The American Society for Microbiology addresses issues of research integrity in several ways. There is a Code of Ethics for Society members and an Ethics Committee, a Publications Board has editorial oversight of ethical issues involved in Society journals and other publications, and the Public and Scientific Affairs Board is involved in ethical issues and scientific policies at the national level. In addition, the Society uses meetings and publications to inform and educate members about research (...) integrity. (shrink)

Despite the importance of scientific integrity to the well-being of society, recent findings suggest that training and mentoring in the responsible conduct of research are not very reliable or effective inhibitors of research misbehavior. Understanding how and why individual scientists decide to behave in ways that conform to or violate norms and standards of research is essential to the development of more effective training programs and the creation of more supportive environments. Scholars in business management, psychology, and other disciplines (...) have identified many important factors that affect ethical behavior, including individual, contextual, and organizational factors. Surprisingly little research has been conducted to examine the role of these factors in either the development of ethical decision-making skills, or their applicability to ethical issues commonly encountered in research and other scholarly and professional activities. Interdisciplinary approaches combined with research and discipline relevant paradigms should greatly enhance understanding of the individual contextual and organizational factors involved in ethical and unethical research conduct. Such studies will inform and facilitate the development of more effective ethics education programs in the sciences and engineering professions. (shrink)

PHOTO ID 121339257© Designer491| Dreamstime.com ABSTRACT When physicians use their clinical knowledge and skills to advance the well-being of their patients, there may be apparent conflict between patient autonomy and physician beneficence. We are skeptical that today’s medical ethics education adequately fosters future physicians’ commitment to beneficence, which is both rationally defensible and fundamentally consistent with patient autonomy. We use an ethical dilemma that was presented to a group of third-year medical students to examine how ethics education might (...) be causing them to give undue deference to autonomy, thereby undermining their commitment to beneficence. INTRODUCTION The right of patients to choose which treatments they prefer is rooted in today’s social mores and taught as a principle of medical ethics as respect for autonomy. Yet, when physicians use their clinical knowledge and skills to advance the well-being of their patients, there may be a conflict between patient autonomy and physician beneficence. We are skeptical that today’s medical ethics education adequately fosters a commitment to beneficence, which is both rationally defensible and fundamentally consistent with patient autonomy. I. An Ethical Dilemma The impetus for this paper arose when students who were completing their third clinical year discussed a real-life ethical dilemma. A middle-aged man developed a pulmonary hemorrhage while on blood thinners for a recently placed coronary stent. The bleeding was felt to be reversible, but the patient needed immediate intubation or he would die. The cardiologist was told that the patient previously expressed to other physicians that he never wanted to be intubated. However, the cardiologist made the decision to intubate the patient anyway, and the patient eventually recovered.[1] Students were asked if they believed that the cardiologist had acted ethically. Their overwhelming response was, “No, the patient should have been allowed to die.” We looked into how students applied ethical reasoning to conclude that this outcome was ethically preferred. To explore how the third-year clinical experience might have formed the students’ judgment, we presented the same case to students who were just beginning their third year. Their responses were essentially uniform in recommending intubation. While there is likely more than one reasonable view in this case, we agree with the physician and the younger medical students that intubation was the ethically appropriate decision and will present an argument for it. But first, we explain the reasoning behind the more advanced medical students’ decision to choose patient autonomy at the expense of beneficence. II. Medical Ethics Education and the Priority of Autonomy Beauchamp and Childress’s Principles of Biomedical Ethics, first published in 1979 and now in its 8th edition, is a significant part of the formal ethics education in medical school.[2] Students learn an ethical decision-making approach based on respect for four ethical principles: autonomy, beneficence, nonmaleficence, and justice. While Beauchamp and Childress officially afford no prima facie superiority to any principle, the importance of respect for patient autonomy has increased through the editions of their book. For example, early editions of their book opposed the legalization of physician-assisted death compared to recent editions that defended it.[3] As another example, Beauchamp and Childress make paternalism harder to justify by adding an autonomy-protecting condition to the list of conditions for acceptable paternalism.[4] Authority, they contend, need not conflict with autonomy—provided the authority is autonomously chosen.[5] “The main requirement,” they write, “is to respect a particular patient’s or subject’s autonomous choices, whatever they may be.[6] In the principlism of Beauchamp and Childress, autonomy now seems to have a kind of default priority.[7] However, the bioethics discourse has strong counternarratives, noting some movement to elevate the role of beneficence and to respect the input of stakeholders, including the family and the healthcare team. Ethics education achieves particular relevance in the third clinical year when students become embedded in the care of patients and learn from what has been called the informal curriculum. They observe how attending physicians approach day-to-day ethical problems at the patient’s bedside. In this context, students observe the importance of informed consent for serious treatments or invasive procedures, a practice that highlights the principle of patient autonomy. In both the formal and informal curriculum, medical students observe how, in the words of Paul Wolpe, “patient autonomy has become the central and most powerful principle in ethical decision-making in American medicine.”[8] In short, students appear to learn a deference for patient autonomy. This curricular shift in favor of autonomy coincides with legal developments that protect patients’ rights and decision-making with respect to their healthcare choices. The priority of autonomy in medicine benefits patients by reflecting their choices and, in some cases, their fundamental liberty. III. The Practice of Medicine and the Commitment to Beneficence There are many critiques of the dominant place that autonomy has in biomedical ethics,[9] especially considering that autonomy seems to be biased toward individualistic, Western, and somewhat American culture-driven values.[10] In addition, many bioethical dilemmas are cast as a conflict between autonomy and beneficence. Our point is that medical students bring to their study of medicine a commitment to beneficence that seems to be suppressed by practical ethics education. We think this commitment is rationally defensible and should be nurtured. It is striking that young medical students have a pre-reflective commitment to beneficence at all. For, as we mentioned, it is not just medicine but Western culture generally that prioritizes autonomy in settling ethical dilemmas. In wanting to act for the good of others (rather than simply agreeing to what others want), physicians are already swimming somewhat against the cultural tide.[11] However, doing so makes sense, given the nature of medicine and the profession of healing. When prospective medical students are asked why they wish to become physicians, the usual answer is some variation on caring for the sick and preventing disease. It is unlikely that a reason to become a physician is to respect a patient’s autonomy. It would be easy to dismiss medical students’ commitment to beneficence as a mere intuition and contrary to a more reasoned and deliberative approach. Beauchamp and Childress seem to minimize the value of physician intuition, stating that justifications for certain procedures are “…supported by good reasons. They need not rest merely in intuition or feeling.”[12] Henry Richardson writes that “situational or perceptive intuition…leaves the reasons for decision unarticulated.”[13] We think this is a crude and rather thin way of understanding intuition. Some bioethicists have defended intuition as essential to the practice of medicine and not something opposed to reason.[14] In the case we describe, we believe the ethical justifications s for the patient’s intubation are fundamentally sound: the patient did not have a “do not intubate” order written in the chart, the emergency intubation had not been foreseen, so the patient did not have the opportunity to consent to or reject intubation; the patient had consented to the treatment for his cardiac disease so his consent for intubation could have been assumed;[15] and the consequences of respecting his autonomy did not justify allowing him to die.