The Market Economy: A Reader outlines the characteristics and philosophical underpinnings of the market economy and its usefulness in the allocation of resources. This anthology offers a comprehensive set of authentic, primary source selections that demonstrate how the tenets of classical economic liberalism provide the foundation for an efficient economic system--while also maximizing individual freedom. The readings also provide a structure for analyzing economic and philosophical issues. The book includes selections from several authors who are not economists but whose work (...) is important in terms of their contribution to economic thought, such as Henry David Throeau and Ayn Rand. It also features classic readings such as Adam Smith's invisible hand from his Wealth of Nations, David Ricardo's original explanation of comparative advantage from Principles of Political Economy and Taxation, and John Stuart Mill's eloquent expression of the limits of government in On Liberty. Latter day proponents of private enterprise include Friedrich Hayek, Ludwig von Mises, and Milton Friedman. These authors and others address how the market economy responds to such topical issues as the environment, income distribution, and free trade. (shrink)

This popular introductory text provides a unique set of teaching tools for instructors who prefer a synoptic approach. The text is visually appealing and reader friendly. The author accents his accessible writing with cartoons, quotations, and related findings from the social and physical sciences, reinforcing his conception of philosophy as the individual's attempt to unify disparate world views. The style of writing makes central philosophical concepts readily engaging to students. Interspersed biographies give the student a feeling for the lives of (...) the great thinkers who have fashioned the Western philosophical tradition and have determined largely how we think today. Above all, this text nurtures the analytical skills students will need to critically engage the "big picture" of Western philosophy for themselves. (shrink)

ELSI efforts long have been troubled by critiques that they privilege scientific frameworks and grant scientists the power to set ethical agendas. As the first director of the Human Genome Project’...

Packed with ideas designed to help children learn to sing, this booklet offers criteria for selecting songs, strategies to bring out the best in children's voices, and suggestions for games, ideas, and resources.

Humanist sociologists are activists rooted in the reality of history and change and guided by a concern for the 'real life' problems of equality, peace, and social justice. They view people as active shapers of social life, capable of creating societies in which everyone's potential can unfold. Alfred McClung Lee introduces this volume with 'Sociology: Humanist and Scientific' and develops the theme that a sociology that is humanist is also scientific. The other nine selections are grouped into four parts: 'The (...) Individual and Social Life;' 'Social Institutions: Technology, Science, and Formal Organization;' 'Political Structures: Issues of Justice and Equality;' and 'Methodological Critiques and Counterproposals.'. (shrink)

Recent calls to address racism in bioethics reflect a sense of urgency to mitigate the lethal effects of a lack of action. While the field was catalyzed largely in response to pivotal events deeply rooted in racism and other structures of oppression embedded in research and health care, it has failed to center racial justice in its scholarship, pedagogy, advocacy, and practice, and neglected to integrate anti-racism as a central consideration. Academic bioethics programs play a key role in determining the (...) field’s norms and practices, including methodologies, funding priorities, and professional networks that bear on equity, inclusion, and epistemic justice. This article describes recommendations from the Racial Equity, Diversity, and Inclusion (REDI) Task Force commissioned by the Association of Bioethics Program Directors to prioritize and strengthen anti-racist practices in bioethics programmatic endeavors and to evaluate and develop specific goals to advance REDI. (shrink)

Speakers often do not state requests directly but employ innuendos such as Would you like to see my etchings? Though such indirectness seems puzzlingly inefficient, it can be explained by a theory of the strategic speaker, who seeks plausible deniability when he or she is uncertain of whether the hearer is cooperative or antagonistic. A paradigm case is bribing a policeman who may be corrupt or honest: A veiled bribe may be accepted by the former and ignored by the latter. (...) Everyday social interactions can have a similar payoff structure (with emotional rather than legal penalties) whenever a request is implicitly forbidden by the relational model holding between speaker and hearer (e.g., bribing an honest maitre d’, where the reciprocity of the bribe clashes with his authority). Even when a hearer’s willingness is known, indirect speech offers higher-order plausible deniability by preempting certainty, gossip, and common knowledge of the request. In supporting experiments, participants judged the intentions and reactions of characters in scenarios that involved fraught requests varying in politeness and directness. (shrink)

