The American Journal of Bioethics, Volume 12, Issue 4, Page 41-43, April 2012.

The Presidential Commission for the Study of Bioethical Issues was created by President Obama in 2009 to identify and promote policies and practices that ensure scientific research, health care delivery, and technological innovation are conducted in socially and ethically responsible manners. The bioethics commission is an independent and thoughtful group of experts who advises the President and, in so doing, strives to educate the nation on bioethical issues. As part of the effort to promote policies and practices ensuring the ethical (...) conduct of research, innovation, and health care delivery, the bioethics commission staff, in consultation with commission members, has used the bioethics commission reports to develop pedagogical materials for traditional and nontraditional educational settings. The goal is to use contemporary issues addressed by the bioethics commission to support teaching of bioethics ideas, principles, and theories across the major areas of study and practice. (shrink)

My advocacy is teachers’ continuing professional growth, the practice and beliefs of which must be constantly fine-tuned with the school’s philosophy. One must purposely get out of the comfort zone to get a more philosophical view. I teach in a learner-centered school, which puts the learner at the center of the educative process. Some pedagogical techniques are recognized as more learner-centered than others, but other methods could be transformed as well. It helps to consult literatures on how to grow (...) more learner-centered. In this article, I share how I used McCombs and Miller’s attributes of learnercentered leaders and best teachers, and Blumberg’s model for transitioning to learner-centered instruction. I realize that I have yet to improve on sharing the responsibility in learning with my students. I anticipate pleasure and pain in shifting my beliefs on the boundary between teacher and students. The exercise demonstrates that the learner-centered mindset compels planning and adapting; preparing the classroom, lessons and instruction; and seeking new information and technology, all for making a teaching moment more helpful to each learner. For this reason, the learner-centered pedagogy contributes not only to the learner’s growth but also to the teacher’s growth in his or her own pedagogy. (shrink)

Background Few studies have been conducted to assess the quality of orientation practices for ethics advisory committees that conduct ethics consultation. This survey study focused on several Harvard teaching hospitals, exploring orientation quality and committee members’ self-evaluation in the American Society of Bioethics and Humanities ethics consultation competencies. Methods We conducted a survey study that involved 116 members and 16 chairs of ethics advisory committees, respectively. Predictor variables included professional demographics, duration on committees and level of training. Outcome variables included (...) familiarity with and preparedness in the ASBH competencies and satisfaction with orientations. We hypothesised that responses would be associated with both the aforementioned predictors and whether or not participants had encountered the ASBH competencies in training. Results A majority of respondents found their orientation curricula to be helpful, although a significant portion of respondents did not receive any orientation or were unsatisfied with their orientation. Familiarity with ASBH competencies was a statistically significant predictor of respondents’ self-evaluation in particular categories. Standard educational materials were reported as offered during orientation, such as readings and case studies ; different medium resources were less evidenced such as videos on ethics consultation. Conclusions Institutions should re-evaluate orientation practices for ethics committee members that perform ethics consultation. Integrating ASBH competencies and useful methods into a resourceful pedagogy will help improve both member satisfaction with orientation and preparation in consultation. (shrink)

The essay by Potter and El-Mallakh proposes "on the ground" consultations in psychiatric ethics as a novel style of bioethics deliberation. The continual dialogue between a moral philosopher and clinician creates the opportunity for informal real-time ethical thinking as cases unfold, instead of formal ethics committee reviews and instead of the artificially simple scenarios found in much bioethics literature. The essay has important practical implications for ethics pedagogy during psychiatric training and in mental health settings more generally. It also has (...) important theoretical implications for the cross-talk between... (shrink)

The aim of this article is to show, first, that ritual in general and the Confucian li in particular can serve an important pedagogical function, and, secondly, that the sophisticated treatment of li by Confucius and his immediate followers demonstrates that they were consciously aware of this particular potential of li. The discussion takes off by considering formal, ritualized performances from an educational point of view by making use of some seminal, largely Western, research on ritual, though always with (...) an eye on li. It then turns more specifically to li as exemplifying informal interpersonal conduct, whereby pre-Qin Confucian writings will be consulted to construct an interpretation of li as creative and personalized edifying embodiments of a cultural legacy. It will be argued that both aspects of ritual, formal and informal, are potentially of value as a pedagogical tool for instilling a communal sense in the practitioners as well as enabling them to contribute creatively to the ongoing evolution of their cultural habitat. (shrink)

In light of the ongoing development and implementation of core competencies in bioethics, it is important to proceed with a clear sense of how bioethics knowledge is utilized in the functioning of hospital ethics committees (HECs). Without such an understanding, we risk building a costly edifice on a foundation that is ambiguous at best. This article examines the empirical relationship between traditional paradigms of bioethics theory and actual decision making by HEC members using survey data from HEC members. The assumption (...) underlying the standardization of qualifications and corresponding call for increased education of HEC members is that they will base imminent case decisions on inculcated knowledge. Our data suggest, however, that HEC members first decide intuitively and then look for justification, thereby highlighting the need to re-examine the pedagogical processes of ethics education in the process of standardizing and improving competencies. (shrink)

