Bioethics education now takes place outside universities as well as within them. How should clinicians, ethics committee members, and policymakers be taught the ethics they need, and how may their progress best be evaluated?

Introduction to the Institutional Logics Perspective -- Precursors to the Institutional Logics Perspective -- Defining the Inter-institutional System -- The Emergence, Stability and Change of the Inter-institutional System -- Micro-Foundations of Institutional Logics -- The Dynamics of Organizational Practices and Identities -- The Emergence and Evolution of Field-Level Logics -- Implications for Future Research.

This article seeks to examine Rorty's contention that literary narrative, not political philosophy, is best able to address the problems of the West. It argues that although Rorty's conception of the novel as a valu able and informative medium is credible, he does not establish it as a valid alternative to political philosophy. Moreover Rorty retains the sort of reasoning that is characteristic of political philosophy, despite his assertions to the contrary.

This book presents the most important problems of reference and considers their solution. It presupposes no technical knowledge, presents analyses from first principles, illustrates every stage with examples, and is written with verve and clarity. This is the ideal introduction to reference for students of linguistics and philosophy of language.

Within the community of inquiry literature, the absence of the notion of genuine doubt is notable in spite of its pragmatic roots in the philosophy of Charles Sanders Peirce, for whom the notion was pivotal. We argue for the need to correct this oversight due to the educational significance of genuine doubt—a theoretical and experiential understanding of which can offer insight into the interrelated concepts of wonder, fallibilism, inquiry and prejudice. In order to detail these connections, we reinvigorate the ideas (...) of Peirce by borrowing the language and concepts of Albert Camus, at the same time demonstrating their unlikely congruence. In particular, we argue for the necessity of genuine doubt along with the need for the presence of a diversity of prejudices as a starting point for genuine inquiry. (shrink)

Education as identity formation in Western-style liberal-democracies relies, in part, on neutrality as a justification for the reproduction of collective individual identity, including societal, cultural, institutional and political identities, many aspects of which are problematic in terms of the reproduction of environmentally harmful attitudes, beliefs and actions. Taking a position on an issue necessitates letting go of certain forms of neutrality, as does effectively teaching environmental education. We contend that to claim a stance of neutrality is to claim a position (...) beyond criticism. In the classroom this can also be an epistemically damaging position to hold. To further explore the problem of neutrality in the classroom, and to offer a potential solution, we will look to the philosophical community of inquiry pedagogy, and advocate for the addition of place-based education; a form of experiential education that promotes learning in local communities in which the school is situated, each with its own history, culture, economy and environment. However, how we understand ‘place’ is fundamental to understanding the potential of place-based education in giving students a ‘sense of place’—how they perceive a place, which includes place attachment and place meaning. To this end, we look to Indigenous understandings of Place and social reconstruction learning to inform place-based pedagogies. Doing so, we hold, opens a pathway to ethical education. (shrink)

The prototypes of definiteness and indefiniteness in English are the definite article the and the indefinite article a/an, and singular noun phrases (NPs)1 determined by them. That being the case it is not to be predicted that the concepts, whatever their content, will extend satisfactorily to other determiners or NP types. However it has become standard to extend these notions. Of the two categories definites have received rather more attention, and more than one researcher has characterized the category of definite (...) NPs by enumerating NP types. Westerståhl (1985), who is concerned only with determiners in the paper cited, gives a very short list: demonstrative NPs, possessive NPs, and definite descriptions. Prince (1992) lists proper names and personal pronouns, as well as NPs with the, a demonstrative, or a possessive NP as determiner. She notes, in addition, that “certain quantifiers (e.g. all, every) have been argued to be definite” (Prince 1992: 299). This list, with the quantifiers added, agrees with that given by Birner & Ward (1998, 114). Ariel (1988, 1990) adds null anaphoric NPs. (shrink)

In this text Cassin and Narcy begin their reassessment of the mode of thought that is sophistry, which has historically functioned as the (negative) “other” of classical philosophy. To this end, the authors first present a close reading of Book Gamma of Aristotle’s Metaphysics, understood as a concerted “strategy against sophism” that, in establishing a logical basis for metaphysics, seeks to relegate the former to the sidelines once and for all. What proves ineliminable in this operation, however, and which “resurfaces (...) beyond metaphysics,” is discourse itself. Cassin and Narcy then set about exploring the contemporary resurgences of sophistry, first through the discourse of (novelistic) fiction, then, more rigorously, in the work of Jacques Lacan, whose own thought poses radical challenges to the relation of language to meaning. (shrink)

