Some ethical issues facing contemporary medicine cannot be fully understood without addressing medicine's internal morality. Medicine as a profession is characterized by certain moral goals and morally acceptable means for achieving those goals. The list of appropriate goals and means allows some medical actions to be classified as clear violations of the internal morality, and others as borderline or controversial cases. Replies are available for common objections, including the superfluity of internal morality for ethical analysis, the argument that internal morality (...) is merely an apology for medicine's traditional power and authority, and the claim that there is no single, "core" internal morality. The value of addressing the internal morality of medicine may be illustrated by a detailed investigation of ethical issues posed by managed care. Managed care poses some fundamental challenges for medicine's internal morality, but also calls for thoughtful reflection and reconsideration of some traditionally held moral views on patient fidelity in particular. (shrink)

Is torturing innocent people ever morally required? I rebut responses to the ticking-bomb dilemma by Slote, Williams, Walzer, and others. I argue that torturing is morally required and should be performed when it is the only way to avert disasters. In such situations, torturers act with dirty hands because torture, though required, is vicious. Conversely, refusers act wrongly, yet virtuously, thus displaying admirable immorality. Vicious, morally required acts and virtuous, morally wrong acts are odd, yet necessary to preserve the ticking-bomb (...) dilemma’s phenomenology, the role of habituation in moral development, the virtue/continence distinction, and morality’s overridingness, consistency, and plausibility. (shrink)

This essay examines neoconservative criticisms of equity planning, and the challenges against the right of government to regulate local development and land use. The specific concern of this essay is how, or if, local development administrators (equity planners), should use their discretionary powers to ensure that city officials and private developers promote and protect the interests of urban residents, particularly the poor and disadvantaged. The essay begins by discussing the alleged conflict said to exist between needy urban residents and the (...) more secure urban taxpayers. The contrary views of equity planners are then reviewed, and the tensions within the neoconservative arguments are exposed and critiqued. Finally, the dispute between equity planners and neoconservatives is further explored by examining the dispute over the voucher system to address the problem of equal educational opportunity in urban communities. (shrink)

Once again it is becoming fashionable to ask ‘What character traits are virtues?’ Naturally, it behooves us to try to recapture the insights of our predecessors, as well as forging ahead on our own. In this paper I shall examine one such insight.

A commentary on “What's Not Being Shared in Shared Decision‐Making?” from the July‐August 2013.

There are many recent historical analogies to the events that began in Tunisia and have spread across the Arab world and beyond. I consider them, and then propose a ‘Machiavellian’ reading, going back to the Florentine’s observation that humankind is made up of those who want to rule and those who desire not to be ruled. I then suggest, by means of an allusion to my recent book, The Primacy of the Political: A History of Political Thought from the Greeks (...) to the French and American Revolutions , that the distinction between politics and anti-politics is crucial for the analysis of the next stages of these revolutions. Finally, with reference to Hannah Arendt’s considerations of civil disobedience, I suggest a means of interpreting the possibilities that are on the horizon. (shrink)

Her importance seems to hinge on the fact that she is both a symbol and a historical reality.