ArgumentThis paper is the first part of a two-part examination of computer modeling practice and philosophy. It discusses electrical engineer Jay Forrester's work on Industrial Dynamics, later called System Dynamics. Forrester developed Industrial Dynamics after being recruited to the newly-established School of Industrial Management at the Massachusetts Institute of Technology (MIT), which had been seeking a novel pedagogical program for management for five years before Forrester's arrival. We argue that Industrial Dynamics should be regarded in light of this institutional (...) context. Unlike economics, as well as operations research and management science (twin fields which were also gaining traction at that time), Industrial Dynamics was not meant to be applied by mathematicians and technical specialists in consultation with managers, but by managers themselves. This concern shifted the emphasis in modeling from the specialist act of analysis of a crucial problem to the managerial act of choosing which problems were crucial and developing effective policies around them. (shrink)

In aiming to frame plagiarism as an academic literacy issue, this paper focuses on the strategies used by firsts years Portuguese university students, when writing from sources, along with the relationship between these strategies and the way students view themselves as readers, writers and users of sources. The study was based on 44 short summary essays written by students as well as their responses to a questionnaire and checklist on citation rules. The evaluation of the essays revealed that students often (...) use copying and patchwriting. In addition, we found that much of the time students changed the meaning of the content expressed in the source. In relation to the way students evaluated themselves, generally their view was they used appropriate strategies. The study did not reveal a relationship between perceptions of using appropriate strategies and the use of those same strategies. Nonetheless, we found an association between performance and perceptions of using copying. Perceived use of a ‘think-then-do’ strategy was also related to changing the meaning when writing from sources. Concerning school achievement, stronger students evaluated themselves as using more appropriate strategies, and those who had not previously failed school year also displayed a better knowledge of citation rules. However, we failed to find any relationship between school achievement and the use of strategies for writing from sources. The main findings of the current research point to the existence of issues concerning how to address academic literacy, findings that go beyond plagiarism and, consequently, indicate the need for pedagogical responses. (shrink)

In this paper I attempt to show how my graduate work in interpretive studies transformed my previous work as a special education consultant. Using Hans-Georg Gadamer's hermeneutics, as well as Ivan Illich's notions of iatrogenesis and counter-productivity, I discuss my work with a school team as they struggled throughout a school year with a special education classroom for students with diagnosed mental health disorders.

In this paper, I describe a collaborative project involving two feminist trained scientists1 in consultation with a bioethicist, a policy analyst, and a research scientist funded by the National Academies Keck Futures Initiative for the design and implementation of a training program for ethics in synthetic biology. In spring 2011, the project culminated in our coteaching an experimental graduate seminar on ethics and synthetic biology.Synthetic biology most commonly refers to an interdisciplinary field that aims to merge engineering and biology methods (...) to create new technologies. The promise is that these new technologies will solve the world’s most pressing problems: for example, they may provide us with cures.. (shrink)

For decades a debate has played out in the literature about who bioethicists are, what they do, whether they can be considered professionals qua bioethicists, and, if so, what professional responsibilities they are called to uphold. Health care ethics consultants are bioethicists who work in health care settings. They have been seeking guidance documents that speak to their special relationships/duties toward those they serve. By approving a Code of Ethics and Professional Responsibilities for Health Care Ethics Consultants, the American Society (...) for Bioethics and Humanities (ASBH) has moved the professionalization debate forward in a significant way. This first code of ethics focuses on individuals who provide health care ethics consultation (HCEC) in clinical settings. The evolution of the code's development, implications for the field of HCEC and bioethics, and considerations for future directions are presented here. (shrink)

This research focuses on a profession, that of pedagogical consultant (PC) in mathematics, which has been little explored. Interviews were conducted with eight PCs in mathematics at the elementary school level, based on two professional situations related to problem solving and professional development of teachers. An emerging analysis brought to light, within their professional practice, common elements, characterizing what we can call “a PC’s professional genre”. Singular forms of this profession are also highlighted, reflecting the way in which (...) these PCs engage personally in this profession and develop styles according to circumstances. (shrink)