Socio-economic status and mathematical performance seem to be risk factors of mathematics anxiety in both children and adults. However, there is little evidence about how exactly these three constructs are related, especially during early stages of mathematical learning. In the present study, we assessed longitudinal performance in symbolic and non-symbolic basic numerical skills in pre-school and second grade students, as well as MA in second grade students. Participants were 451 children from 12 schools in Chile, which differed in school vulnerability (...) index, an indicator of SES. We tested an explanatory model of MA that included SES and longitudinal performance in basic numerical skills as predictors. The results showed a direct effect of SES on MA and a mediating effect of performance in symbolic and non-symbolic comparison tasks in pre-school. However, in second grade, only performance in symbolic comparison significantly mediated the SES-MA relationship. These findings suggest that performance in non-symbolic comparison plays an important role in explaining MA at initial stages, but that its influence is no longer significant by the time children reach formal instruction in second grade. By contrast, as children’s formal educational experience in mathematics increases, MA becomes linked primarily to symbolic numerical tasks. In sum, SES affects MA and this is due in part to the effect of SES on the development of numerical learning in pre-school, which in turn has an impact on subsequent, more complex learning, ultimately leading to differences in MA. We discuss the implications of these findings for preventing and acting upon the emergence of MA. (shrink)

This article investigates the subject of pilgrimage and change, regarding the pilgrimage to Santiago de Compostela from a pilgrim's perspective. Two aspects of change are being looked at more closely: 1. The inner transformation of today's pilgrims during their pilgrimage, as well as the factors leading to their transformation, and 2. The occurance of recent structural changes of the pilgrimage and their background. These changes also reflect the tensions between pilgrimage and tourism, and the pilgrims and the politics of pilgrimage (...) respectively. (shrink)

Los conceptos de democracia y de gobierno representativo están inevitablemente conectados y vinculados entre ellos, y uno de los principios fundamentales de la democracia representativa es el principio de mayoría. Este articulo es una aproximación a la teoría de John Stuart Mill sobre el gobierno representativo en relación con el principio de mayoría y bajo su perspectiva elitista. Mill consideró el sistema representativo el modelo político más eficaz, aunque quiso subrayar los puntos críticos y los posibles desvíos negativos de la (...) democracia y, en particular, el riesgo de una dictadura de la mayoría y el contextual aislamiento político de las minorías. El filósofo inglés propuso un ideal de democracia basado sobre el mandato representativo que supone la independencia del representante si bien una independencia restringida y condicionada. Por otra parte, insistió sobre la importancia de que cada ciudadano fuese educado en la conciencia pública y se dejase influenciar por los hombres más cultos y iluminados de la comunidad. (shrink)

This article reports on a replication study of “Childless by choice? Attributions and attitudes concerning family size”, research published in Social Behavior and Personality and carried out by Valerie LaMastro in 2001. In the study presented in this paper the author examined the personality characteristics ascribed by naive perceivers to people with families of varying sizes. Students read one of twenty-four paragraphs describing a heterosexual couple who varied in the number of children they had and in male and female employment (...) status. Targets were rated on 28 personality characteristics and seven relationship quality statements concerning the level of family happiness. The results obtained indicated that a childless pair was viewed as less happy than those with children. Parents of any size family were, however, perceived similarly. (shrink)

This collection breaks new ground in four key areas of feminist social thought: the sex/gender debates; challenges to liberalism/equality; feminist ethics; and feminist perspectives on global ethics and politics in the 21st century. Altogether, the essays provide an innovative look at feminist philosophy while making substantive contributions to current debates in gender theory, ethics, and political thought.

In the past few years, there has been growing public awareness of the existence of slavery. This may be attributed in part to the media coverage of the civil war raging in the Sudan which, among other things, has revealed a bustling market in human trafficking. However, little or no attention has been directed to several other regions in the world, including, for example, the Arabian Gulf States, where rapid modernization tends to hide a gruesome reality of modern day slavery. (...) This paper examines three forms of slavery in the United Arab Emirates, used here as a case study—the exploitation of children as camel jockeys; the sexual enslavement of women; and the migrant workers who enslave themselves. By relating the data on present-day slavery to both the history of this ancient institution and to our current definitions of slavery, the author concludes that what is needed is a deeper awareness of the scope, nature, and forms of modern day slavery and a global effort to abolish it. (shrink)

An amazing value for digital photography beginners–Digital Cameras & Photography For Dummies, a full-color book, plus a 60-minute DVD! This value-priced bundle is the perfect how-to package for novice digital photographers who want to start taking great pictures right away. It features a 256-page, full-color guide that shows how to take great photos, edit them, and show them off–including special "makeover" chapters that explain how to turn bad photos into good ones. The 60-minute DVD demonstrates how to work with light, (...) focus, and exposure to get great photos when shooting sports action, in low light, or a panorama. It also offers tutorials on editing with Photoshop Elements and sharing photos using online services. (shrink)

Frederick Douglass (1818?1895) was the most significant African?American leader of the nineteenth century. Secretly acquiring literacy as a slave, he grew into a brilliant speaker whose essential genius was to articulate and impeach the ideologies of the day. Douglass was one of the foremost defenders of black emancipation and women?s rights. He developed a dual philosophy of resistance and integration. He taxed blacks with the need for self?reliance; he recalled whites to the justice of racial equality. Freedom would be won (...) by securing to all workers, white or black, the fruit of their labour. Economic progress and enhanced social equality would be achieved by hard work, thrift, education and sobriety. Underlying all his thought and action was an ideology of free labour conjoined with republicanism. He early embraced the ideal of moral suasion. As the prospect of civil war loomed, he accepted the legitimacy of violence ? in self?defence, and to liberate the slaves. (shrink)