilege to which we should all be alert.Myriam RenaudUniversity of Chicago Divinity SchoolCopyright © 2016 Society of Christian Ethics... (shrink)

Managerial effort has been moving from maintaining a “steady state” to wrestling with the challenge of continuing change and the ethical dilemmas which this can present. Is it possible to formulate an “ethics of change” to guide individuals in such circumstances? The author is a senior lecturer at Cranfield University, Bedford MK43 OAL, UK, and a visiting research associate at the London School of Economics. His principal interests concern the management of organisational change in settings where technology is either the (...) key driver of change, or is the key enabler of some aspect of organisational or process redesign. (shrink)

Hayden White probes the notion of authority in art and literature and examines the problems of meaning - its production, distribution, and consumption - in different historical epochs. In the end, he suggests, the only meaning that history can have is the kind that a narrative imagination gives to it. The secret of the process by which consciousness invests history with meaning resides in the content of the form, in the way our narrative capacities transforms the present into a (...) fulfillment of a past from which we would wish to have desceneded. (shrink)

White's dense article on narrative discusses the ways that different groups of 20th century historians, particularly historical theorists (see pp.8-9), have constructed and deconstructed narrative as a means of communicating history. White himself acknowledges that narrativity challenges the scientific of history, but suggests that narrativity is not only unavoidable, but also offers a form of literary or allegorical truth.\n\nWhite first discusses the critiques of narrative as a means of communication--it focuses too heavily on political players, it is "unscientific," (...) it is inherently limited because narrative itself cannot be objective (although it's authors sometimes claim it to be).\n\nHe then moves on to discuss other, heavily theoretical, takes on why narrative is still useful as a means of historical communication: that narrative works because it performs as a trope which readers can easily recognize from myth and fiction, or, that narrative works because it allows us to transform events from the present to a synthesized past.\n\nWhite's article is difficult to read, but important background for anyone who wants to see what people have said about narrative in the past 100 years--and why it is still important. (shrink)

Over several decades, ethics and law have been applied to medical education and practice in a way that reflects the continuation during the twentieth century of the strong distinction between facts and values. We explain the development of applied ethics and applied medical law and report selected results that reflect this applied model from an empirical project examining doctors’ decisions on withdrawing/withholding treatment from patients who lack decision-making capacity. The model is critiqued, and an alternative “constitutive” model is supported on (...) the basis that medicine, medical law, and medical ethics exemplify the inevitable entanglement of facts and values. The model requires that ethics and law be taught across the medical education curriculum and integrated with the basic and clinical sciences and that they be perceived as an integral component of medical evidence and practice. Law, in particular, would rank as equal in normative authority to the relevant clinical scientific “facts” of the case, with graduating doctors having as strong a basic command of each category as the other. The normalization of legal knowledge as part of the clinician’s evidence base to be utilized in practice may provide adequate consolation for clinicians who may initially resent further perceived incursions on their traditional independence and discretion. (shrink)

While logical principles seem timeless, placeless, and eternal, their discovery is a story of personal accidents, political tragedies, and broad social change. If A, Then B begins with logic's emergence twenty-three centuries ago and tracks its expansion as a discipline ever since. -/- The book treats logic as more than a tale of individual abstraction; it sees logic as also being a result of politics, economics, technology, and geography, because all these factors helped to generate an audience for the discipline (...) from the start. The book thus relates developments in logical theory to the social history of different historical periods. -/- The book defends a number of controversial philosophical theses: (1) that rationally persuasive arguments must always proceed from premises that are initially more convincing than the conclusions to be proved (a position derived from Aristotle), (2) that intuitive logical judgments, though sometimes mistaken, can also count as certain knowledge, independent of the techniques used to construct formal logical systems, (3) that Wittgenstein was mistaken in thinking that philosophy was riddled with unintelligible language and that the real problems, instead, have been ambiguity and pretentious diction, and (4) that Nelson Goodman's argument to the effect that deductive logic can be "virtuously circular" is founded on a non sequitur. -/- . (shrink)

White opposes the long-standing view that ancient Greek ethics is fundamentally different from modern ethical views. He examines the ways in which Greek ethics has been interpreted since the 18th century, and traces the history in Greek ethical thought of the idea of conflict among human aims, in particular the conflict between conformity to ethical standards and one's own happiness.