The task of teaching students how to think well rests formally with schools and the classroom teachers who work within them. The education system has a responsibility to fulfil the need for relevance in the school curriculum. A corollary is that the teaching profession, through collective efforts, needs to transform the ways in which curriculum and teaching are conceived. This is not to say that teachers cannot or should not work with existing curriculum, but rather that we need to reconceptualise (...) the ways in which we approach curriculum, teaching and learning. Professional development for teachers to teach philosophically needs to move away from an in-service model that relies on ‘skilling-up’ to one of an ‘apprenticeship’ in self-correction which allows teachers to help themselves. Teachers, as professionals, need to keep abreast of new ideas and insights; to extend their professional development to joining professional associations, attending and presenting at conferences, undertaking further study, and engaging in ‘collaborative negotiation’ with universities, consultants, teacher educators, professional bodies, and in-service providers in the development of deliberative and reflective capabilities, pedagogical practices, and classroom materials as ways of assessing their own philosophical progress. (shrink)

When it comes to the body, the professional pedagogical field shows a paradoxical attitude: With regard to sense-oriented school subjects, educational policies tend to underline a close relatedness of body and mind. However, where learning is primarily connected with mental activities and intellectual engagement, the body is rarely assigned an integral role. Discussing the grounding ideologies of this paradox, I will consult phenomenological and enactivist perspectives in order to develop an approach to embodied learning which takes into account both (...) sense-oriented as well as intellectual domains. I will argue that considering the interdependence of body and mind including their situatedness does not only benefit the cultivation of the body and the senses, but also opens up further perspectives for intellectual engagement. (shrink)

Introduction -- Ethics and research -- Twenty questions : ethical research dilemmas and PHD students -- Research pitfalls for new entrants to the academy -- Scientists behaving badly: insights from the fraud triangle -- Slicing and dicing : ex ante approaches -- Slicing and dicing : ex post approaches -- Retraction : mistake or misconduct? -- Double-blind review in the age of google and powerpoint -- Ethics in research scenarios : what would you do? -- Thought leader : Michael A. (...) Hitt on ethics in research -- Ethics and teaching -- Beyond course content : ethical dilemmas in teaching -- Teaching and ethics : a critical incident -- Peer pressure or, I thought i was out of high school -- Teaching versus preaching: conversational ethics in the classroom -- My students want to friend me! boundaries and relationships with social networks -- What do we do when students despair? : considering pedagogical caring -- From content to relationship -- It's not just rate my professor anymore! : ethics and student evaluations -- Student recommendations : to give, or not to give, that is the question -- Thought leader : Robert A. Giacalone on "broken when entering" -- Ethics in professional life -- Codes and conflicts of interest -- When is a job offer really a job offer in the academy? -- Attending professional meetings -- Peer reviewing -- Managing university service work -- Tribalism -- Outside appointments -- Consulting -- Media engagement -- Thought leader : Andrew H. van de Ven on ethics and professional life -- Conclusions -- Connecting the dots : themes, practices and considering what's next -- Index. (shrink)

This comprehensive volume contains much of the important work in political and social philosophy from ancient times until the end of the nineteenth century. The anthology offers both depth and breadth in its selection of material by central figures, while also representing other currents of political thought. Thucydides, Seneca, and Cicero are included along with Plato and Aristotle; Al-Farabi, Marsilius of Padua, and de Pizan take their place alongside Augustine and Aquinas; Astell and Constant are presented in the company of (...) Locke, Rousseau, and Wollstonecraft. -/- The editors have made every effort to include translations that are both readable and reliable. Every selection has been painstakingly annotated, and each figure is given a substantial introduction highlighting his or her major contribution within the tradition. In order to ensure the highest standards of accuracy and accessibility, the editors have consulted dozens of leading academics during the course of the anthology's development (a number of whom have contributed introductory material as well as advice). The result is an anthology with unparalleled pedagogical benefits, and one that truly breaks new ground. -/- . (shrink)

This volume features a careful selection of major works in political and social philosophy from ancient times through to the present. Every reading has been painstakingly annotated, and each figure is given a substantial introduction highlighting his or her major contribution to the tradition. The anthology offers both depth and breadth in its selection of material by central figures, while also representing other currents of political thought. Thirty-two authors are represented, including fourteen from the 20th century. The editors have made (...) every effort to include translations that are both readable and reliable. In order to ensure the highest standards of accuracy and accessibility, the editors have consulted dozens of leading academics during the course of the volume’s development . The result is an anthology with unparalleled pedagogical benefits; The Broadview Anthology of Social and Political Thought sets the new standard for social and political philosophy instruction. (shrink)

