Long recognized as one of the main branches of political science, political theory has in recent years burgeoned in many different directions. Close textual analysis of historical texts sits alongside more analytical work on the nature and normative grounds of political values. Continental and post-modern influences jostle with ones from economics, history, sociology, and the law. Feminist concerns with embodiment make us look at old problems in new ways, and challenges of new technologies open whole new vistas for political theory. (...) This Handbook provides comprehensive and critical coverage of the lively and contested field of political theory, and will help set the agenda for the field for years to come. Forty-five chapters by distinguished political theorists look at the state of the field, where it has been in the recent past, and where it is likely to go in future. They examine political theory's edges as well as its core, the globalizing context of the field, and the challenges presented by social, economic, and technological changes."This is a unique and impressive set of analyses about scholarship in political theory. It is comprehensive, as we would expect. Beyond that, it is remarkably creative in the way that Dryzek, Honig and Phillips have organized categories, and it includes much overdue reference to scholarship on non-Western and postcolonial thought."-Iris Marion Young, Late Professor of Political Science at the University of Chicago"This extraordinary series offers 'state of the art' assessments that instruct, engage, and provoke. Both synoptic and directive, the fine essays across these superbly edited volumes reflect the ambitions and diversity of political science. No one who is immersed in the discipline's controversies and possibilities should miss the intellectual stimulation and critical appraisal these works so powerfully provide."-Ira Katznelson, Ruggles Professor of Political Science and History, Columbia UniversityJohn S. Dryzek is Professor of Social and Political Theory at Australian National University.Bonnie Honig is Professor of Political Science at Northwestern University.Anne Phillips is Professor of Gender Theory at the London School of Economics.Introduction, John S Dryzek, Bonnie Honig, and Anne PhilipsI. CONTEMPORARY CURRENTS1. Justice After Rawls, Richard Arneson2. Power After Foucault, Wendy Brown3. Critical Theory Beyond Habermas, William E Scheuerman4. Feminist Theory and the Canon of Political Thought, Linda Zerilli5. After the Linguistic Turn: Poststructuralist and Liberal Pragmatist Political Theory, Paul Patton6. The Pluralist Imagination, David SchlosbergII. THE LEGACY OF THE PAST7. Theory in History: Problems of Context and Narrative, J G A Pocock8. The Political Theory of Classical Greece, Jill Frank9. Republican Visions, Eric Nelson10. Modernity and its Critics, Jane Bennett11. The History of Political Thought, as Disciplinary Genre, James FarrIII. POLITICAL THEORY IN THE WORLD12. The Challenge of European Union, Richarad Bellamy13. East Asia and the West: The Impact of Confucianism on Anglo-American Political Thought, Daniel A Bell14. In the Beginning all the World was America: American Exceptionalism in New Contexts, Ronald J Schmidt Jr15. Changing Interpretations of Modern and Contemporary Islamic Political Theory, Roxanne L EubenIV. STATE AND PEOPLE16. Constitutionalism and the Rule of Law, Shannon Stimson17. Emergency Powers, John Ferejohn and Pasquale Pasquino18. The People, Margaret Canovan19. Civil Society and State, Simone Chambers and Jeffrey Kopstein20. Democracy and the State, Mark E Warren21. Democracy and Citize. (shrink)

CHAPTER ONE Political Theory as a Signifying Practice Political theory has been a heroic business, snatching us from the abyss a vocation worthy of giants. ...

(2008). The Connection Between Postformal Thought and Major Scientific Innovations. World Futures: Vol. 64, Postformal Thought and Hierarchical Complexity, pp. 503-512.

Now available from Rowman & Littlefield, the third edition of this introductory critical thinking text features streamlined chapters, Think for Yourself activities, and a complete glossary of critical thinking terms.

Critical Thinking, 2nd Edition is about becoming a better thinker in every aspect of your life—as a professional, as a consumer, citizen, friend, or parent. Richard Paul and Linda Elder identify the core skills of effective thinking, then help you analyze your own thought processes so you can systematically identify and overcome your weaknesses.