As scientific and engineering efforts become increasingly global in nature, the need to understand differences in perceptions of research ethics issues across countries and cultures is imperative. However, investigations into the connection between nationality and ethical decision-making in the sciences have largely generated mixed results. In Study 1 of this paper, a measure of biases and compensatory strategies that could influence ethical decisions was administered. Results from this study indicated that graduate students from the United States and international graduate students (...) studying in the US are prone to different biases. Based on these findings, recommendations are made for developing ethics education interventions to target these decision-making biases. In Study 2, we employed an ethics training intervention based on ethical sensemaking and used a well-established measure of ethical decision-making that more fully captures the content of ethical judgment. Similar to Study 1, the results obtained in this study suggest differences do exist between graduate students from the US and international graduate students in ethical decision-making prior to taking the research ethics training. However, similar effects were observed for both groups following the completion of the ethics training intervention. (shrink)

In this paper, we introduce a novel difficulty for teleosemantics, viz., its inability to account for what we call unexploited content—content a representation has, but which the system that harbors it is currently unable to exploit. In section two, we give a characterization of teleosemantics. Since our critique does not depend on any special details that distinguish the variations in the literature, the characterization is broad, brief and abstract. In section three, we explain what we mean by unexploited content, and (...) argue that any theory of content adequate to ground representationalist theories in cognitive science must allow for it.1 In section four, we show that teleosemantic theories of the sort we identify in section two cannot accommodate unexploited content, and are therefore unacceptable if intended as attempts to ground representationalist cognitive science. Finally, in section five, we speculate that the existence and importance of unexploited content has likely been obscured by a failure to distinguish representation from indication, and by a tendency to think of representation as reference. (shrink)

Explanation can be distinguished between linguistic practices and metaphysical relations. At least with respect to metaphysical explanation, some are skeptical that any knowledge gained via explanation qua linguistic practices confers knowledge of explanation qua metaphysical relation. I argue that this skepticism is unfounded. Engaging in the linguistic practice of explanation gives us no reason to skeptical in beliefs about corresponding metaphysical relations like causation or grounding. Moreover, those very linguistic practices can provide resources to justify beliefs in those relations. So, (...) exploring those practices can move us forward in developing an epistemology of grounding and metaphysical explanation. (shrink)

This paper will argue for the teaching of component skills in philosophy. We can distinguish between complex and component skills. Component skills bear a kind of constitutive relation to complex skills. We observe this distinction at use in standard pedagogies related to activities like sports, music performance, and mathematics. The central thesis is that devoting pedagogical resources to the development of component skills, especially at introductory levels, promotes better learning outcomes with respect to complex philosophical skills. Aside from defending this (...) thesis, I will also provide a number of examples of activities that can be used to develop component skills. (shrink)

Section One - Principles and concepts of healthcare law and ethics -- Section Two - Complaints, disciplinary proceedings and indemnity insurance -- Section Three - Confidentiality, disclosure and apologies -- Section Four - Alternative dispute resolution and relationship with colleagues -- Section Five - Liabilities beyond healthcare practices.

This paper defends a theory of how it is that games are identical both at a time and over time. I argue that this view is an improvement over the account that Michael Ridge defends in his paper “Individuating Games”. This improvement involves a distinction between two kinds of individuation: constitutive individuation and relational individuation. I argue that this distinction does a better job at solving the various puzzles that are related to the synchronic and diachronic identity of games. I (...) go on to show how this approach can be applied to other social entities. (shrink)

Does ethical content in organizational mission statements make a difference? Research regarding the effectiveness and results of mission statements is mixed. Krohe (1995, Across the board, 32, 17–21) concluded that much of the good results do not come from the mission statements themselves but from the strategic re-education that happens in producing one. We attempted to discover whether universities that explicitly state their ethical orientation and vision in their mission statements had students with higher perceived character trait importance and activities (...) that reinforce character than universities that did not. While the faculty and administration may receive benefits from mission statement development through strategic re-education as Krohe suggested, do the statements influence the students at the university who may have had no role in its creation? Using a sample of senior business students at 16 universities we found that students at universities with ethical statements in their mission statements had significantly higher perceived character trait importance and character reinforcement than those at universities whose missions lacked ethical statements. This research suggests that schools that explicitly stated ethical content in their␣mission statements do influence student ethical orientation. (shrink)

The Heythrop Journal, Volume 63, Issue 2, Page 232-244, March 2022.