[16] While it is possible to have more than one reasonable view on this case, we think the case for beneficence is strong and certainly should not be dismissed out of hand. We do not deny that if a patient makes a clearly documented, well-informed decision to forgo intubation that this decision ought to be respected by the physician (even if the physician disagrees with the patient’s decision). But, in this situation, as in many others in the practice of medicine, the patient’s real wishes and preferences are not well-articulated in advance. There are many cases where a physician acts based on what she believes the patient, or the surrogate, would want, sometimes in situations that do not allow much time for reflection. An example might be resuscitation of a newborn at the borderline of viability. In their ethics education, beneficence would mean acting first to save a life. If the patient or surrogate makes an informed decision to the contrary, a beneficent physician respects that autonomous decision. In the case presented, the patient expressed gratitude to the cardiologist when extubated. But what if he had expressed anger at the physician for violating his autonomy? There are those who could argue that not only was intubation ethically wrong but that the cardiologist put himself in legal jeopardy by his actions (especially if there had been a written refusal applicable to the specific situation). In the example we use, we point out that the cardiologist may not have escaped a lawsuit if the patient had died without intubation. His family, when hearing the circumstances, may have sued for failure to act and dereliction of the cardiologist’s duty to save him. Beyond a potential legal challenge for either action or inaction, there is an overriding ethical question the cardiologist had to address: what course would be most satisfying to his conscience? Would he rather allow a patient to die for fear of recrimination, or act to save his life, regardless of the personal consequences? In the absence of real knowledge about the patient’s considered wishes, it is most reasonable to err on the side of promoting patient well-being. A physician’s commitment to beneficence is not necessarily a way of undermining a patient’s autonomy. In acting for the patient's good, physicians are also acting on what it is reasonable to believe a patient (or most patients, perhaps) would want, which is obviously connected to what a patient does want. Pellegrino and Thomasma argue that beneficence includes respect for a patient’s autonomy since “the best interests of the patient are intimately linked with their preferences.”[17] Instead of conceptualizing ethical dilemmas in medicine as conflicts between autonomy and beneficence, it is possible that medical schools could teach students that truly practicing beneficence is a way of valuing patient autonomy, especially when the patient’s wishes are not specific to the situation and are not clearly expressed. CONCLUSION It is important for students and practicing physicians to understand the principle of respect for patient autonomy in a pluralistic society that demands personal self-determination. However, the role of the physician as a beneficent healer should not be diminished by this respect for autonomy. Respecting a patient’s autonomy is grounded in and manifested by physician beneficence.[18] That is, seeking what is good for the patient can only be good if it respects their personhood and dignity. We propose that a commitment to beneficence, incipient in young medical students, should be developed over time with their other clinical reasoning skills. Such a commitment need not be sacrificed on the altar of patient autonomy. Beneficence needs greater relative moral weight with students as they proceed in their ethics education. - [1] S. Jauhar, “When Doctors Need to Lie,” New York Times, February 22, 2014, https://www.nytimes.com/2014/02/23/opinion/sunday/when-doctors-need-to-lie.html. [2] T. L. Beauchamp and James F. Childress, Principles of Biomedical Ethics, 8th ed. (New York, NY: Oxford University Press, 2019). [3] Louise A. Mitchell, “Major Changes in Principles of Biomedical Ethics,” The National Catholic Bioethics Quarterly 14, no. 3 (2014): 459–75, https://doi.org/10.5840/ncbq20141438. [4] Tom L. Beauchamp and James F. Childress, Principles of Biomedical Ethics, 8th ed. (New York, NY: Oxford University Press, 2019), 238. [5] Beauchamp and Childress, 103. [6] Beauchamp and Childress, p. 108. [7] For other accounts that prioritize autonomy, see e.g. Allen E. Buchanan and Dan W. Brock, Deciding for Others: The Ethics of Surrogate Decision Making (Cambridge University Press, 1989), 38–39; R Gillon, “Ethics Needs Principles—Four Can Encompass the Rest—and Respect for Autonomy Should Be ‘First among Equals,’” Journal of Medical Ethics 29, no. 5 (October 2003): 307–12, https://doi.org/10.1136/jme.29.5.307. For examples of critiques of these accounts, see footnote 9. [8] P. R. Wolpe, “The Triumph of Autonomy in American Bioethics: A Sociological View,” in Bioethics and Society: Constructing the Ethical Enterprise, p. 43. [9] V. A. Entwistle et al., “Supporting Patient Autonomy: The Importance of Clinician-Patient Relationships,” Journal of General Internal Medicine 25, no. 7 (July 2010): 741–45; C. Foster, Choosing Life, Choosing Death: The Tyranny of Autonomy in Medical Ethics and Law, 1st ed. (Oxford ; Hart Publishing, 2009); O. O’Neill, Autonomy and Trust in Bioethics, The Gifford Lectures, University of Edinburgh 2001 (Cambridge, UK: Cambridge University Press, 2002). [10] P. Marshall and B. Koenig, “Accounting for Culture in a Globalized Bioethics,” The Journal of Law, Medicine & Ethics: A Journal of the American Society of Law, Medicine & Ethics 32, no. 2 (2004): 252–66; R. Fan, “Self-Determination vs. Family-Determination: Two Incommensurable Principles of Autonomy,” Bioethics 11, no. 3–4 (1997): 309–22. [11] Arguments stressing the importance of beneficence, as ours does here, certainly approach paternalistic arguments. We set aside the complex issue of paternalism for purposes of this paper and simply note that the principle of beneficence as such does not say anything specifically about acting against the patient’s will. In the case study that focuses this paper, we do not believe the patient’s will or wishes were clearly indicated. [12] Beauchamp and Childress, Principles of Biomedical Ethics, p. 20, see note 2 above. [13] H. S. Richardson, “Specifying, Balancing, and Interpreting Bioethical Principles,” The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine 25, no. 3 (January 1, 2000): 285–307, p. 287. [14] H. D. Braude, Intuition in Medicine a Philosophical Defense of Clinical Reasoning (Chicago ; University of Chicago Press, 2012). [15] R. Kukla, “Conscientious Autonomy: Displacing Decisions in Health Care,” The Hastings Center Report 35, no. 2 (2005): 34–44. [16] M. Schermer, The Different Faces of Autonomy: Patient Autonomy in Ethical Theory and Hospital Practice, vol. 13, Library of Ethics and Applied Philosophy (Dordrecht: Springer Netherlands, 2002). [17] E. D. Pellegrino and D. C. Thomasma, For the Patient’s Good - the Restoration of Beneficence in Health Care (New York, NY: Oxford University Press, 1988), p. 29. [18] Pellegrino and Thomasma, For the Patient’s Good. 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Young people have an enormous stake in the present and future state of Earth. Almost half of the human population is under the age of 25. If young people’s resources of energy, time, and knowledge are misdirected towards violence, terrorism, socially-isolating technologies, and unsustainable consumption, civilization risks destabilization. Yet, there is a powerful opportunity for society if young people can participate positively in all aspects of sustainable development. In order to do so, young people need education, political support, (...) resources, skills, and hope. This volume offers a global perspective on education initiatives by and for young people that promote a transition to sustainability. It includes 38 essays co-authored by 68 contributors from 25 nations, representing a diversity of geography, gender, and generation. "The development of youth leadership has been a central concern of my professional work. Young people have a lot to offer to sustainable development and should participate in planning for our planet’s future. This rich collection of theoretical and practical approaches captures the growing response of young people to this challenge. I am particularly pleased with the attention paid to the role of often-underrepresented regions of the world, to the role of women, and to the Earth Charter in the creating of a peaceful and sustainable future." Julia Marton-Lefèvre, Director General of IUCN (International Union for Conversation of Nature), and former Rector of the University for Peace "This book is a rich, global tapestry depicting the inter-linkages among youth, education and sustainable development. What is particularly interesting is that it shows how education, at all levels, can be a powerful engine for promoting sustainability. This work is an important contribution to the United Nations Decade of Education for Sustainable Development." Goolam Mohamedbhai, Secretary-General, Association of African Universities, and Past President, International Association of Universities "This important and skillfully-prepared book comes at a critical time.... A great strength of this volume is that it blends together theoretical and practical insights regarding education for sustainable development by and for young people. It is written from diverse cultural perspectives from all world regions. Readers, from many fields, especially young people and their teachers, will find it timely and relevant. I hope that it will inspire the younger generation to get involved in seeking solutions to the challenges we face." James Gustave Speth, Former Administrator of the United Nations Development Programme, and Dean Emeritus of the School of Forestry and Environmental Studies at Yale University "It is my hope that you are inspired, as I have been, by Young People, Education, and Sustainable Development: Exploring Principles, Perspectives, and Praxis, for the stories in this volume are full of the possibilities that emerge when we honor and support young people." Ruud Lubbers, Former Prime Minister of The Netherlands, and past United Nations High Commissioner for Refugees. (shrink)