The second volume of this comprehensive anthology covers the twentieth and early twenty-first centuries. The anthology is broad ranging both in its selection of material by figures traditionally acknowledged as being of central importance, and in the material it presents by a range of other figures. The material in this volume is presented in three sections. The first, “Power and the State,” includes selections by such figures as Goldman, Lenin, Weber, Schmitt, and Hayek. Among those included in the “Race, Gender, (...) and Colonialism” section are de Beauvoir, Gandhi, Fanon, and Young. The third and by far the longest section, “Rights-Based Liberalism and its Critics,” focuses on the many interrelated directions that social and political philosophy has taken since the publication of John Rawls’s ground-breaking _A Theory of Justice_ in 1971. In order to better meet the needs of today’s students, the editors have made every effort to include accurate and accessible translations of the readings. Additionally, every selection has been painstakingly annotated, and each figure is given a substantial introduction highlighting her or his major contributions within the tradition. For figures of central importance, the editors have included extended introductions that place the figure in the context of intellectual history as well as of political thought. In order to ensure the highest standards of accuracy and accessibility, the editors have consulted dozens of leading academics during the course of the volume’s development. The result is an anthology with unparalleled pedagogical benefits; _The Broadview Anthology of Social and Political Thought_ sets the new standard for social and political philosophy instruction. (shrink)

Should we implement epistemically paternalistic measures outside of the narrow range of cases, like legal trials, in which their benefits and justifiability seem clear-cut? In this chapter I draw on theories of student-led pedagogy, and Jane Friedman’s work on norms of inquiry, to argue against this prospect. The key contention in the chapter is that facts about an inquirer’s interests and temperament have a bearing on whether it is better for her to, at any given moment, pursue epistemic goods via (...) outward-facing evidence-acquisition, or in a more introspective, ratiocinative fashion. This makes problems for any non-consultative approach to assisting people in inquiry, and speaks in favor of approaches which, as with student-led pedagogy, aim to ‘tap into’ the inquirer’s interests and temperament in helping them to learn. (shrink)

For forty years, American priest and friar Reginald Foster, O.C.D., worked in the Latin Letters office of the Roman Curia’s Secretary of State in Vatican City. As Latinist of four popes, he soon emerged as an internationally recognized authority on the Latin language—some have said, the internationally recognized authority, consulted by scholars, priests, and laymen worldwide. In 1986, he began teaching an annual summer Latin course that attracted advanced students and professors from around the globe. This volume gathers contributions from (...) some of his many students in honor of his enduring influence and achievements. Its chapters explore a wide range of linguistic and literary evidence from antiquity to the present day in a variety of theoretical perspectives. If the motivation for putting together this collection has been to reflect (and reflect upon) Foster’s influences on Latin scholarship and pedagogy, its title alludes—via the medieval folk etymology of the word labyrinthus (“quasi labor intus”)—to its theme: ambiguity in Latin literature. (shrink)

This article considers the issues of adaptation and organization of the educational process, barrier-free environment and readiness for professional activity of students with disabilities in inclusive education in conditions of inclusive education in a medical university. The relevance of this work is determined by one of the priority areas of state policy in the field of higher education – access to higher education for people with disabilities in inclusive education. Inclusive education at the university is designed to ensure not only (...) the realization of the right of students with disabilities in inclusive education to higher education, but also to solve the problems of socialization and professional demand for such people. In order to improve the process of introducing inclusive education at the Ryazan State Medical University named after Academician I.P. Pavlov, a study was conducted, the main problems and ways of solving them were identified, related to the organization of the educational process, the conditions of the barrier-free environment and the readiness for professional activity of students with disabilities in inclusive education. An increase in the proportion of university teachers who have undergone advanced training in inclusive education also contributes to solving problems. Adaptation of educational programs and educational and methodological support for persons with disabilities includes psychological, pedagogical and tutor support etc. The organization of the educational process using distance education technologies is one of the priority conditions for teaching students with disabilities and/or HIA. The use of this technology makes it possible to significant-ly expand and modify some educational standards for students with disabilities in inclusive education, namely, to create an individual way for each student with disabilities in inclusive education in a medical university. It is proposed to use training techniques such as: online consultation of teachers; VR technologies; availability of training materials 24/7; online webinars that facilitate the inclusion of such students in the educational and research activities of the university. The professionally organized educational space and educational process of the university provide not only a high level of mastery of professional competencies, but also contribute to the formation of personal qualities of students with disabilities in inclusive education, necessary for their successful socialization, life and activity in society. (shrink)

Business students early on should be offered a course presenting and analyzing ethical dilemmas they will face as human beings both in the business world and in society. However, such a course should use literature, plays, and novels to illustrate ethical norms and values in the intertwined relationships of human activities. Better than business case studies, literature offers portraits of characters as leaders, employees, consultants, and other professionals, as ordinary human beings with conflicting desires, drives, and ambitions. Literary texts offer (...) excellent descriptions of the circumstances or the organizational settings in which people find themselves. I believe this is the best way to sensitize students without business experience when they are still open to such a formative learning process. At the same time, this pedagogical method linking ethics and literature may help to critically expose some of the weak or missing aspects of various management theories students encounter in their business curriculum and make them more observant and critical. (shrink)