There are questions about how ethics is best taught to undergraduate business students. There has been a proliferation in the number of stand-alone ethics courses for undergraduate students but research on the effectiveness of integrated versus stand-alone mode of delivery is inconclusive. Christensen et al. :347–368, 2007), in a comprehensive review of ethics, corporate social responsibility and sustainability education, investigated how ethics education has changed over the last 20 years, including the issue of integration of these topics into the core (...) course offerings. We use Brenner and Molander’s :57–71, 1977) situational ethics survey instrument to examine the effect of the mode of delivery of business ethics education on undergraduate student responses. We found a significant difference on mode of delivery. Studies have also found interesting results in respect of the effect of cultural differences and gender on the effectiveness of business ethics instruction. While not the primary focus of this study, we also looked at the influence of gender and culture on students’ responses. Our results indicate significant differences in respect of mode of delivery and culture. In contrast to other studies, we found that gender was not significant. We did test for any interactive effects of gender, culture and mode of delivery. However, no significant differences were found. (shrink)

Now available from Rowman & Littlefield, Paul and Elder's concise introductory text focuses on the most basic critical thinking concepts and includes activities to apply these concepts within disciplines and to life.

This book reveals the power of critical thinking to make sense of overwhelming and often subjective media by detecting ideology, slant, and spin at work. Building off the Paul-Elder critical thinking framework, Fact over Fake focuses on the internal logic of the news as well as societal influences on the media.

This volume of the Thinker’s Guide Library addresses the vital role of questions in every area of life. As readers develop a questioning mind, they also come to a better understanding of the world and of themselves. This book illustrates how well developed questions lead to deeper knowledge and counteract dangerous ignorance.

This volume of the Thinker’s Guide Library offers insight into the mind’s core functions of thinking, feeling, and wanting and examines how to take command of emotions. It reveals intrinsic barriers to criticality in human thought that impede learning and self-development and is essential reading for those wishing to take full command their minds.

This volume of the Thinker’s Guide Library analyzes the intellectual standards by which reasoning is judged by skilled thinkers. It broadens the discussion of essential standards such as clarity, accuracy, relevance, and fairness to encompass banks of standards useful for any teacher, administrator, or professional in an evaluative role.

This critical thinking guide introduces concepts and strategies for developing essential reasoning skills and intellectual character. As part of the Thinker’s Guide Library, this book is an essential resource for students learning new academic disciplines and encountering new situations in life.

As part of the Thinker’s Guide Library, this book explores how to analyze questions, problems, and opportunities through the elements of reasoning. It provides students, educators and professionals a framework for deconstructing and assessing any issue to find the most practical solution, in order to achieve the best consequences.

This volume of the Thinker’s Guide Library introduces healthcare students and professionals to the foundations of critical thinking and offers examples of applications within clinical fields. It is an essential companion for all healthcare courses as it advances critical thinking within all specialties with the clinical professions.

New models of data governance for health data are a focus of growing interest in an era of challenge to the social licence. In this article, we reflect on what the data trust model, which is founded on principles of participatory governance, can learn from experiences of involving and engagement of members of the public and participants in the governance of large-scale biobanks. We distinguish between upstream and ongoing governance models, showing how they require careful design and operation if they (...) are to deliver on aspirations for deliberation and participation. Drawing on this learning, we identify a set of considerations important to future design for data trusts as they seek to ensure just, proportionate and fair governance. These considerations relate to the timing of involvement of participants, patterns of inclusion and exclusion, and responsiveness to stakeholder involvement and engagement. We emphasise that the evolution of governance models for data should be matched by a commitment to evaluation. (shrink)

BackgroundDuring the arrival of the COVID-19 pandemic, various professional ethical guidance was issued to (and for) health and social care professionals in England and Wales. Guidance can help to inform and support such professionals and their patients, clients and service users, but a plethora of guidance risked information overload, confusion, and inconsistency. MethodsDuring the early months of the pandemic, we undertook a rapid review, asking: what are the principles adopted by professional ethical guidance in England and Wales for dealing with (...) COVID-19? We undertook thematic content analysis of the 29 documents that met our inclusion criteria.ResultsThe 29 documents captured 13 overlapping principles: respect, fairness, minimising harm, reciprocity, proportionality, flexibility, working together, inclusiveness, communication, transparency, reasonableness, responsibility, and accountability.ConclusionsWe intend this attempt to collate and outline the prominent principles to be helpful, particularly, for healthcare practice during the COVID-19 pandemic and, hopefully, for future pandemic planning. We also offer some reflections on the guidance and the principles therein. After describing the principles, we reflect on some of the similarities and differences in the guidance, and the challenges associated not only with the specific guidance reviewed, but also with the nature and import of “professional ethical guidance”. (shrink)