In 1995, the American Association for the Advancement of Science and the American Society for Engineering Education receiveda grant from the National Science Foundation to undertake a project aimed both at assisting Russian philosophers in developingcurriculum on engineering ethics and learning how context affects the teaching of engineering ethics. The project began with threeRussian philosophers visiting the U.S. to observe how we teach engineering ethics. The American members of the project then (...) madethree visits to Russia to be part of three different workshops that brought together Russian professors from a variety of disciplines toexchange ideas about teaching ethics among themselves and with the Americans. During these visits, three of the Russians asked if we thought American philosophers would be interested in hearing about the Russian situation. We were delighted by the question (especially since we had become fascinated with the differences in Russian ideas about ethics), and responded with enthusiasm for the idea of their writing such an article. The article that follows is the result of their endeavor to explain how business ethics issues arise in Russia. Among other things, the article reveals how Russia's history and the experiences of Russians under the U.S.S.R create a context extremely different from our own, for thinking about (and teaching) business ethics.-Deborah G. Johnson and Vivian WeiI. (shrink)

Table of contentsI1 Proceedings of the 4th World Conference on Research IntegrityConcurrent Sessions:1. Countries' systems and policies to foster research integrityCS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive universitySusan Patricia O'BrienCS01.2 Measures to promote research integrity in a university: the case of an Asian universityDanny Chan, Frederick Leung2. Examples of research integrity education programmes in different countriesCS02.1 Development of a state-run “cyber education program of research (...) ethics” in KoreaEun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho LeeCS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachersHelga Nolte, Michael Gommel, Gerlinde Sponholz3. The research environment and policies to encourage research integrityCS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practiceYordanka Krastev, Yamini Sandiran, Julia Connell, Nicky SolomonCS03.2 The Slovenian initiative for better research: from national activities to global reflectionsUrsa Opara Krasovec, Renata SribarCS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate and the experience with its use at Michigan State UniversityBrian C. Martinson, Carol R. Thrush, C.K. Gunsalus4. Expressions of concern and retractionsCS04.1 Proposed guidelines for retraction notices and their disseminationIvan Oransky, Adam MarcusCS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archivesChris Graf, Verity Warne, Edward Wates, Sue JoshuaCS04.3 An exploratory content analysis of Expressions of ConcernMiguel RoigCS04.4 An ethics researcher in the retraction processMichael Mumford5. Funders' role in fostering research integrityCS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activitiesMylène Deschênes, Catherine Olivier, Raphaëlle Dupras-LeducCS05.2 U.S. Public Health Service funds in an international setting: research integrity and complianceZoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra TitusCS05.3 Analyzing decision making of funders of public research as a case of information asymmetryKarsten Klint JensenCS05.4 Research integrity management: Empirical investigation of academia versus industrySimon Godecharle, Ben Nemery, Kris Dierickx5A: Education: For whom, how, and what?CS05A.1 Research integrity or responsible conduct of research? What do we aim for?Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren HoejCS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activitiesNicholas H. SteneckCS05A.4 Minding the gap in research ethics education: strategies to assess and improve research competencies in community health workers/promoteresCamille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda6. Country examples of research reward systems and integrityCS06.1 Improving systems to promote responsible research in the Chinese Academy of SciencesDing Li, Qiong Chen, Guoli Zhu, Zhonghe SunCS06.4 Exploring the perception of research integrity amongst public health researchers in IndiaParthasarathi Ganguly, Barna Ganguly7. Education and guidance on research integrity: country differencesCS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe.Noémie Aubert Bonn, Kris Dierickx, Simon GodecharleCS07.2 Can education and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updatingDaniele Bourcier, Jacques Bordé, Michèle LeducCS07.3 The education and implementation mechanisms of research ethics in Taiwan's higher education: an experience in Chinese web-based curriculum development for responsible conduct of researchChien Chou, Sophia Jui-An PanCS07.4 Educating principal investigators in Swiss research institutions: present and future perspectivesLouis Xaver Tiefenauer8. Measuring and rewarding research productivityCS08.1 Altimpact: how research integrity underpins research impactDaniel Barr, Paul TaylorCS08.2 Publication incentives: just reward or misdirection of funds?Lyn Margaret HornCS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethicsDeborah Poff9. Plagiarism and falsification: Behaviour and detectionCS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can?Martina Mavrinac, Gordana Brumini, Mladen PetrovečkiCS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy?Christiane Coelho Santos, Sonia VasconcelosCS09.3 What have we learnt?: The CrossCheck Service from CrossRefRachael LammeyCS09.4 High p-values as a sign of data fabrication/falsificationChris Hartgerink, Marcel van Assen, Jelte Wicherts10. Codes for research integrity and collaborationsCS10.1 Research integrity in cross-border cooperation: a Nordic exampleHanne Silje HaugeCS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of researchAaron MankaCS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partnersRaffael Iturrizaga11. Countries' efforts to establish mentoring and networksCS11.1 ENRIO : a network facilitating common approaches on research integrity in EuropeNicole FoegerCS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in PeruA. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G LescanoCS11.3 Netherlands Research Integrity Network: the first six monthsFenneke Blom, Lex BouterCS11.4 A South African framework for research ethics and integrity for researchers, postgraduate students, research managers and administratorsLaetus OK Lategan12. Training and education in research integrity at an early career stageCS12.1 Research integrity in curricula for medical studentsGustavo Fitas ManaiaCS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-makingWayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. VerderameCS12.4 Research integrity and career prospects of junior researchersSnezana Krstic13. Systems and research environments in institutionsCS13.1 Implementing systems in research institutions to improve quality and reduce riskLouise HandyCS13.2 Creating an institutional environment that supports research integrityDebra Schaller-DemersCS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrityPaul Taylor, Daniel BarrCS13.4 A culture of integrity at KU LeuvenInge Lerouge, Gerard Cielen, Liliane Schoofs14. Peer review and its role in research integrityCS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology “New Frontiers of Peer Review ”Ana Marusic, Flaminio SquazzoniCS14.2 Using blinding to reduce bias in peer reviewDavid VauxCS14.3 How to intensify the role of reviewers to promote research integrityKhalid Al-Wazzan, Ibrahim AlorainyCS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewerChris Graf, Verity Warne15. Research ethics and oversight for research integrity: Does it work?CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationalityNolan O'Brien, Suzanne Guerin, Philip DoddCS15.2 Investigator irregularities: iniquity, ignorance or incompetence?Frank Wells, Catherine BlewettCS15.3 Academic plagiarismFredric M. Litto16. Research integrity in EuropeCS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrityItziar De Lecuona, Erika Löfstrom, Katrien MaesCS16.2 Research integrity guidance in European research universitiesKris Dierickx, Noémie Bonn, Simon GodecharleCS16.3 Research Integrity: processes and initiatives in Science Europe member organisationsTony Peatfield, Olivier Boehme, Science Europe Working Group on Research IntegrityCS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche Cinzia Caporale, Daniele Fanelli17. Training programs for research integrity at different levels of experience and seniorityCS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programsJohn Carfora, Eric Strauss, William LynnCS17.2 "Recognize, respond, champion": Developing a one-day interactive workshop to increase confidence in research integrity issuesDieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der BurghtCS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a projectJosé Roberto Lapa e Silva, Sonia M. R. Vasconcelos18. Research and societal responsibilityCS18.1 Promoting the societal responsibility of research as an integral part of research integrityHelene IngierdCS18.2 Social responsibility as an ethical imperative for scientists: research, education and service to societyMark FrankelCS18.3 The intertwined nature of social responsibility and hope in scienceDaniel Vasgird, Stephanie BirdCS18.4 Common barriers that impede our ability to create a culture of trustworthiness in the research communityMark Yarborough19. Publication ethicsCS19.1 The authors' forum: A proposed tool to improve practices of journal editors and promote a responsible research environmentIbrahim Alorainy, Khalid Al-WazzanCS19.2 Quantifying research integrity and its impact with text analyticsHarold GarnerCS19.3 A closer look at authorship and publication ethics of multi- and interdisciplinary teamsLisa Campo-Engelstein, Zubin Master, Elise Smith, David Resnik, Bryn Williams-JonesCS19.4 Invisibility of duplicate publications in biomedicineMario Malicki, Ana Utrobicic, Ana Marusic20. The causes of bad and wasteful research: What can we do?CS20.1 From countries to individuals: unravelling the causes of bias and misconduct with multilevel meta-meta-analysisDaniele Fanelli, John PA IoannidisCS20.2 Reducing research waste by integrating systems of oversight and regulationGerben ter Riet, Tom Walley, Lex Marius BouterCS20.3 What are the determinants of selective reporting?: The example of palliative care for non-cancer conditionsJenny van der Steen, Lex BouterCS20.4 Perceptions of plagiarism, self-plagiarism and redundancy in research: preliminary results from a national survey of Brazilian PhDsSonia Vasconcelos, Martha Sorenson, Francisco Prosdocimi, Hatisaburo Masuda, Edson Watanabe, José Carlos Pinto, Marisa Palácios, José Lapa e Silva, Jacqueline Leta, Adalberto Vieyra, André Pinto, Mauricio Sant’Ana, Rosemary Shinkai21. Are there country-specific elements of misconduct?CS21.1 The battle with plagiarism in Russian science: latest developmentsBoris YudinCS21.2 Researchers between ethics and misconduct: A French survey on social representations of misconduct and ethical standards within the scientific communityEtienne Vergès, Anne-Sophie Brun-Wauthier, Géraldine VialCS21.3 Experience from different ways of dealing with research misconduct and promoting research integrity in some Nordic countriesTorkild VintherCS21.4 Are there specifics in German research misconduct and the ways to cope with it?Volker Bähr, Charité22. Research integrity teaching programmes and their challengesCS22.1 Faculty mentors and research integrityMichael Kalichman, Dena PlemmonsCS22.2 Training the next generation of scientists to use principles of research quality assurance to improve data integrity and reliabilityRebecca Lynn Davies, Katrina LaubeCS22.3 Fostering research integrity in a culturally-diverse environmentCynthia Scheopner, John GallandCS22.4 Towards a standard retraction formHervé