Republicanism is a powerful resource for emancipatory struggles against domination. Its commitment to popular sovereignty subverts justifications of authority, locating power in the hands of the citizenry who hold the capacity to create, transform, and maintain their political institutions. Republicanism's conception of freedom rejects social, political, and economic structures subordinating citizens to any uncontrolled power - from capitalism and wage-labour to patriarchy and imperialism. It views any such domination as inimical to republican freedom. Moreover, it combines a revolutionary commitment to (...) overturning despotic and tyrannical regimes with the creation of political and economic institutions that realise the sovereignty of all citizens, institutions that are resilient to threats of oligarchical control. This volume is dedicated to retrieving and developing this radical potential, challenging the more conventional moderate conceptions of republicanism. It brings together scholars at the forefront of tracing this radical heritage of the republican tradition, and developing arguments, texts, and practices into a critical and emancipatory body of political and social thought. The volume spans historical discussions of the English Levellers, French and Ottoman revolutionaries, and American abolitionists and trade unionists; explorations of the radical republican aspects of the thought of Machiavelli, Marx, and Rousseau; and theoretical examinations of social domination and popular constitutionalism. It will appeal to political theorists, historians of political thought, and political activists interested in how republicanism provides a robust and successful radical transformation to existing social and political orders. (shrink)

Patricia White; Friendship and Education, Journal of Philosophy of Education, Volume 24, Issue 1, 30 May 2006, Pages 81–92, https://doi.org/10.1111/j.1467-9752.

Roger White; X*—Wittgenstein on Identity, Proceedings of the Aristotelian Society, Volume 78, Issue 1, 1 June 1978, Pages 157–174, https://doi.org/10.1093/arist.

Can a machine think? More pointedly, if I am a machine, can I think? Beck answers these questions by analyzing two clusters of metaphors -- one of which dramatizes human beings as spontaneous agents (actors), and the other sees them as observers attempting to explain causally their own behavior and that of the actor (spectators). Using a hypothetical scene with two spectators, each explaining an action, and each representing a different way of viewing the world, Beck points up the central (...) philosophical problems raised by the varieties of ways in which we explain our own actions and those of others. (shrink)

Roger White; X*—Wittgenstein on Identity, Proceedings of the Aristotelian Society, Volume 78, Issue 1, 1 June 1978, Pages 157–174, https://doi.org/10.1093/arist.

The article by Professor Fiester (2015) expresses concern about the long-term moral distress or negative moral emotions, both aspects of moral residue, that linger in some stakeholders’ experiences...

Patricia White; Self-respect, Self-esteem and the ‘Management’ of Schools and Colleges, Journal of Philosophy of Education, Volume 21, Issue 1, 30 May 2006, Pag.

Pat White; Work-place Democracy and Political Education [1], Journal of Philosophy of Education, Volume 13, Issue 1, 30 May 2006, Pages 5–20, https://doi.org/10.

1. Terminological Considerations. Since Russell enunciated the principle, “Wherever possible logical constructions are to be substituted for inferred entities,” or “Wherever possible, substitute constructions out of known entities for inferences to unknown entities,” the terminological situation has become confused. Russell defined neither “construction” nor “inferred entity.” “Construct” soon came to be used for “construction,” perhaps to avoid the ambiguity whereby the latter term was used to refer to both a process and a result. But many writers now use “construction” or (...) “construct” to refer to what Russell called the “inferred entity.” This seems to be the usage of Margenau, Ramsperger, Benjamin, Bures, and many others. Again, some of the same writers in other places remain closer to Russell's usage. And I find it difficult to determine exactly the relation of the usage of some writers to that of Russell because of the differences between their contexts and Russell's. I experience this difficulty in reading, for instance, both Miss Stebbing and Werkmeister. The terminological difficulties have been evaded by some other writers who have formulated new terms to refer to Russell's inferred entities. Thus Northrop speaks of the “theoretic component” and Miller has coined the word, “interphenomena.” The terms reflecting Russell's rule in psychology have become so confused that a set of explicit definitions has recently been proposed. (shrink)

In our time there is growing interest in developing a systematic approach to oncologic patients and end-of-life care. An important goal within this domain is to identify the values and ethical norms that guide physicians’ decisions and their recourse to technological aids to preserve life. Though crucial, this objective is not easy to achieve.