Hospital ethics committees (HECs) traditionally focus on clinical ethics but are increasingly recognized for their potential role in addressing organizational ethics, particularly in the allocation of charity care resources. This commentary explores the expanded role of HECs in charity care allocation, emphasizing the core ethical principles of justice, transparency, and accountability. We discuss the need for HECs to develop expertise in organizational ethics, differentiate between emergency and chronic resource allocation, and apply value-based insurance design principles to set service boundaries. By (...) adopting an egalitarian approach to justice, HECs can help reduce health disparities and ensure equitable access to charity care. Enhanced transparency and accountability through clear criteria, regular audits, and public reporting are also vital. This paper underscores the importance of integrating these ethical principles into healthcare resource allocation to promote health equity and maintain the financial sustainability of healthcare institutions. (shrink)

This book provides ways of thinking about information and the new responsibilities engendered by its acquisition, processing, storing, dissemination and use. It offers a set of concepts, methods, arguments and illustrations designed to sharpen the reader's ethical focus. Organized into three sections, the first provides a conceptual background for the book as a whole. The second part focuses on fundamental concepts about ethics and includes descriptions of the process of ethical thinking and a range of theories and principles that can (...) be used in ethical situations. In the final part, the concepts of information and the need for ethics and ethical thinking are applied to the various levels of the social system to which they. (shrink)

MARY CAROLINE RICHARDS - "M.C." to her friends - attended Reed College (A.B.) and the University of California (M.A., Ph.D.).

This research project investigated manifestations of critical thinking in pupils 10 to 12 years of age during their group discussions held in the context of Philosophy for Children Adapted to Mathematics. The objective of the research project was to examine, through the pupils' discussions, the development of dialogical critical thinking processes. The research was conducted during an entire school year. The research method was based on the Grounded Theory approach; the material used consisted of transcripts of verbal exchanges among the (...) pupils. Analysis of the transcripts revealed that: critical thinking appears to the extent that a 'dia-logue' is established among pupils; on the cognitive level, dialogical critical thinking is comprised of four thinking modes: logical, creative, responsible and meta-cognitive; and on the epistemological level, dialogical critical thinking is only manifested in a context where egocentricity of perspective and relativism of beliefs are transcended. (shrink)

This issue of Business & Society contains the transcripts of 12 oral history interviews with founders of and early contributors to the business and society/social issues in management field. The publication of these interviews is the culmination of a very long-term project, with the first interview having been conducted in 1993 with Lee Preston and the most recent interview having been conducted in 2011 with Jim Post. This project has been very much of a team effort with Sandra Waddock, John (...) Steiner, Mary Mallott, Ariane Berthoin Antal, and, of course, our interviewees all playing important roles. (shrink)

Now that learning is seen as lifelong and lifewide, what specifically makes a learning context? What are the resultant consequences for teaching practices when working in specific contexts? Drawing upon a variety of academic disciplines, Rethinking Contexts for Learning and Teaching explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research. It specifically addresses What constitutes a context for learning? How do we engage (...) the full resources of learners for learning? What are the relationships between different learning contexts? What forms of teaching can most effectively mobilise learning across contexts? How do we methodologically and theoretically conceptualise contexts for learning? Drawing upon practical examples and the UK’s TLRP, this book brings together a number of leading researchers to examine the assumptions about context embedded within specific teaching and learning practices. It considers how they might be developed to extend opportunity by drawing upon learning from a range of contexts, including schools, colleges, universities and workplaces. (shrink)

Prostate cancer has become a major health concern of male Americans. It is now the most common nondermatologic cancer and the second leading cause of cancer death among men. The incidence of detected prostate cancer rose rapidly in recent years, partly because of prostate-specific antigen testing; it is only now tapering off. Screening for prostate cancer with PSA is widespread in the United States, yet controversial: the American Urological Association recommends PSA screening and the American Cancer Society recommends offering screening; (...) however, the United States Preventive Services Task Force and the American College of Physicians recommend against routine screening; and the American Academy of Family Physicians believes that the decision to screen should be left to the patient. (shrink)