Maisonneuve, Evelyne Decullier23. Commercial research and integrityCS23.1 The will to commercialize: matters of concern in the cultural economy of return-on-investment researchBrian NobleCS23.2 Quality in drug discovery data reporting: a mission impossible?Anja Gilis, David J. Gallacher, Tom Lavrijssen, Malwitz David, Malini Dasgupta, Hans MolsCS23.3 Instituting a research integrity policy in the context of semi-private-sector funding: an example in the field of occupational health and safetyPaul-Emile Boileau24. The interface of publication ethics and institutional policiesCS24.1 The open access ethical paradox in an open government effortTony SavardCS24.2 How journals and institutions can work together to promote responsible conductEric MahCS24.3 Improving cooperation between journals and research institutions in research integrity casesElizabeth Wager, Sabine Kleinert25. Reproducibility of research and retractionsCS25.1 Promoting transparency in publications to reduce irreproducibilityVeronique Kiermer, Andrew Hufton, Melanie ClyneCS25.2 Retraction notices issued for publications by Latin American authors: what lessons can we learn?Sonia Vasconcelos, Renan Moritz Almeida, Aldo Fontes-Pereira, Fernanda Catelani, Karina RochaCS25.3 A preliminary report of the findings from the Reproducibility Project: Cancer biologyElizabeth Iorns, William Gunn26. Research integrity and specific country initiativesCS26.1 Promoting research integrity at CNRS, FranceMichèle Leduc, Lucienne LetellierCS26.2 In pursuit of compliance: is the tail wagging the dog?Cornelia MalherbeCS26.3 Newly established research integrity policies and practices: oversight systems of Japanese research universitiesTakehito Kamata27. Responsible conduct of research and country guidelinesCS27.1 Incentives or guidelines? Promoting responsible research communication through economic incentives or ethical guidelines?Vidar EnebakkCS27.3 Responsible conduct of research: a view from CanadaLynn PenrodCS27.4 The Danish Code of Conduct for Research Integrity: a national initiative to promote research integrity in DenmarkThomas Nørgaard, Charlotte Elverdam28. Behaviour, trust and honestyCS28.1 The reasons behind non-ethical behaviour in academiaYves FassinCS28.2 The psychological profile of the dishonest scholarCynthia FekkenCS28.3 Considering the implications of Dan Ariely’s keynote speech at the 3rd World Conference on Research Integrity in MontréalJamal Adam, Melissa S. AndersonCS28.4 Two large surveys on psychologists’ views on peer review and replicationJelte WichertsBrett Buttliere29. Reporting and publication bias and how to overcome itCS29.1 Data sharing: Experience at two open-access general medical journalsTrish GrovesCS29.2 Overcoming publication bias and selective reporting: completing the published recordDaniel ShanahanCS29.3 The EQUATOR Network: promoting responsible reporting of health research studiesIveta Simera, Shona Kirtley, Eleana Villanueva, Caroline Struthers, Angela MacCarthy, Douglas Altman30. The research environment and its implications for integrityCS30.1 Ranking of scientists: the Russian experienceElena GrebenshchikovaCS30.4 From cradle to grave: research integrity, research misconduct and cultural shiftsBronwyn Greene, Ted RohrPARTNER SYMPOSIAPartner Symposium AOrganized by EQUATOR Network, Enhancing the Quality and Transparency of Health ResearchP1 Can we trust the medical research literature?: Poor reporting and its consequencesIveta SimeraP2 What can BioMed Central do to improve published research?Daniel Shanahan, Stephanie HarrimanP3 What can a "traditional" journal do to improve published research?Trish GrovesP4 Promoting good reporting practice for reliable and usable research papers: EQUATOR Network, reporting guidelines and other initiativesCaroline StruthersPartner Symposium COrganized by ENRIO, the European Network of Research Integrity OfficersP5 Transparency and independence in research integrity investigations in EuropeKrista Varantola, Helga Nolte, Ursa Opara, Torkild Vinther, Elizabeth Wager, Thomas NørgaardPartner Symposium DOrganized by IEEE, the Institute of Electrical and Electronics EngineersRe-educating our author community: IEEE's approach to bibliometric manipulation, plagiarism, and other inappropriate practicesP6 Dealing with plagiarism in the connected world: An Institute of Electrical and Electronics Engineers perspectiveJon RokneP7 Should evaluation of raises, promotion, and research proposals be tied to bibliometric indictors? What the Institute of Electrical and Electronics Engineers is doing to answer this questionGianluca SettiP8 Recommended practices to ensure conference content qualityGordon MacPhersonPartner Symposium EOrganized by the Committee on Freedom and Responsibility in the Conduct of Science of ICSU, the International Council for ScienceResearch assessment and quality in science: perspectives from international science and policy organisationsP9 Challenges for science and the problems of assessing researchEllen HazelkornP10 Research assessment and science policy developmentCarthage SmithP11 Research integrity in South Africa: the value of procedures and processes to global positioningRobert H. McLaughlinP12 Rewards, careers and integrity: perspectives of young scientists from around the worldTatiana Duque MartinsPartner Symposium FOrganized by the Online Resource Center for Ethics Education in Engineering and Science / Center for Engineering, Ethics, and Society of the National Academy of EngineeringP13 Research misconduct: conceptions and policy solutionsTetsuya Tanimoto, Nicholas Steneck, Daniele Fanelli, Ragnvald Kalleberg, Tajammul HusseinPartner Symposium HOrganized by ORI, the Office of Research Integrity; Universitas 21; and the Asia Pacific Research Integrity NetworkP14 International integrity networks: working together to ensure research integrityPing Sun, Ovid Tzeng, Krista Varantola, Susan ZimmermanPartner Symposium IOrganized by COPE, the Committee on Publication EthicsPublication without borders: Ethical challenges in a globalized worldP15 Authorship: credit and responsibility, including issues in large and interdisciplinary studiesRosemary ShinkaiPartner Symposium JOrganized by CITI, the Cooperative Institutional Training InitiativeExperiences on research integrity educational programs in Colombia, Costa Rica and PeruP16 Experiences in PeruRoxana LescanoP17 Experiences in Costa RicaElizabeth HeitmanP18 Experiences in ColumbiaMaria Andrea Rocio del Pilar Contreras NietoPoster Session B: Education, training, promotion and policyPT.01 The missing role of journal editors in promoting responsible researchIbrahim Alorainy, Khalid Al-WazzanPT.02 Honorary authorship in Taiwan: why and who should be in charge?Chien Chou, Sophia Jui-An PanPT.03 Authorship and citation manipulation in academic researchEric Fong, Al WilhitePT.04 Open peer review of research submission at medical journals: experience at BMJ Open and The BMJTrish GrovesPT.05 Exercising authorship: claiming rewards, practicing integrityDésirée Motta-RothPT.07 Medical scientists' views on publication culture: a focus group studyJoeri Tijdink, Yvo SmuldersPoster Session B: Education, training, promotion and policyPT.09 Ethical challenges in post-graduate supervisionLaetus OK LateganPT.10 The effects of viable ethics instruction on international studentsMichael Mumford, Logan Steele, Logan Watts, James Johnson, Shane Connelly, Lee WilliamsPT.11 Does language reflect the quality of research?Gerben ter Riet, Sufia Amini, Lotty Hooft, Halil KilicogluPT.12 Integrity complaints as a strategic tool in policy decision conflictsJanneke van Seters, Herman Eijsackers, Fons Voragen, Akke van der Zijpp and Frans BromPoster Session C: Ethics and integrity intersectionsPT.14 Regulations of informed consent: university-supported research processes and pitfalls in implementationBadaruddin Abbasi, Naif Nasser AlmasoudPT.15 A review of equipoise as a requirement in clinical trialsAdri LabuschagnePT.16 The Research Ethics Library: online resource for research ethics educationJohanne Severinsen, Espen EnghPT.17 Research integrity: the view from King Abdulaziz City for Science and TechnologyDaham Ismail AlaniPT. 18 Meeting global challenges in high-impact publications and research integrity: the case of the Malaysian Palm Oil BoardHJ. Kamaruzaman JusoffPT.19 University faculty perceptions of research practices and misconductAnita Gordon, Helen C. HartonPoster Session D: International perspectivesPT.21 The Commission for Scientific Integrity as a response to research fraudDieter De Bruyn, Stefanie Van der BurghtPT. 22 Are notions of the responsible conduct of research associated with compliance with requirements for research on humans in different disciplinary traditions in Brazil?Karina de Albuquerque Rocha, Sonia Maria Ramos de VasconcelosPT.23 Creating an environment that promotes research integrity: an institutional model of Malawi Liverpool Welcome TrustLimbanazo MatandikaPT.24 How do science policies in Brazil influence user-engaged ecological research?Aline Carolina de Oliveira Machado Prata, Mark William NeffPoster Session E: Perspectives on misconductPT.26 What “causes” scientific misconduct?: Testing major hypotheses by comparing corrected and retracted papersDaniele Fanelli, Rodrigo Costas, Vincent LarivièrePT.27 Perception of academic plagiarism among dentistry studentsDouglas Leonardo Gomes Filho, Diego Oliveira GuedesPT. 28 a few bad apples?: Prevalence, patterns and attitudes towards scientific misconduct among doctoral students at a German university hospitalVolker Bähr, Niklas Keller, Markus Feufel, Nikolas OffenhauserPT. 29 Analysis of retraction notices published by BioMed CentralMaria K. Kowalczuk, Elizabeth C. MoylanPT.31 "He did it" doesn't work: data security, incidents and partnersKatie SpeanburgPoster Session F: Views from the disciplinesPT.32 Robust procedures: a key to generating quality results in drug discoveryMalini Dasgupta, Mariusz Lubomirski, Tom Lavrijssen, David Malwitz, David Gallacher, Anja GillisPT.33 Health promotion: criteria for the design and the integrity of a research projectMaria Betânia de Freitas Marques, Laressa Lima Amâncio, Raphaela Dias Fernandes, Oliveira Patrocínio, and Cláudia Maria Correia Borges RechPT.34 Integrity of academic work from the perspective of students graduating in pharmacy: a brief research studyMaria Betânia de Freitas Marques, Cláudia Maria Correia Borges Rech, Adriana Nascimento SousaPT.35 Research integrity promotion in the Epidemiology and Health Services, the journal of the Brazilian Unified Health SystemLeila Posenato GarciaPT.36 When are clinical trials registered? An analysis of prospective versus retrospective registration of clinical trials published in the BioMed Central series, UKStephanie Harriman, Jigisha PatelPT.37 Maximizing welfare while promoting innovation in drug developmentFarida LadaOther posters that will be displayed but not presented orally:PT.38 Geoethics and the debate on research integrity in geosciencesGiuseppe Di Capua, Silvia PeppoloniPT.39 Introducing the Professionalism and Integrity in Research Program James M. DuBois, John Chibnall, Jillon Van der WallPT.40 Validation of the professional decision-making in research measureJames M. DuBois, John Chibnall, Jillon Van der Wall, Raymond TaitPT.41 General guidelines for research ethicsJacob HolenPT. 42 A national forum for research ethicsAdele Flakke Johannessen, Torunn EllefsenPT.43 Evaluation of integrity in coursework: an approach from the perspective of the higher education professorClaudia Rech, Adriana Sousa, Maria Betânia de Freitas MarquesPT.44 Principles of geoethics and research integrity applied to the European Multidisciplinary Seafloor and Water Column Observatory, a large-scale European environmental research infrastructureSilvia Peppoloni, Giuseppe Di Capua, Laura BeranzoliF1 Focus track on improving research systems: the role of fundersPaulo S.L. Beirão, Susan ZimmermanF2 Focus track on improving research systems: the role of countriesSabine Kleinert, Ana MarusicF3 Focus track on improving research systems: the role of institutionsMelissa S. Anderson, Lex Bouter. (shrink)