This book explores the transformational impact of new technological developments on legal practice. More specifically, it addresses knowledge management, communication, and e-discovery related technologies, and helps readers develop the project management and data analysis skills needed to effectively navigate the current, and future, landscapes. It studies the impact of current trends on business practices, as well as the ethical, procedural, and evidentiary concerns involved. Introducing novel interactive technologies as well as traditional content, the book reflects expertise from across the legal (...) industry, including practitioners, the bench, academia, and legal technology consultants. All of the contributing authors currently teach aspiring lawyers and/or paralegals and have identified a gap in the available instructional material. Rapid technology advances have radically changed the way we all live and work, and the legal profession is by no means exempt from the impact of these changes. In order to better assist their clients, and to better compete on the legal market, it is imperative for lawyers to understand the ethical, functional, and business consequences of new technologies on their respective practices. This book provides the necessary content by including legal technology texts, information about novel pedagogical technologies, helpful tools for managing legal technologies and IT staff, statistical methods, tips and checklists. (shrink)

This paper presents an experimental approach for engaging undergraduate STEM students in anticipatory ethical reasoning, or ethical reasoning applied to the analysis of potential mid- to long-term implications and outcomes of technological innovation. The authors implemented two variations of an approach that integrates three key components—scenario analysis, design fiction, and ethical frameworks—into five sections of an introductory course on the social contexts of science and technology that is required of STEM majors. The authors dub this approach Creative Anticipatory Ethical Reasoning, (...) or CAER. Scenario analysis is a strategy emerging from business consulting for grounded analysis of plausible future trajectories to inform planning. Design fiction is a creative hands-on activity that blends science fiction and design prototyping to facilitate critical thinking with respect to the societal dimensions of a plausible future technology. The authors present the following findings: in each of the variations, students demonstrated significant engagement with CAER and a substantive shift in their conception of what constitutes responsible innovation and ethical conduct in science and technology. Specifically, their integration of ethical reasoning with stakeholder perspectives and scenario analysis reframed technologies, from unproblematic solutions for societal problems to socially-embedded forms of life that might diverge from designers’ intentions. This suggests that CAER could be a useful pedagogical intervention for expanding students’ ethical engagement to consider the potential unintended consequences of technological innovation. (shrink)

Charles Olson’s erudite poetry and prose have elicited discussions that emphasize sources he himself references or was known to consult. The present essay counters this trend by examining the importance of John Dewey’s concept of experience for understanding the largest stakes of Olson’s project. Although Olson is not known to have read Dewey or to have attended the lectures that became Art as Experience (1934), Dewey can be seen as the signal pragmatist precursor for Olson’s attempts to unite art and (...) experience in a more holistic model of culture than the hierarchical and alienated one that prevailed after World War II. Like Dewey, Olson emphasizes the importance of direct experience over received knowledge, values the rough, unpolished quality of vernacular creation over the normative esthetics of cultural institutions, believes in the pedagogical effectiveness of both experience and art, and sees artistic form as arising out of fully engaged experience. (shrink)

Charles Olson’s erudite poetry and prose have elicited discussions that emphasize sources he himself references or was known to consult. The present essay counters this trend by examining the importance of John Dewey’s concept of experience for understanding the largest stakes of Olson’s project. Although Olson is not known to have read Dewey or to have attended the lectures that became Art as Experience (1934), Dewey can be seen as the signal pragmatist precursor for Olson’s attempts to unite art and (...) experience in a more holistic model of culture than the hierarchical and alienated one that prevailed after World War II. Like Dewey, Olson emphasizes the importance of direct experience over received knowledge, values the rough, unpolished quality of vernacular creation over the normative esthetics of cultural institutions, believes in the pedagogical effectiveness of both experience and art, and sees artistic form as arising out of fully engaged experience. (shrink)

Many teachers of bioethics often express concern, in their writings and otherwise, about the theoretical basis (or lack of it) of bioethics and the allied issue of relativism. The companion articles by Tong and Momeyer are in this vein and rightly address such issues within the context of a liberal arts education. This article addresses such issues in a different venue, i.e., bioethics teaching in the clinical sphere of health care institutions. It presumes to suggest that many of these theoretical (...) concerns, as well as the threat of relativism, seldom arise in this sphere. Rather, a broad based, well accepted body of moral truth has been fashioned over the last quarter century and it is this that clinical bioethics regularly keys to and to which most moral dilemmas are referred for resolution. The various forms of this pedagogy, e.g., case consultations or institutional policy statements, are charted out in this regard, as well as the often tactical character of much of this teaching, i.e., not "what should we do?", but "how might we best do it?". The article then goes on to conclude with a reflection on the use and abuse of power in clinical bioethics teaching and consultation. (shrink)