In lieu of an abstract, here is a brief excerpt of the content:The Peculiarly Favored Condition of GeneticsJames J. Lee, PhD (bio) and Damien Morris, MSc (bio)Turkheimer and Greer (2024) (henceforth “T&G”) make some fair points about problems in the scientific profession, including the regrettable tendency to promise practical applications of research that then never materialize. However, T&G’s sustained critique of a body of work associated with one particular researcher to make these general points struck us as uncharitable. More pressingly, (...) we feel that the far-reaching conclusions that T&G attempt to draw from the results they review from the Spit for Science (S4S) cohort are unjustified and risk misleading readers that psychiatric and behavioral genetics is in a parlous state.T&G state that S4S “produced a clear answer to the question it was designed to address,” namely, that its results “unambiguously contradict the hypothesis that alcohol-related behaviors have a meaningful genetic basis.” But S4S cannot possibly have provided affirmative evidence for the null hypothesis, because as a single cohort it lacked the statistical power to do so. Elsewhere T&G acknowledge that the sample size of S4S does not suffice for many purposes; they cannot have it both ways. When GCTA has been applied to samples of greater size, it has unambiguously supported the hypothesis that alcohol-related behaviors have a meaningful genetic basis. The UK Biobank yielded estimates exceeding 0.10 for the contribution of single nucleotide polymorphisms (SNPs) with minor allele frequency of greater than 0.05 to the heritability of drinks per week, estimates more than ten times their standard errors (Liu et al., 2019).This heritability contributed by common variants is sometimes called “SNP heritability,” and T&G disparage it for the alleged “disadvantage of being substantially smaller” than “twin and family heritabilities.” Nowhere do T&G consider what the precise numbers actually mean—an approach that can be hazardous to your scientific health, as the late John Loehlin might have said. Let us, then, consider these numbers. Under a model of pure neutrality, SNP and pedigree narrow-sense heritabilities should be fairly close, essentially as a result of factors p(1 − p) canceling in the multiplication of the numbers of SNPs to be found at a given allele frequency by the average heritability contributed per SNP (Hill, 2010). If SNP and pedigree heritabilities are not close, then natural selection must have been acting on [End Page 441] the trait, preventing new mutations of large effect from becoming common and thereby concentrating heritability at allele frequencies lower than those typically studied in genome-wide association studies (GWAS). This deduction has been abundantly confirmed: the tendency of GWAS SNPs to reside in evolutionarily conserved regions (Finucane et al., 2015; Kim et al., 2019), the younger age of GWAS SNPs when compared to control SNPs of comparable frequencies (Gazal et al., 2017), the discovery of several rare variants with larger effects than those observed in typical GWAS (Barton et al., 2021; Chen et al., 2023; Marouli et al., 2017), the directly measured deleterious fitness effects of mutations in evolutionarily constrained genes (Gardner et al., 2022), and the substantial additional genetic variance accumulated when rare variants are included in GCTA-type studies, sometimes enough to close the gap between SNP and pedigree heritabilities (Evans et al., 2018; Jang et al., 2022; Pathan et al., 2024; Wainschtein et al., 2022).The genetic architecture of a typical quantitative trait consists of many sites across the genome that can mutate to affect it, numbering potentially in the millions (Agarwala et al., 2013; Zeng et al., 2021), of which those that are common SNPs have very small effects as a result of selection. This is the message, but T&G seem to find fault with the messenger, painting “tiny” effect sizes as an embarrassment to the field of behavioral genetics as a whole. We prefer to view the finding of high polygenicity as a revelation about nature, rather than as a debating point. What is this finding telling us? If one takes the action of stabilizing selection as the initial assumption (Uyeda et al., 2011), then the extreme polygenicity revealed by GWAS becomes part of the answer to the question regarding how traits can... (shrink)