Editors’ Note:As a matter of policy, the editors believe that publishing several reviews of selected texts is a valuable exercise which will enable a cross-section of views to be aired. The recently published second edition of the National Academy of Sciences’ report “On Being a Scientist” was considered an appropriate text for such treatment. The reviewer, Kenneth D. Pimple, Ph.D., is a Research Associate at the Poynter Center for the Study of Ethics and American Institutions and a Visiting Lecturer (...) in the American Studies Program, both at Indiana University. He has been involved with training faculty members to teach ethics since 1989 and is the project director of “Teaching Research Ethics: A Workshop at Indiana University,” with funding from the Department of Education’s Fund for the Improvement of Postsecondary Education. Her interests include nerve development and regeneration. Her research is in the area of analytical chemistry and emphasizes spectroscopic techniques. (shrink)

_The Opportunity Gap_ aims to shift attention from the current overwhelming emphasis on schools in discussions of the achievement gap to more fundamental questions about social and educational opportunity. The achievement gap looms large in the current era of high-stakes testing and accountability. Yet questions persist: Has the accountability movement—and attendant discussions on the achievement gap—focused attention on the true sources of educational failure in American schools? Do we need to look beyond classrooms and schools for credible accounts of (...) disparities in educational outcomes? The essays in this book reintroduce the overlooked central issue in educational inequity: the lack of opportunity that many social groups face in our common quest for educational attainment. In a series of wide-ranging and carefully nuanced essays, _The Opportunity Gap_ casts much-needed light on the vexed relationship between society and education—and on the crucial, persistent role that education plays in addressing social ills. Contributors include Gilberto Q. Conchas, Raewyn Connell, Pat English-Sand, Linda May Fitzgerald, Patresa Hartman, Jeff Howard, Mieko Kamii, Rafa M. Kasim, Christopher Kliewer, Robert A. LeVine, Sarah E. LeVine, Jodi Meyer-Mork, Robert Parris Moses, Sonia Nieto, Donna Raschke, Stephen W. Raudenbush, Ray C. Rist, Beatrice Schnell-Anzola, Irene Serna, Susan McAllister Swap, and Amy Stuart Wells; with an afterword by Ronald F. Ferguson. (shrink)

This paper explores ways in which service-learning programs can enhance ethics education in engineering. Service-learning programs combine volunteer work and academic study. The National Society for Professional Engineers (NSPE) and American Society for Civil Engineers (ASCE) codes of ethics explicitly encourage engineers to seek opportunities, beyond their work-related responsibilities, to serve their communities. Examples of how this can be encouraged as a part of the educational experiences of engineering students are explored. Calvin: How good (...) do you have to be to qualify as good? I haven’t killed anybody. See, that’s good, right? I haven’t committed any felonics. I didn’t start any wars. I don’t practice cannibalism. Wouldn’t you say I should get lots of presents? (shrink)

Ethics consultation has become an integral part of the fabric of U.S. health care delivery. This article summarizes the second edition of the Core Competencies for Health Care Ethics Consultation report of the American Society for Bioethics and Humanities. The core knowledge and skills competencies identified in the first edition of Core Competencies have been adopted by various ethics consultation services and education programs, providing evidence of their endorsement as health care ethics consultation (HCEC) standards. This revised (...) report was prompted by thinking in the field that has evolved since the original report. Patients, family members, and health care providers who encounter ethical questions or concerns that ethics consultants could help address deserve access to efficient, effective, and accountable HCEC services. All individuals providing such services should be held to the standards of competence and quality described in the revised report. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophies of Language in the Fictions of Jorge Luis BorgesPhilip SeargeantIIn his book The Language-Makers, Roy Harris writes that "a concept of language cannot stand isolated in an intellectual no-man's-land. It is inevitably part of some more intricate complex of views about how certain verbal activities stand in relation to other human activities, and hence, ultimately, about man's place in society and nature."1 It is one of the (...) salient features of human language that it is reflexive—that we use language to talk about language—and that this reflexivity is, in fact, a fundamental aspect of the way that language works.2 Human language is not solely a means of communication, it is also a subject for communication. It exists not simply as an entity used in everyday behavior but also as a concept; and given the fundamental role that language plays in life, it is a concept which becomes implicated in the beliefs and debates about wider human concerns. In other words, every conceptualization of language, be it a folk belief about correctness or a philosophical premise concerning truth conditions, is also in some way an implicit statement about human understanding of the world.Conceptualizations of language exist in many fields and are expressed by various means. They can be the explicit assertions of government policy; they can be practice-based guidelines which constitute an educational curriculum; or they can be ontological assumptions that provide the basis for scientific theorizing.3 In any area where language itself is the discursive focus of interest, a particular concept of language will be used, and will be expressed within that discourse. This is the case not only in areas related to social or scientific practice (language policy, [End Page 386] linguistic theory etc.), but also in fiction and literature of the imagination. In works of fiction in which language figures not merely as the medium of narration but also as a focus of that narration, a specific and historically contingent conceptualization of language will be used, and the nature of this conceptualization will, as Harris suggests, relate to wider beliefs about man's place in society and nature.There are many works of imaginative literature, particular in the genres of fantasy and science fiction, which include invented or alien languages. A general rationale for this is that works within such genres are creating new and speculative worlds, and by detailing the languages spoken in these worlds they are able to further the sense of verisimilitude. In cases where the rationale for the inclusion of such fictional languages is primarily for this particular instrumental reason, the nature of these languages may not play any wider role in the narrative, and one would not therefore suggest that linguistic concerns feature as a central theme of the narrative.It is likely, however, that cases of this sort will still reflect general contemporary beliefs about language and society, and that the reception of the narrative will also be guided by the sociolinguistic attitudes of its readership. For example, a review from the early 1970s of Anthony Burgess's A Clockwork Orange suggests that Nadsat, the fictional argot in which the narrative is told, is likely to have specific associations for the book's readership because of its linguistic complexion and, specifically, the prevalence of loanwords from the Russian:For the Anglo-American reader the Slavic words connote communist dictatorship.... The medium becomes the message in A Clockwork Orange with a vengeance, and the message is similar to that in other distopias that deal in visions of society in the future after it has become static, completely controlled, amoral, and heartless.4In this case, it is associations made between words from a particular language and the contemporary politics of the speech community most associated with that language, which create for this particular critic a significance that extends beyond the purely structural nature of the anti-language that Burgess has developed. For this critic, it is not merely the fact that Alex and his droogs have their own argot—a detail that adds texture to the imagined future in which the novel is set—but that the lexis... (shrink)