In line with some promising studies dealing with particular academic speech events at university level, this article analyses recordings of another established form of spoken academic discourse at university outside the classroom; viz. office hour interactions between faculty and students. Office hour appointments at two German universities were video-recorded and subsequently transcribed according to conventional transcription notations. The study draws upon two levels of analysis. First, a phasal sectioning is performed to highlight different stages in the organization of office hour (...) talk, which are decisive for a fruitful consultation and indispensable to conform to official standards in academia. Concurrently, on an interactional level, findings from conversation analysis are used to display how this form of consultation unfolds, and how participants orient towards both the respective institutional tasks as well as the discourse partner. What becomes clear from this preliminary study is that the academic significance of office hours is often underestimated. Those cases in which complex academic matters are under discussion demand careful action-taking and mutual orientation by both participants. This face-to-face encounter has multiple consequences for the academic and the social relationship between teacher and student, as well as for pedagogical practices and institutional circumstances at large. (shrink)

Se fundamenta una concepción sistémica de las contradicciones a tener en cuenta en la investigación educativa, en la que se incluyen las de esencia lógico formal y las de índole dialéctica . Se trabajó con métodos propios del nivel teórico del conocimiento para sistematizar información proveniente de la bibliografía consultada y de las experiencias en la formación de doctores en Pedagogía registradas por el autor. Se ofrecen pautas metodológicas básicas para valorar las contradicciones develadas al comunicar los resultados científicos. A (...) systemic conception of the contradictions to keep in mind in the educational investigations is presented. In this general understanding the contradiction type logical - formal and of dialectical nature are included. Methods of the theoretical level of the knowledge were utilized to systematize information coming from the consulted bibliography and of experiences in Ph. D. in Pedagogy tuition, registered by the author. Some basic methodological rules are offered to value the devalued contradictions when communicating the scientific results. (shrink)

Business students early on should be offered a course presenting and analyzing ethical dilemmas they will face as human beings both in the business world and in society. However, such a course should use literature, plays, and novels to illustrate ethical norms and values in the intertwined relationships of human activities. Better than business case studies, literature offers portraits of characters as leaders, employees, consultants, and other professionals, as ordinary human beings with conflicting desires, drives, and ambitions. Literary texts offer (...) excellent descriptions of the circumstances or the organizational settings in which people find themselves. I believe this is the best way to sensitize students without business experience when they are still open to such a formative learning process. At the same time, this pedagogical method linking ethics and literature may help to critically expose some of the weak or missing aspects of various management theories students encounter in their business curriculum and make them more observant and critical. (shrink)

Business students early on should be offered a course presenting and analyzing ethical dilemmas they will face as human beings both in the business world and in society. However, such a course should use literature, plays, and novels to illustrate ethical norms and values in the intertwined relationships of human activities. Better than business case studies, literature offers portraits of characters as leaders, employees, consultants, and other professionals, as ordinary human beings with conflicting desires, drives, and ambitions. Literary texts offer (...) excellent descriptions of the circumstances or the organizational settings in which people find themselves. I believe this is the best way to sensitize students without business experience when they are still open to such a formative learning process. At the same time, this pedagogical method linking ethics and literature may help to critically expose some of the weak or missing aspects of various management theories students encounter in their business curriculum and make them more observant and critical. (shrink)

In the United States, the field of bioethics has expanded over the last two decades. Several institutions offer graduate-level training at both the masters and doctoral level. However, a lack of published literature on the outcomes of doctoral training in bioethics from the perspective of graduates exists. Researchers conducted an online survey of doctoral students who had finished all doctoral requirements but their dissertation, as well as doctoral graduates, of four US-based institutions to ascertain their perspectives on a number of (...) items regarding their doctoral training and their perception of how that training prepared them for their current role in the workforce. Responses from 34 participants were assessed. Respondents had positive overall views on the utility of a bioethics doctorate and the educational training they received in their respective programs. A number of areas for improvement were identified, including better structured clinical ethics training, greater opportunities for research and publishing, and having the ability to teach during their doctoral program, as well as formal pedagogy training. Greater exposure to clinical ethics consultation during the doctoral program was associated with feeling fully prepared as a clinical ethics consultant. This is the first study to assess the perspectives of bioethics doctoral graduates and ABD students regarding the utility of a bioethics doctorate. Per the perspectives of graduates and ABD students, bioethics doctorates are important and effective to train professional bioethicists. We recommend that a few key changes to these programs’ curricula can further bolster their effectiveness. (shrink)

ABSTRACTHow can we deal with the apparent contradiction between the normative ideals of critical theory and the practice of the current university system? To answer this question, I consult three classical criticisms of the university system: At the beginning of the nineteenth century, the French educator Joseph Jacotot formulated a pedagogical critique of the disciplinary effects of the educational system; at the beginning of the twentieth century, German historian Franz Rosenzweig articulated an ethical critique of the hegemonic educational system’s (...) distance from life; and at the beginning of the twentyfirst century, British feminist Sara Ahmed proposed a political critique of the oppressing functions of academic institutions. Taken together, these critiques can serve as an orientation for critical intellectual practice even within the academic system. Finally, I try to describe the relation between critical theory and the university thus evolving by utilising Stefano Harney’s and Fred Moten’s concept o... (shrink)