Introduction Future HIV vaccine efficacy trials with adolescents will need to ensure that participants comprehend study concepts in order to confer true informed assent. A Hepatitis B vaccine trial with adolescents offers valuable opportunity to test youth understanding of vaccine trial requirements in general. Methods Youth reviewed a simplified assent form with study investigators and then completed a comprehension questionnaire. Once enrolled, all youth were tested for HIV and confirmed to be HIV-negative. Results 123 youth completed the questionnaire (mean age=15 (...) years; 63% male; 70% Hispanic). Overall, only 69 (56%) youth answered all six questions correctly. Conclusions Youth enrolled in a Hepatitis B vaccine trial demonstrated variable comprehension of the study design and various methodological concepts, such as treatment group masking. (shrink)

Socratic dialogue is widely recognized as an effective teaching tool inside of the classroom. In this paper I will argue that Socratic dialogue is also a highly effective teaching tool outside of the classroom. I will argue that Socratic dialogue is highly effective outside of the classroom because it is a form of learning based assessment. I will also show how instructors can use technology like email to implement Socratic dialogue as a form of teaching and assessment, and thus offer (...) a viable alternative to traditional assessments like exams and papers. (shrink)

Conviction Narrative Theory bears a close resemblance to the Theory of Narrative Thought, although the two were designed to address different questions. In this commentary, we detail some of the more pronounced similarities and differences and suggest that resolving the latter could produce a third theory of narrative cognition that is superior to either of these two.

This paper presents a novel approach to teaching critical thinking. The approach centers around developing the student’s ability to engage in analytic reasoning. By “analytic” in the previous sentence I mean reasoning about analyticity, i.e., coming to know truths about analytic propositions as opposed to synthetic propositions. I consider the ability to engage in this kind of reasoning to be what some philosophers call “conceptual competence”. I argue that focusing on conceptual competence in critical thinking courses benefits philosophy departments in (...) two ways. First, focusing on conceptual competence distinguishes the content of a critical thinking course from, say, courses on logic or probability/statistics. Second, conceptual competence is a skill that is unique to philosophy. I argue that it is also a fundamentally important skill for all students. Thus, teaching critical thinking as conceptual competence can situate philosophy at the center of any school’s general education plan. (shrink)

Firearm injuries are a significant public health problem. Prior studies have analyzed firearm death data or adult firearm injury data, but few studies have analyzed firearm injury data specifically among youth. To inform the current debate surrounding gun policy in the United States, this study aims to provide an estimate of the immense burden of youth firearm injury and its associated risk factors. Therefore, we performed a descriptive analysis of the Nationwide Emergency Department Sample, the largest all-payer emergency department database (...) in the United States, from January 2006 to September 2015. All patients age < 21 who presented with any diagnosis of firearm-related injuries were included. There were an estimated 198,839 incidents of firearm-related emergency department visits for patients age < 21 from 2006 through 2015. After presenting to the ED, an estimated 11,909 cases resulted in death. The population adjusted rate of firearm-related emergency department visits was highest in the South and Midwest. This study demonstrates the significant burden of firearm injury among youth. Having a reliable estimate of the number of children harmed by firearms each year is a critical tool for policymakers — and may make common-sense gun safety measures more politically possible. (shrink)

A lively, accessible, and thought-provoking introduction to physics, its history, and its practitioners.

The modern way of life is highly dependent upon the production of goods by industrial organizations that are in turn dependent upon their workers for their ongoing operations. Even though more than a century has passed since the dawn of the industrial revolution, many dangerous aspects of work, both physical and mental, remain in the workplace today. Using Buddhist philosophical principles, this paper suggests that although many sources of the problem reside within the larger society, the industrial engineer is still (...) a key factor in bettering work and providing a workplace suitable for their fellow workers. Drawing on these insights, we present a number of work design guidelines that industrial engineers who abide by Buddhist principles could practice to help overcome some of the many sufferings produced by modern work. (shrink)