Flexibility is a desired characteristic that people must have to adjust to inevitable processes of economic, cultural, and political globalization. Engineering education reform is often used as a justification for changes in curricula, delivery modes, and problem solving that should lead to curriculum integration, modular pedagogies, and systemic reform. Some educators have incorporated the concept in their programs and courses in a variety of ways whereas others have resisted changes to this day. Yet a detailed analysis of the (...) meanings of flexibility, its origins and different forms, along with its challenges and opportunities for engineering education, remains to be done. This article surveys the historical origins of flexibility, identifies different forms of flexibility in engineering education, outlines existing challenges to flexibility-drive educational reform, and provides alternative views to the existing interpretation of flexibility in engineering education. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 303 philosophical, artistic) forms as a vivid protest "from within." If, on the contemporary scene, religion wants to actualize itself and the Church "to answer the question implied in man's very existence" (p. 49), then theology has to use the material of an "existential analysis" of the various cultural realms, confronting this material "with the answer implied in the Christian message" (p. 49). Part II gives so (...) to say instances of such a theological appreciation of cultural expressions. Successively passed in review are: religious "language" (signs and symbols), artistic "style," existential philosophy, psychoanalysis, science, morality, and education. Though each essay is illuminating, those on Existential Philosophy: its historical meaning (1944) and The Theological Significance o/Existentialism and Psychoanalysis (1955) may be called brilliant. Part III contains comparisons of theological thought in Germany and America (in which the author gives some personal reminiscences), and of religion in America and Russia, together with An Evaluation o/Martin Buber (1948). The book concludes with Part IV: Communicating the Christian Message: a Question to Christian Ministers and Teachers (1952), which appears to be relevant to Christians in general. It may be said that it has been a privilege for America to have received among the intellectual refugees of the "catastrophe" of 1933 this powerful German thinker, just as it must have bcen a privilege for Dr. Tillich to be able to elaborate his thought in a country where it received such great response in thoughtful circles. One recognizes behind this thinking the essential continental problems of the relation between philosophy of religion and theology, between religion and culture, between personal existence and industrial society: questions becoming American problems as well. In all his work, the role of religion is positively appreciated, and an appeal is made to a religious "courage to be," reminding man in his estranged life situation of his essential nature and his final destiny. It is not with the deus est esse, neither the certitudo ex se ipsis, nor the ultimate concern, nor the unconditional, that we should like to voice here some questions with regard to the author's views. Rather it is with two seemingly minor questions. Accepting his circumscription of religion as "the dimension of depth," we would be interested to see if within or beside a Theology o] culture, a Theology o] religion would also be possible, having as its subject religious expressions under and outside the authority of the Gospel. A second question arises from the author's statement: "Self is good, self-affirmation is good, self-acceptance is good, but selfishness is bad because it prevents both self-affirmation and self-acceptance" (p. 145). Although this phrase may have its particular context in Moralisms and Morality (1955), I personally wonder if the deflated Self does not risk becoming the essential prison of industrial society, in which, unfortunately, there is no Nirwana.... JACQUES WAA_RDENB URG University o[ California, Los Angeles BOOK NOTES John A. Mourant, ed., Introduction to the Philosophy oI Saint Augustine. Selected Readings and Commentaries. University Park, Pa., Pennsylvania State University Press [1964]. Pp. ix + 366. $7.50. This is an excellent introduction to the philosophy of Augustine as well as to the general Romanizing of the Platonic tradition. Professor Mourant's thirty pages of Introduction (supplemented appropriately by the great "Prayer" in which the Saint explains the world to his Creator), the bibliographical references, and the critical comments, all provide a concise exposition of the varioua ways in which Augustine attempted to organize his faith into a system of thought. The selections from the treatises, sermons, and letters are well arranged and contain several new translations into English by competent scholars. Both the editor's exposition and Augustine's own efforts to face the basic issues created by the meeting of diverse systems of doctrine and language enable the student to become aware of the amazing range of Christian philosophy created by a man who was both a busy bishop and an inquisitive truth-seeker. The reader can follow Augustine himself in dealing with his problems, instead of being confronted with the literature and context of modernization or of apologetics. 304 HISTORY OF PHILOSOPHY Since this volume is evidently and... (shrink)

Over forty years ago, the American philosopher and educationalist began work on what was to become a series of philosophical novels for children. As time went on, he also constructed accompanying teacher resources together with colleagues. The most popular of these works were designed for primary education and constitute what came to be known as the IAPC Curriculum for the younger years. The influence of Lipman has been immense. He taught us that philosophy is not beyond the reach (...) of primary school children when appropriately presented; that the questions of philosophy are germane to all primary school subjects; and that philosophy can be used to encourage thinking across the curriculum. Influential and instructive as these materials have been, however, they do not constitute a curriculum in the sense in which that is generally understood in school education. This paper explores both the strengths and limitations of Lipman’s pioneering effort from the viewpoint of curriculum construction in order to see what lessons can be leaned. (shrink)

How can school education best bring about moral improvement? Socrates believed that the unexamined life was not worth living and that the philosophical examination of life required a collaborative inquiry. Today, our society relegates responsibility for values to the personal sphere rather than the social one. I will argue that, overall, we need to give more emphasis to collaboration and inquiry rather than pitting students against each other and focusing too much attention on ‘teaching that’ instead of ‘teaching (...) how’. I will argue that we need to include philosophy in the curriculum throughout the school years, and teach it through a collaborative inquiry which enables children to participate in an open society subject to reason. Such collaborative inquiry integrates personal responsibility with social values more effectively than sectarian and didactic religious education. (shrink)

*Winner of the American Society for Aesthetics 2019 Outstanding Monograph Prize* Until now, research on art schools has been largely occupied with the facts of particular schools and teachers. This book presents a philosophical account of the underlying practices and ideas that have come to shape contemporary art school teaching in the UK, US and Europe. It analyses two models that, hidden beneath the diversity of contemporary artist training, have come to dominate art schools. The first of these (...) is essentially an old approach: a training guided by the artistic values of a single artist-teacher. The second dates from the 1960s, and is based around the group crit, in which diverse voices contribute to an artist’s development. Understanding the underlying principles and possibilities of these two models, which sit together in an uneasy tension, gives new insights into the character of contemporary art school teaching, demonstrating how art schools shape art and artists, how they can be a potent engine of creativity in contemporary culture and how they contribute to artistic research. A Philosophy of the Art School draws on first-hand accounts of art school teaching, and is deeply informed by disciplines ranging from art history and art theory, to the philosophy of art, education and creativity. (shrink)

What is the relationship between democracy and technology? And what should that relationship be? This book explores these questions, drawing upon a wide range of philosophical, historical and sociological points of view. In stark contrast to technology's promise as a wellspring of equality, freedom and self-government, its development now poses a host of problems for political society: an alarming concentration of power over global production, a widening gap between rich and poor, multiple environmental crises, trivialization of politics in the (...) mass media, decline of citizen competence in decision making, and the disproportionate influence of scientific and technical elites. As the writers discuss these issues, they investigate new avenues for democratic politics, possibilities that emerge as modernist ideas about progress, justice and the common good lose their ability to guide contemporary thought and action. This book will be of interest to philosophers, political scientists, those doing research on technology and society, engineers studying human factors, environmental scientists, sociologists. (shrink)

