Employing the National Institute of Mental Health-funded Prevention of Suicide in Primary Care Elderly Collaborative Trial as a case study, we discuss 2 sets of ethical issues: obtaining informed consent for a clinic-based intervention study and using treatment as usual (TAU) as the control condition. We then address these ethical issues in the context of the debate about the quality improvement efforts of health care organizations. Our analysis reveals the tension between ethics and scientific integrity involved with using TAU as (...) a control condition and the difficulty in designing high-quality research in a community-based setting. (shrink)

Employing the National Institute of Mental Health-funded Prevention of Suicide in Primary Care Elderly Collaborative Trial as a case study, we discuss 2 sets of ethical issues: obtaining informed consent for a clinic-based intervention study and using treatment as usual (TAU) as the control condition. We then address these ethical issues in the context of the debate about the quality improvement efforts of health care organizations. Our analysis reveals the tension between ethics and scientific integrity involved with using TAU as (...) a control condition and the difficulty in designing high-quality research in a community-based setting. (shrink)

This volume clarifies the nature of humanism by exploring historical and current thought.

Explores the impact of biomedical ethics on moral education and on ethics in general.

In an introduction to Louis J. Halle's Civilization and Foreign Policy, Dean Acheson notes with approval that Halle believed a group of men, formerly members of the Policy Planning Staff of the United States State Department, to be seeking a new theory of foreign policy which would lie outside the traditional theory. Halle's work, like that of the others whose names were mentioned (George F. Kennan, Paul Nitze, and C. B. Marshall), represented a serious and searching analysis of the conceptual (...) frame of American foreign policy, a search largely accompanied by a demand for a more realistic consideration of problems of power. The members of the Policy Planning Staff were by no means the only, or even the first, Americans to question American thinking on foreign policy from the standpoint of power politics. Without going back to Alexander Hamilton, we must consider, in particular, Hans J. Morgenthau and Reinhold Niebuhr. This kind of thinking is still being advanced; and, more recently, the warning that Americans misunderstood the problem of power was put with some forcefulness by Robert Endicott Osgood : “More than any other great nation, America's basic predispositions and her experience in world politics encourage the dissociation of power and policy.” There is no doubt that work of recent years has shown the increased seriousness of American interest in the problems of foreign policy and civilization. The contribution which these and other writers have made is a very great one. Despite many differences among themselves, their trend seems to embody a certain oneness, which lies in a perception of the problems of power. Acheson points to the practical experience of the State Department group and their intention to “see life steadily and see it whole,” in Matthew Arnold's famous phrase. Yet, a few years after these writers, whom Acheson so highly regarded, had tried to acquaint the American people with the realities of power in foreign policy, one of them, George F. Kennan, was publicly criticized by Acheson himself for “never having understood the realities of power politics.” Shortly thereafter, Acheson, in his latest book, reiterated the charge that “power politics” was, for Americans, still a derogatory term. Kennan, one of our most thoughtful and sensitive writers on foreign policy, and Acheson, one of our most articulate and eloquent secretaries of state, had failed to satisfy the American people, and Kennan had failed, apparently, to satisfy Acheson regarding the significance and the reality of power politics. Yet in the light of some of the literature which has appeared since the rise of these writers, whom we may call “realists” though they do not necessarily so characterize themselves, one may question whether the danger is still that which Acheson described. One who reads Henry A. Kissinger's Nuclear Weapons and Foreign Policy may wonder not whether Americans understand the realities of power but whether, indeed, some of them understand anything else. We face the danger that the wheel may come full circle, that a naïve idealism may be replaced by a purely methodical realism, and that the very words “politics” and “strategy” may become interchangeable terms. We face that danger, but let no one suspect that Americans, in general, have succumbed to it. (shrink)

CHAPTER I POLITICAL FAITH AND UTOPIAN THOUGHT In the three and a half centuries since Bacon and the miller prayed for peace among the willows, countless men ...

This thought-provoking study examines the foundations of moral education from a philosophical and practical perspective. It analyzes some of the typical expectations that cannot be met in the present day approach, and recommends that the teaching of ethics be treated with `theater' as the metaphor, dialogue as the genre, and Socrates as the model. Seen as a necessary and unavoidable classroom activity, moral education is presented from a humanist point of view, with emphasis on the developmental approach of Jean Piaget (...) and his followers, while pointing out the limitations of psychological methods. (shrink)

This book benefits from the emergence of bioethics as it has evolved from its clinical roots to address policy, politics, and social practice far removed from that origin. It situates terrorism and bioterrorism in the field of ethical inquiry. Finally, it treats the catastrophic event as a category or genre and so enables us to enrich inquiry by ranging from hurricane and flood to terrorist attack.

...argues that Humanism has its roots both in the Enlightenment and in Transcendentalism, and explores Humanism as both a public and a personal philosophy.

It was probably Rousseau who first thought of dreams as ennobling experiences. Anyone who has ever read Reveries du Promeneur Solitaire must be struck by the dreamlike quality of Rousseau's meditations. This dreamlike quality is still with us, and those who experience it find themselves ennobled by it. Witness Martin Luther King's famous "1 have a dream. " Dreaming and inspiration raise the artist to the top rung in the ladder ofhuman relations. That is probably the prevailing view among educated (...) people of our time. Rousseau made that view respectable and predominant. Yet in another sense, the problem is much older. It is the problem of political philosophy and poetry, the problem of Socrates and Aristophanes, of Plato and Homer. Yet, while antiquity usually gives the crown to philosophy, since Rous seau, the alternative view tends to prevail. The distinction is not, however, a formal one. Sir Philip Sidney enlisted Plato on the side of poetry. The true distinction is between imagination and reason. If reason is to rule, as Aristotle points out,l the most architectonic of the sciences, that is political science, should rule. It is political philosophy which must determine the nature of the arts which will help or which will hinder the good of the city or the polity. That does not mean that a mere professor should stand in judgment of Shake speare, Bacon, and Rembrandt. It means that ifhe studies these three great artists, he is not over-stepping disciplinary limits. (shrink)

An earlier version of this essay was presented at the Annual Retreat (February 2005) of the Ethics Committee of the South Carolina Medical Association. The subject was moral education in medical schools. A brief selection, “Creating An Effective Pedagogy for Moral Education” was published in the Journal of the S.C. Medical Association. The present paper examines the state of 'moral education' in contemporary education and other public institutions.

ces, learning facts and gaining conceptual knowlge, recognizing objects and people, and acquiring ills and habits. Scientific thinking about memory was minated for many years by the assumption that mory is a unitary or monolithic entityRi2;a single ulty of the mind and brain. However, the assumpri of a unitary memory has been challenged by conging evidence from psychology and neuroscience inting toward multiple memory systems that can be sociated from one another. This chapter provides a torical introduction to the issue (...) and summarizes.. (shrink)