Richard White explores how moral virtues affect and support social movements such as pacifism, environmentalism, multiculturalism, and animal rights. White's philosophical treatment of virtue ethics is extended through historical and cross-cultural analysis to help the reader understand and acquire moral wisdom.

The fast–slow paradigm of life history focuses on how individuals grow, mate, and reproduce at different paces. This paradigm can contribute substantially to the field of personality and individual differences provided that it is more strictly based on evolutionary biology than it has been so far. Our study tested the existence of a fast–slow continuum underlying indicators of reproductive effort—offspring output, age at first reproduction, number and stability of sexual partners—in 1,043 outpatients with healthy to severely disordered personalities. Two axes (...) emerged reflecting a double-track pathway to fast strategy, based on restricted and unrestricted sociosexual strategies. When rotated, the fast–slow and sociosexuality axes turned out to be independent. Contrary to expectations, neither somatic effort—investment in status, material resources, social capital, and maintenance/survival—was aligned with reproductive effort, nor a clear tradeoff between current and future reproduction was evident. Finally, we examined the association of LH axes with seven high-order personality pathology traits: negative emotionality, impulsivity, antagonism, persistence-compulsivity, subordination, and psychoticism. Persistent and disinhibited subjects appeared as fast-restricted and fast-unrestricted strategists, respectively, whereas asocial subjects were slow strategists. Associations of LH traits with each other and with personality are far more complex than usually assumed in evolutionary psychology. (shrink)

In order to investigate patients’ experience of healthcare, repeated assessments of patient-reported outcomes are increasingly performed in observational studies and clinical trials. Changes in PRO can however be difficult to interpret in longitudinal settings as patients’ perception of the concept being measured may change over time, leading to response shift and possibly to erroneous interpretation of the observed changes in PRO. Several statistical methods for response shift analysis have been proposed, but they usually assume that response shift occurs in the (...) same way in all individuals within the sample regardless of their characteristics. Many studies aim at comparing the longitudinal change of PRO into two groups of patients. The group variable could have an effect on PRO change but also on response shift effect and the perception of the questionnaire at baseline. In this paper, we propose to enhance the ROSALI algorithm based on Rasch Measurement Theory for the analysis of longitudinal PRO data to simultaneously investigate the effects of group on item functioning at the first measurement occasion, on response shift and on changes in PRO over time. ROSALI is subsequently applied to a longitudinal dataset on change in emotional functioning in patients with breast cancer or melanoma during the year following diagnosis. The use of ROSALI provides new insights in the analysis of longitudinal PRO data. (shrink)

John White; A Reply to Raymond Godfrey, Journal of Philosophy of Education, Volume 18, Issue 1, 30 May 2006, Pages 119–121, https://doi.org/10.1111/j.1467-9752.

Pat White; Education, Democracy and the Public Interest, Journal of Philosophy of Education, Volume 5, Issue 1, 30 May 2006, Pages 7–28, https://doi.org/10.1111.

Patricia White; Reply to Grenville Wall, Journal of Philosophy of Education, Volume 19, Issue 2, 30 May 2006, Pages 247–250, https://doi.org/10.1111/j.1467-9752.

A long overdue translation of Schopenhauer's 1913 thesis, the only philosophical work of the corpus not previously available in English. The translation, which keeps a fine balance between readability and philosophical accuracy, is accompanied by a commentary enabling students as well as established scholars to follow Schopenhauer's thought with comparative ease.

We are grateful for Roy T. Cook's attention to our work in his recent review of our book If A, Then B: How the World Discovered Logic. But Professor Cook leaves two misimpressions that we should like to correct. First, we have never maintained (as he phrases it) that "one's premises must be more certain than the conclusions that follow from them, ignoring the obvious logical fact that, if B logically follows from A, then B is provably at least as (...) probable as A." Instead, we assert that one must be *initially* more certain of one's premises than the conclusions that follow from them; otherwise, we contend, no argument that relies on those premises to prove such a conclusion can be rationally persuasive. On this view, one might still be equally certain of both the premises and the conclusion after being persuaded by the argument, especially in cases where the premises entail the conclusion. By analogy, Aristotle asserts in the Posterior Analytics that the premises of demonstration must be "better known" than the conclusion—meaning, in part, that the premises must be initially more convincing. But this hardly shows that Aristotle thinks that, if A is invoked to demonstrate B, then A and B can never be regarded as equally probable…. (shrink)