Pierre Hadot's analysis of the role of ancient philosophical discourse in the formation of a philosophical self allows us to extend to the interpretation of Aristotle the counter-Heideggerian Platonic hermeneutics of Gadamer, Strauss and Klein. Central to Plato's and Aristotle's rhetorical/pedagogical strategy is the development of the language of theoria to formulate the goal of philosophical formation. ;Traditional meanings of theoria refer to attendance at public festivals and consultation of oracles. Plato first extends its meaning to express the vision (...) of timeless truths. However, he does not give theoria a single meaning intended to express the philosophical experience, but has Socrates employ it dialectically according to the characters and aspirations of diverse interlocutors. ;Aristotle gives the language of theoria a twofold development, systematically forging a language for acts of cognition while also reshaping the objects of his students' aspirations. In the Nicomachean Ethics , he exploits the aristocratic aspiration to preeminence that aims at rule, replacing the statesman with the philosopher as object of emulation. The language of theoria in the final chapters borrows grandeur from the objects that at this point wisdom is said to pursue, the stars and cosmos; as in the Republic, the human mind is said to enjoy godlike theoria. In his natural philosophy, Aristotle shifts the focus from stars to animals; theoria loses the grandeur it had in the Ethics and comes to express the thoughtful observation of the causes of natural phenomena. ;In the Metaphysics, Aristotle makes more explicit the ethics proper to the life of inquiry, based on the radical experience of aporia about the most fundamental questions of being and the shared attempt to formulate these questions and pursue answers within the Lyceum culture. It involves liberation from the admiration accorded the transcendently wise man and delivering oneself to wonder at the most puzzling questions. This dissolution of the emulous relationship between teacher and student entails the creation of a greater distance between human and diving thought; in the theology of Book Lambda, theoria refers only to human thought, which cannot attain the same perfection as divine noesis. (shrink)

Resumen La esperanza cristiana no consiste en una espera químicamente pura de aquellas realidades futuras de la fe, sino por el contrario, dicha espera ya tiene consigo, de algún modo, las realidades esperadas, aquellas que son capaces de educar a quien las posee. En ese sentido, el presente artículo es una lectura pedagógica a la encíclica Spe Salvi de Benedicto XVI, para identificar en ella, la dimensión educativa de la esperanza y los momentos que la componen. Para el desarrollo de (...) este trabajo se ha considerado el uso de un enfoque cualitativo y se ha establecido un nivel descriptivo. Además, se ha utilizado un diseño denominado teoría fundamentada, ya que las fuentes consultadas han sido únicamente textuales. Finalmente, este análisis particular de la Spe Salvi expone los cinco pasos por los cuáles se da en las personas la esperanza cristiana, una que nos educa y nos salva.The Christian hope does not consist in a chemically pure expectation of those future realities of the faith, but on the contrary, that hope already has, in some way, the expected realities, those that are capable of educating those who possess them. In this sense, this article is a pedagogical reading to the encyclical Spe Salvi by Benedict XVI, to identify in it, the educational dimension of hope and the moments that compose it. For the development of this work the use of a qualitative approach has been considered and a descriptive level has been established. In addition, a design called grounded theory has been used, since the sources consulted have been only textual. Finally, this particular analysis of Spe Salvi exposes the five steps by which in people Christian hope is given, one that educates and saves us. (shrink)

This article traces the connection between expert systems used as consultants in medicine and their design for instructional purposes in education. It is suggested that there are important differences between these applications. Recognizing these differences leads to the view that the development of intelligent computer-assisted instructions (ICAI) should be guided by empirical research into social/psychological consequences and by ethical inquiries into the acceptability of those consequences. Three proposals are put forward: (1) that the pedagogical role of intelligent CAI be (...) clarified, (2) that forms of intelligent CAI be developed that aim primarily at refining rather than replacing human judgements, and (3) that ICAI research and development projects contain components which address ethical and social/psychological components and which are equitably-funded, integral parts of the overall development effort. (shrink)

As a growing number of faculty use constructivist and constructionist approaches to teaching in SL, little research exists on the many ethical considerations and legal implications that affect course development. Following the experiences of the instructor and five students, their 12-week journey is documented through interviews, journals, blogs, weekly course activities, SL class dialogs, and in-world assignments. Additionally, five faculty and staff experts who taught or trained in SL at this university were also interviewed and consulted. Ethical considerations in constructivist (...) and constructionist teaching were time, appearance, skills, scaffolded instruction, playful exploration, vicarious experience, self-directed project development, construction of objects, constructivism and constructionism balance, social networking and collaboration, harassment and griefing, false identities and alternate avatars, chat log sharing, and copyright and trademark violations. Lessons learned included developing scaffolded pedagogical approaches that moved from direct teaching to constructivism and constructionism, and required faculty and student adherence to the SL TOS, Community Standards, and Intellectual Property policy. (shrink)