The goal of this paper is to stress the significance of ethics for engineering education and to illustrate how it can be brought into the mainstream of higher education in a natural way that is integrated with the teaching objectives of enriching the core meaning of engineering. Everyone will agree that the practicing engineer should be virtuous, should be a good colleague, and should use professional understanding for the common good. But these injunctions to virtue do (...) not reach closely enough the ethic of the engineer as engineer, as someone acting in a uniquely engineering situation, and it is to such conditions that I wish to speak through a set of specific examples from recent history. I shall briefly refer to four controversies between engineers. Then, in some detail I shall narrate three historical cases that directly involve the actions of one engineer, and finally I would like to address some common contemporary issues. The first section, “Engineering Ethics and the History of Innovation” includes four cases involving professional controversy. Each controversy sets two people against each other in disputes over who invented the telegraph, the radio, the automobile, and the airplane. In each dispute, it is possible to identify ethical and unethical behavior or ambiguous ethical behavior that serves as a basis for educational discussion. The first two historical cases described in “Crises and the Engineer” involve the primary closure dam systems in the Netherlands, each one the result of the actions of one engineer. The third tells of an American engineer who took his political boss, a big city mayor, to court over the illegal use of a watershed. The challenges these engineers faced required, in the deepest sense, a commitment to ethical behavior that is unique to engineering and instructive to our students. Finally, the cases in “Professors and Comparative Critical Analysis” illuminate the behavior of engineers in the design of structures and also how professors can make public criticisms of designs that seem wasteful. (shrink)

How do we prepare engineering students to make ethical and responsible decisions in their professional work? This paper presents an approach that enhances engineering students’ engagement with ethical reasoning by simulating decision-making in a complex scenario. The approach has two principal inspirations. The first is Anthony Weston’s scenario-based teaching. Weston’s concept of a scenario is a situation that changes in response to choices made by participants, according to an inner logic. Scenarios can dynamically explore open-ended complex problems without (...) imposing predetermined results, allowing students to apply their ethical reasoning in a more realistic fashion. The second inspiration is Thi Nguyen’s theory of games. According to Nguyen, games are the “art of agency,” meaning that they provide a structure under which some result is agreed to be valuable, along with prescribed ways of achieving that result, in a relatively low-stakes and temporary social arrangement. By playing many games, Nguyen argues, we can develop a “library of agency,” that is to say, a set of values and means to achieving them that can inform how we make high-stakes decisions in real life. Engaging with carefully designed game scenarios, then, can enable students to practice making ethical decisions within a structured framework, which unfolds in response to their choices, while their decisions are driven by some defined goal. This roleplaying game–based approach thus allows students to build their own ethical libraries of agency, in preparation for professional decision-making. The approach is illustrated using a specific example recently deployed in a seminar on engineered living materials (building materials that incorporate living tissues). The scenario uses techniques from tabletop roleplaying games (e.g. Dungeons & Dragons) for outcome resolution, adventure design, and character creation. Through the game, students practice making difficult decisions in a humanitarian context. (shrink)

Launched in 1971, _Adolescent Psychiatry,_ in the words of founding coeditors Sherman C. Feinstein, Peter L. Giovacchinni, and Arthur A. Miller, promised "to explore adolescence as a process... to enter challenging and exciting areas that may have profound effects on our basic concepts." Further, they promised "a series that will provide a forum for the expression of ideas and problems that plague and excite so many of us working in this enigmatic but fascinating field." For over two decades, Adolescent Psychiatry (...) has fulfilled this promise. The repository of a wealth of original studies by preeminent clinicians, developmental researchers, and social scientists specializing in this stage of life, the series has become an essential resource for all mental health practitioners working with youth. With volume 22, the editorship of _Adolescent Psychiatry_ passes to Aaron E. Esman, a distinguished clinician and educator whose wide-ranging sensibilities gain expression in a collection rich in clinical, developmental, and scholarly insight. Encompassing developmental topics timely clinical issues, historical commentaries, and a special section on "ambient genocide and adolescence," volume 22 ably meets the needs of professional and scholarly readers interested in this vitally important stage of life. (shrink)

Society invests in the education of engineers because it is expected that the works of engineers will bring good results for society. Because the work of engineers is not value free or neutral, it is important that engineers are educated in the important principles of the social sciences and humanities. This education is essential for the awareness and understanding of what is good for society. Therefore the concept of sustainable development should be part of an (...) education in engineering but only when the social sciences are also a part of it. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Kennedy Institute of Ethics Journal 13.1 (2003) 53-64 [Access article in PDF] Incentives for Providing Organs Patricia Milmoe McCarrick and Martina Darragh After a contentious debate at its 2002 annual meeting, the American Medical Association's House of Delegates voted to endorse the opinion of its Council on Ethical and Judicial Affairs that the impact of financial incentives on organ donation should be studied (Josefson 2002). The shortage of (...) organs for transplantation has been an ongoing problem for more than 20 years. In June1981, Representative Philip Crane (R-IL) introduced legislation in the U.S. House of Representatives proposing a $25,000 income tax deduction and a $25,000 estate tax exclusion for donating an organ (Tax Incentives 1981). Still the National Organ Transplant Act enacted in October 1984 prohibited the offering of any "valuable consideration" in return for organs (United States 1984).The developments of a legal market for tissues in the United States and a black market for organs around the world have raised the question of whether donation without compensation is the only ethically viable option. Some critics of the current system claim reliance on donation actually promotes a black market in organs (Kaserman and Barnett 2002, p. 38; Palmer 1999, p. 36). In addition, a new set of compensation issues has arisen as living kidney donor transplantations begin to rival those performed with cadaveric organs (United States 2001).As a result, current suggestions for incentives go far beyond the traditional death benefit payment to include such ideas as medals of honor for donors, reimbursement for funeral expenses, exchange programs for organ donation, and special medical insurance for living organ donors. Numerous bills introduced into the 107th Congress have proposed such incentives (Delmonico et al. 2002.) In October 2002, the U.S. Department of Health and Human Services awarded $5.2 million in grants to study both clinical and behavioral interventions for increasing organ donations that do not involve incentives. The inspiration for some of the funded proposals comes from the successes of Spain's social services and the United Kingdom's clinical administration of organ procurement programs (Robeznieks 2002). [End Page 53]With a nod to evidence-based medicine, the underlying concern expressed in much of the current literature is that no idea for increasing the supply of organs should be discounted before it is studied. This bibliography provides a short introduction to the range of opinions expressed on the issue of incentives for providing organs.al-Mousawi, M.; Samhan, M.; al-Mezairee I.; Razzak, M.A.; and Khawari, F. Cadaver Organ Procurement in Kuwait. Transplantation Proceedings 31 (8): 3375-76, 1999.The authors describe a protocol that significantly increased cadaveric organ donation and credit it with fostering the expansion of an organ sharing program among the Arab Gulf states. Developed by Kuwaiti neurologists and anesthetists after a continuing education course on transplantation, the protocol places a special emphasis on the role of local transplant coordinators who facilitate the investigation of brain death cases by neurologists.Arnold, Robert; Bartlett, Steven; Bernat, James; et al. [Ethics Committee of the American Society of Transplant Surgeons] Financial Incentives for Cadaver Organ Donation: an Ethical Reappraisal. Transplantation 73 (8): 1361-67, 27 April 2002.To prepare for proposed studies of financial incentives for organ donation, the American Society of Transplant Surgeons convened a panel to develop a methodology for evaluating the ethics of such research. Comprised of organ procurement organization executives, physicians, surgeons, and ethicists, the panel generated a list of nine criteria for use in judging any incentives proposal. While opposed to direct payment or tax incentives for organ donation, a majority of the members support funeral expense reimbursement or charitable contributions as incentives that would not violate or undermine the ideal of altruism.Cameron, J. Stewart, and Hoffenberg, Raymond. The Ethics of Organ Transplantation Reconsidered: Paid Organ Donation and the Use of Executed Prisoners as Donors. Kidney International 55 (2): 724-32, February 1999.After reviewing arguments for and against payment for organ procurement, the authors apply these arguments to the specific case of obtaining organs from executed... (shrink)

This volume is dedicated to the drawing of the implications of the contemporary 'post-secular' social transformation for education. Contributions discuss such topics as the mystical tradition and its social and pedagogic implications; transformative and ecological education; and the relations between secular and religious education in different local contexts.