Professor Girle suggests that the ancient Athenian interest in Aristotle’s syllogistic flowed from a preoccupation with debate in the form of a dialogue game. But other cultures, especially in India, also had a preoccupation with debate that could be characterized in the same way. This kind of explanation seems to us to ignore the elephant in the room: the fact that, in ancient Athens, dialogue and debate were not merely a game. They were the life and death of the state. (...) Many Athenians felt that foolish policies had cost the state dearly, especially during the Peloponnesian War, and many of them blamed those policies on shoddy political reasoning in the Assembly. (Plato hammers at this theme relentlessly.) And tellingly, it is only in the wake of such tragedies that Aristotle’s syllogistic finally emerged. We think that any credible explanation of the ancient Greek interest in formal logic needs to include this grim political reality. (shrink)

Why do logical truths exist at all, and how can our belief in them be justified? In an earlier article we contended that at least some aspects of logic must always be assumed, without argument, and that ‘logic is a horizon beyond which none of our earnest and self-reflecting arguments can help us see’. We also contended that logical truths are independent of physical facts, of social rules, and of the anatomical features of our brains. Nevertheless, in a further article (...) in this volume, Jeremiah Joven Joaquin and Jose Emmanuel Agregado have challenged our view. We respond to their criticisms.Export citation. (shrink)

La contribution se propose de mettre en évidence les problèmes épistémologiques et méthodologiques posés par l’annotation discursive de productions écrites d’élèves et les choix techniques qu’implique sa mise en œuvre. Dans un premier temps, l’article montre l’intérêt scientifique de la constitution de « grands » corpus scolaires rassemblant plusieurs centaines de textes d’élèves d’école primaire et de collège de niveaux scolaires différents répondant à une même consigne. L’unicité de la consigne permet de comparer les productions en vue d’élaborer une cartographie (...) des moyens linguistiques choisis par les élèves et de mettre en évidence des indicateurs de progressivité. Dans un second temps, sont présentés les enseignements tirés de l’expérience d’annotation discursive qui a abouti à la création de la ressource ANNODIS, corpus de textes en français écrit standard annoté discursivement. Elle s’interroge sur les adaptations nécessaires pour traiter des textes d’élèves et définit des principes de travail généraux notamment sur le choix de la version de texte à annoter, la définition du modèle d’annotation et les guides d’annotation. Sont ensuite exposés deux chantiers d’annotation portant sur des textes d’élèves de fin d’école primaire en réponse à une consigne mettant en jeu la cohésion textuelle, qui demande d’insérer dans un texte narratif trois phrases comportant des pronoms et des syntagmes nominaux anaphoriques. Les notions sont illustrées par l’analyse de deux textes d’élèves de 5° Primaire. L’annotation des Relations de Discours procède successivement, dans une démarche proche de celle d’Annodis, par segmentation du texte en Unités de Discours Élémentaires, analyse de la cohérence temporelle et annotation des Relations de discours. L’annotation des chaînes de référence dans les textes d’élèves suppose des adaptations plus importantes du guide d’annotation antérieurement élaboré. Les premiers essais permettent ainsi de définir des principes de travail pour l’annotation des textes d’élèves. (shrink)

Mary Poppins is a magical film and a story of redemption that might be placed alongside the Parable of the Prodigal Son or A Christmas Carol. Mary may be the star of the film, but George Banks is its subject. If the world ever seemed wonderful and filled with surprises for George Banks as a child, it has since been supplanted by a world that is mechanical, predictable, and subject to the demands of business and of propriety. From Jack the (...) Giant Killer people learn that when pride has grown to gigantic proportions it ought to be killed; Cinderella teaches that the humble are exalted; Beauty and the Beast demonstrates the principle that loving the unlovable may result in the transformation from the beastly to the beautiful; and Mary Poppins reminds them that “There is no greater joy than that seen through the eyes of a child,” as Walt Disney observes in Saving Mr. Banks. (shrink)