Dans la première moitié du xixe siècle en Angleterre, autour de Charles babbage (1791–1871), John F. W. Herschel (1792–1871), George Peacock (1791–1858), Duncan F. Gregory (1813–1844), Augustus de Morgan (1806–1871), George Boole (1815–1864), et d'autres auteurs moins connus, un réseau d'algébristes renouvelle singulièrement la conception de l'algèbre, à tel point que leur travail est le plus souvent interprété comme émergence des travaux sur l'algèbre abstraite. Comme ces algébristes sont également des réformateurs impliqués dans la réorganisation de la science, il s'agira (...) de proposer de ces travaux une lecture plus contextuelle, afin d'éclairer leur inscription parmi les effects de la Révolution industrielle (1760–1830), et d'analyser leur rôle de médiation culturelle entre les racines d'un savoir universitaire fondé sur la fidélité aux Anciens, et de nouvelles formes d'élaboration des connaissances. Une médiation marquée par un premier rapprochement entre algèbre et logique. (shrink)

Genome editing, for instance by CRISPR-Cas, is a major advancement of the last 10 years in medicine but questions ethically our practices. In particular, human embryo heritable genome editing is a source of great controversy. We explored how this ethical question was debated in the literature from PubMed database, in a period of 4 years (2016–2020) around the announcement of the ‘CRISPR babies’ Chinese experiment in November 2018. We evaluated the weight of the arguments for and against this topic, through (...) an analysis of reviews published on this question. The most important arguments come from the technical perspective: safety issues and benefits, putative long-term effects on the future generations and the need to assess this aspect. Next, foreseeable clinical benefits and the alternatives to these methods are discussed. The number of people that would benefit from such techniques is also considered. However, social and anthropological issues are addressed in a more disparate way. Parenthood and desire for children are sometimes overlooked. Few authors mention social justice, stigmatisation and equality of access. Consent and information are more clearly addressed, as well as the question of the relationship between generations. Finally, the effects on the nature of humankind or human species are far from being consensual; the risks of enhancement, eugenics and transhumanism are raised. We conclude that the risks associated with the immaturity of the technique were at the forefront of the ethical debate on human embryo heritable genome editing. Their consequences were seen as more immediate and easier to handle than those of sociological or anthropological projections, which are more speculative in nature. (shrink)

Since the Fall of 1993, at the Centre Interdisciplinaire de Recherche sur l'Apprentissage et le D/span>veloppement en /span>ducation of the Universit/span> du Qu/span>bec /span> Montr/span>al, two mathematicians and one philosopher have collaborated to design and develop a research project involving philosophy, mathematics and sciences. Previous observations in the classroom had led the researchers to realize that, within the school curriculum, children like some subject matters and dislike others. Most of them usually succeed in arts, physical education and language arts, but (...) many have difficulties in succeeding in mathematics. Why? On the one hand, as Matthew Lipman advocates, the school curricula are not sufficiently "meaningful" for children. On the other hand, some studies in the field of mathematics suggest that there are myths and prejudices about mathematics in primary schools and that the school system is partly responsible for this. Indeed, the school system does not invite children to express emotions in class about mathematics nor does it favor creativity. It does not allow dialogue among peers about mathematical concepts and problems, nor the construction of mathematical knowledge by the students themselves. (shrink)

Résumé Bien qu’il soit très peu pris en compte par l’histoire des ordinateurs, l’analyseur différentiel a été une machine mathématique essentielle – à la fois aux États-Unis et en Angleterre, puis dans d’autres pays européens – pour la résolution numérique des équations différentielles, avant et pendant la Seconde Guerre Mondiale. Douglas R. Hartree (1897-1958), initialement physicien de l’atome, est directement concerné par les nouvelles possibilités qu’offrent cet analyseur, ainsi que des machines comme l’ENIAC à Philadelphie et l’EDSAC à Cambridge après (...) la guerre. Toute sa carrière est consacrée à leur mise en pratique et à l’élaboration de méthodes mathématiques qui permettent d’en explorer toutes les potentialités, débouchant sur une nouvelle discipline, l’analyse numérique. (shrink)