The inclination to wrongfully harm others in the name of morality is a paradoxical behavior associated with much human misery, from suicide bombings to civil liberty violations. In this paper I argue that aesthetic competence plays a remedial role for moral self-deception. Consequently, aesthetic competence ought to be added to curriculum objectives for moral education and characterdevelopment. Since artists are by definition aesthetically astute perceivers and since their works are fairly accessible, both ought to be consulted, not for the casuistry (...) they provide, but for their aesthetic insights and practices. Furthermore, because the arts offer efficient and pleasing means of acquiring aesthetic competence, their pedagogical value goes beyond showing us what morally charged scenarios might look like. At times they go as far as evoking moral epiphanies in which the extent andfolly of our own moral hubris become suddenly undeniable. (shrink)

_ Source: _Volume 37, Issue 1, pp 68 - 108 This essay proposes an exercise of detailed and contextual reading of the Erasmian adage _Festina lente_, which contains a cultural diagnosis of Aldus Manutius as a prominent historical actor within a motley Venetian cohort of printing _personae_ ranging from humanists to street peddlers. While the central sections are taken, successively, by Roman antiquarian themes, bibliophilic assessment, and the epistemic problem of _marginalia_ in a Byzantine lexicon consulted by Erasmus while in (...) Venice, the introduction and conclusion further expand the results of this localized inquiry by raising the early modern problem of expertise and following the idea of Herculean printing in Erasmus as a pedagogical and philosophical model. (shrink)

The second volume of this comprehensive anthology covers the twentieth and early twenty-first centuries. The anthology is broad ranging both in its selection of material by figures traditionally acknowledged as being of central importance, and in the material it presents by a range of other figures. The material in this volume is presented in three sections. The first, “Power and the State,” includes selections by such figures as Goldman, Lenin, Weber, Schmitt, and Hayek. Among those included in the “Race, Gender, (...) and Colonialism” section are de Beauvoir, Gandhi, Fanon, and Young. The third and by far the longest section, “Rights-Based Liberalism and its Critics,” focuses on the many interrelated directions that social and political philosophy has taken since the publication of John Rawls’s ground-breaking _A Theory of Justice_ in 1971. In order to better meet the needs of today’s students, the editors have made every effort to include accurate and accessible translations of the readings. Additionally, every selection has been painstakingly annotated, and each figure is given a substantial introduction highlighting her or his major contributions within the tradition. For figures of central importance, the editors have included extended introductions that place the figure in the context of intellectual history as well as of political thought. In order to ensure the highest standards of accuracy and accessibility, the editors have consulted dozens of leading academics during the course of the volume’s development (many of whom have contributed introductory material as well as advice). The result is an anthology with unparalleled pedagogical benefits; _The Broadview Anthology of Social and Political Thought_ sets the new standard for social and political philosophy instruction. (shrink)

This comprehensive volume contains much of the important work in political and social philosophy from ancient times until the end of the nineteenth century. The anthology offers both depth and breadth in its selection of material by central figures, while also representing other currents of political thought. Thucydides, Seneca, and Cicero are included along with Plato and Aristotle; Al-Farabi, Marsilius of Padua, and de Pizan take their place alongside Augustine and Aquinas; Astell and Constant are presented in the company of (...) Locke, Rousseau, and Wollstonecraft. The editors have made every effort to include translations that are both readable and reliable. Every selection has been painstakingly annotated, and each figure is given a substantial introduction highlighting his or her major contribution within the tradition. In order to ensure the highest standards of accuracy and accessibility, the editors have consulted dozens of leading academics during the course of the anthology’s development (a number of whom have contributed introductory material as well as advice). The result is an anthology with unparalleled pedagogical benefits, and one that truly breaks new ground. (shrink)

Architectural research forms the basis of design in seeking a solution that considers the site’s sociopolitical and spatial-cultural factors and the built environment surrounding it. In addressing industrial heritage, industrial revolutions, energy transitions, and technological innovation uniquely shape the city. The transformation and new discourse between similar heritage and different sites allow for a combination of ideas with transnational and interdisciplinary depth, bolstering individual designs through a developed perspective on industrial architecture. This studio addresses the socio-political and spatial-cultural challenges of (...) post-industrial cities. This article uses a critical, comparative, and analytical problem-based design research approach to examine collaborative pedagogical practices that can build a new image and identity through adaptive reuse strategies in the post-industrial urbanscape. (shrink)