Responding to the rash of books supporting a "new atheism" in recent years, some excellent rebuttals and refutations by Berlinski, Novak, Hart, Day, and others have also been published. The present book, however, is not a continuation of these critical salvos against the likes of Dawkins, Hitchens, Dennett, and Harris, but engages in a fresh reexamination of several important aspects of the "God-question," along with an exploration of the theory of the "faith-instinct"---a theory that emerges from a respectably long tradition, (...) but in recent years has been largely relegated to the sidelines in theology and philosophy. In the first chapter, scientific, metaphysical, and theological approaches are utilized and integrated in relationship to the question of God's existence. The second chapter is devoted to the "problem of evil," differentiated into the special categories often lumped into that all-too-generic term---moral evils, natural evils, suffering as an evil. Chapter 3 concerns the obvious follow-up question concerning what sort of characteristics, personal or otherwise, we can attribute to God---going beyond the question of God's mere "existence," even if and when we are intellectually convinced of this existence. In the second half of the book, the various meanings of "faith" are considered; and the apparent discrepancy of many New Testament descriptions of faith with the conventional Catholic and Protestant concepts of faith is investigated. Some "family resemblances" of supernatural faith seem to emerge. Then a monograph by Tubingen theologian Max Seckler, Instinkt und Glaubenswille ("Instinct and the Will to Believe"), which comments on thought-provoking texts concerning a "faith-instinct" in the works of Thomas Aquinas, is considered; Seckler brings out the philosophical and theological basis for this concept, as well as its reverberations for modern theology. The theory of a faith-instinct, however, leads to the question of the proper and improper, real or substitute, "objects," of the proposed instinct. Finally, if this instinct is, as hypothesized, implanted in human nature itself, for all places and all times, what is the function of the various religions in "activating" or placing obstacles to, the activation of this instinct? How are "false prophets," who may be instrumental in redirecting or misdirecting this instinct, to be recognized? Is faith bolstered or hindered by miracles---do miracles have any important relationship to faith? The book ends with a final consideration of the probable mental outlook of the atheist confronted with claims by theists of varying persuasions. (shrink)

Three approaches to intertextual writing are available to college instructors: mechanical, ethical, and rhetorical. The mechanical approach, a staple of writing instruction, teaches the use of citation styles such as MLA or APA; methods of citing sources; and the conventions of quotation. The ethical approach is primarily concerned with the character of individual writers and their adherence to community standards categorized as “academic integrity.” The great majority of source-based writing instruction attends to one or both of these approaches. A third (...) approach, rhetorical intertextuality, is overshadowed by the ethical concerns that currently permeate educational institutions. Rhetorical intertextuality does promote textual ethics, but in a positive way, through instruction in building meaning in a target text through collaboration with source texts. Rhetorical intertextuality brings the source texts themselves to life and aims to engage the audience in a conversation with target text and source texts. Drawing on Citation Project data, we advocate instruction in intertextual writing that hails students as authors, not transgressors. Rhetorical intertextuality can provide a positive frame for college instruction in intertextual writing, one that facilitates deep engagement with texts; intellectual approaches to paraphrasing and summarizing; and an emphasis on the rhetorical choices that writers make as they encounter and respond to the ideas of others. The objective of such instruction is a dialogic interface between writer, audience, and sources—a conversation. (shrink)

This article examines how discussions around the new interdisciplinary research area combining neuroscience and education have brought into sharp relief differences in the philosophies of learning in these two areas. It considers the difficulties faced by those working at the interface between these two areas and, in particular, it focuses on the challenge of avoiding 'non-sense' when attempting to include the brain in educational argument. The paper relates common transgressions in sense-making with dualist and monist notions of the mind-brain relationship. (...) It then extends a brain-mind-behaviour model from cognitive neuroscience to include a greater emphasis on social interaction and construction. This creates a tool for examining the potentially complex interrelationships between the different learning philosophies in this emerging new field. (shrink)

The questions considered in this book are common to philosophers, psychologists and anthropologists alike: What is man, and how does he differ from the animals? Is it true that man is less ruled by instinct than animals? How is man affected by heredity and environment? In particular, how are masculine and feminine "traits" affected by heredity and/or environment? Are there any relatively clear-cut stages in the evolution of the individual and of the human race? Does man have a mind or (...) soul distinct from the body, and does it entail the possibility of survival after physical death? Questions such as these posed throughout civilized time are examined anew in this book. Originally published by the University of Alabama Press in 1981. (shrink)

A developmental study of free-classification behavior within the age range of 3-1/2 to 19 years indicates that categorical responses, which are characteristic of adult behavior, increase with age while overgeneralized responses, classifications including noncategorical instances, decrease with age. Overdiscriminated responses which are incomplete categorical classifications increase from 3-1/2 to 6 years and then decrease to 19 years of age. These results are discussed within a two-stage theory of conceptual development (Kendler, 1971).