Nursing and nursing education face a paradox whereby the world's most trusted profession seems not to trust its own students and practitioners. Much of nursing education has adopted what has been memorably described as the ‘cop shit’ approach. This is the panoply of surveillance, anti‐plagiarism and proctoring technologies that appear to be used more for policing and punishment of an inherently dishonest student body than to develop ethical and scholarly writing among future peers and colleagues. Nurses in practice (...) may experience similar levels of distrust as they face growing micromanagement and control of both their appearance and nursing practice. We propose that these practices of distrust emerge, not from malice, but rather from the omnipresent neoliberalism and managerialism that engulf almost every aspect of health and university life. Neoliberalism's success has been to reformat academia and practice to the point where such ingrained mistrust has become merely a neutral recognition of ‘the real world’. Dismantling nursing and education's ‘cop shit’ culture and replacing it with the trust and respect that the world's most trusted profession is accorded by wider society will not be easy, but it is vital for the future of nursing. (shrink)

Introduces contemporary American philosophy of technology through six of its leading figures. The six American philosophers of technology whose work is profiled in this clear and concise introduction to the field--Albert Borgmann, Hubert Dreyfus, Andrew Feenberg, Donna Haraway, Don Ihde, and Langdon Winner--represent a new, empirical direction in the philosophical study of technology that has developed mainly in North America. In place of the grand philosophical schemes of the classical generation of European philosophers of technology (including Martin (...) Heidgger, Jacques Ellul, and Hans Jonas), the contemporary American generation addresses concrete technological practices and the co-evolution of technology and society in modern culture. Six Dutch philosophers associated with Twente University survey and critique the full scope and development of their American colleagues' work, often illustrating shifts from earlier to more recent interests. Individual chapters focus on Borgmann's engagement with technology and everyday life; Dreyfus's work on the limits of artificial intelligence; Feenberg's perspectives on the cultural and social possibilities opened by technologies; Haraway's conception of the cyborg and its attendant blurring of boundaries; Ihde's explorations of the place of technology in the lifeworld; and Winner's fascination with the moral and political implications of modern technologies. American Philosophy of Technology offers an insightful and readable introduction to this new and distinctly American philosophical turn. (shrink)

One day in 1938, John Dewey addressed a room of professional educators and urged them to take up the task of “finding out just what education is.” Reading this lecture in the late 1940s, Philip W. Jackson took Dewey’s charge to heart and spent the next sixty years contemplating his words. The stimulating result of a lifetime of thinking about educating,_ What Is Education?_ is a profound philosophical exploration of how we transmit knowledge in human society (...) and how we think about accomplishing that vital task. Most contemporary approaches to education follow a strictly empirical track, aiming to discover pragmatic solutions for teachers and school administrators. Jackson argues that we need to learn not just how to improve on current practices but also how to think about what education means—in short, we need to answer Dewey by constantly rethinking education from the ground up. Guiding us through the many facets of Dewey’s comments, Jackson also calls on Hegel, Kant, and Paul Tillich to shed light on how a society does, can, and should transmit truth and knowledge to successive generations. Teasing out the implications in these thinkers’ works ultimately leads Jackson to the conclusion that education is at root a moral enterprise. At a time when schools increasingly serve as a battleground for ideological contests, _What Is Education?_ is a stirring call to refocus our minds on what is for Jackson the fundamental goal of education: making students as well as teachers—and therefore everyone—better people. (shrink)

In ubiquitous surveillance societies, individuals are subjected to observation and control by authorities, institutions, and corporations. Sometimes, citizens contribute their own knowledge and other resources to their own surveillance. In addition, some of “the watched” observe “the watchers” “through” sous‐veillant activities, and various forms of self-surveillance for different purposes. However, information and communication technologies are also increasingly used for social initiatives with a bottom up structure where citizens themselves define the goals, shape the outcomes and profit from the benefits of (...) watching activities. This model, which we define as citizens’ veillance and explore in this special issue, may present opportunities for individuals and collectives to be more prepared to meet the challenges they face in various domains including environment, health, planning and emergency response. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:American Journal of Philology 125.2 (2004) 279-283 [Access article in PDF] J. N. Adams, Mark Janse, and Simon Swain, eds. Bilingualism in Ancient Society: Language Contact and the Written Word. Oxford: Oxford University Press, 2002. x + 483 pp. Cloth, $98. There are some issues, and bilingualism is one of them, that have been mainstays in the scholarly dialogue of classicists and historical linguists for centuries. This (...) interest has been fueled in part by the frequent references to Greek/Latin bilingualism in the ancient record, especially in connection with what Adams (Bilingualism and the Latin Language, 9) calls "élite bilinguals," i.e., upper-class Romans who were skilled in Greek. For example, Quintilian (1.1.12) says: "a sermone Graeco puerum incipere malo, quia Latinum, qui pluribus in usu est, vel nobis nolentibus perbibet." Cicero (Verr. 4.127), attacking Verres for his lack of cultivation, has the following harsh words: "tum epigramma Graecum pernobile incisum est in basi, quod iste eruditus homo et Graeculus, qui haec subtiliter iudicat, qui solus intellegit, si unam litteram Graecam scisset, certe non sustulisset." There is a notable passage in Gellius (17.17.1; commentary by Skutsch, The Annals of Q. Ennius, Oxford 1975, 749-50) in which he affirms the proficiency of Ennius in Greek, Latin and Oscan, and that of the famed king Mithridates, who was said to be fluent in twenty-five different languages ("Quintus Ennius tria corda habere sese dicebat, quod loqui Graece et Osce et Latine sciret. Mithridates autem... quinque et viginti gentium quas sub dicione habuit linguas percalluit").But as is the case with many everyday commonsense notions, bilingualism is far more complex, and far more interesting, than has been thought previously. Bilingual societies have to some extent been unappreciated and have certainly been underanalyzed by scholars of the ancient world. The reasons are obvious but merit restatement: although bilingualism in ancient societies was an everyday fact of life, most of them did not have "language policies" governing the use of languages in particular social settings and therefore offer no scholarly or administrative discourse on the matter. Furthermore, the study of ancient bilingualism depends crucially on the existence of certain kinds of (bilingual) materials, a knowledge of the languages in question (not only Greek and Latin), and on subtle sociolinguistic notions, which are generally not in the repertoire of the literary or historical scholar, or the historical linguist.But this is all beginning to change, as scholars of antiquity begin to discover the features—psychological, sociological, and linguistic—that defined bilingual societies. Work has appeared recently by Indo-Europeanists conversant in dialectology and sociolinguistic principles: see, for example, Neumann and [End Page 279] Untermann, Die Sprachen im Römischen Reich der Kaiserzeit (Cologne 1980); Campanile, Cardona, and Lazzeroni, eds., Bilinguismo e biculturalismo nel mondo antico (Pisa 1988); and Dunkel, "Remarks on Code-Switching in Cicero's Letters to Atticus" (Museum Helveticum 57, 2000). There is also work by classical philologists who have applied the methods and approaches of sociolinguistics, such as Flobert, e.g., "Les grafittes de La Graufesenque; Un témoinage sur le gallo-latin sous Néron," in Iliescu and Marxgut, eds., Latin vulgaire-latin tardif iii (Tübingen 1992), and in this volume; and Biville, e.g., "Compétence bilingue latino-grecque et manipulations interlinguistiques," in La Koiné grecque antique, vol. 3 (Nancy 1998), also in this volume; and especially the recent massive volume by Adams, Bilingualism and the Latin Language (Cambridge 2003).The volume under review results from a conference held at the University of Reading in 1998. There are fifteen chapters, including a useful introductory essay by the editors. The introductory chapter is an important one for the classicist, since it contains discussion and explanation of many technical concepts that are central to the study of bilingual individuals and societies. The book contains two methodological essays in the introduction (D. L. Langslow, "Approaching Bilingualism in Corpus Languages"; and K. Versteegh, "Dead or Alive? The Status of the Standard Language"); four chapters on Greek-Latin bilingualism (F. Biville, "The Graeco-Romans and Graeco-Latin: A... (shrink)

In Fact, value and philosophy education I tried to show how philosophy can help to overcome the fact-value divide that continues to plague education. In attempting this, I applied John Dewey’s suggestion that philosophy may help to integrate beliefs about matters of fact with values in society at large, to the curricular division between subjects that deal with knowledge of matters of fact and those that are largely devoted to subjective understanding and personal expression. The paper centres (...) on the claim that philosophical dialogue about what we should believe and value can help to effect a mutual adjustment between our reason and our sentiments and bring us to think as whole human beings. It argues the case by first looking at the use of reflective practical reason to effect a change in our desires and conduct when we deem them to be undesirable. The use of reason to provide us with courses of action and other practical remedies to deal with what we see as defects in our character suggests that our cognitive and affective powers are capable of working together through mutual adjustment. By extension, I argue that reason can help us to examine the moral dimension of problems and issues in various areas of study, while making our understanding of them responsive to our feelings. The introduction of an educational means to give effect to this mutual adjustment brings us back to the role of philosophy. Philosophy provides the opportunity for reasoned dialogue that brings the factual material that students encounter into connection with what they are learning to value. It brings a normative cast to the study of history, society, literature, art, science and technology and enables the knowledge that students gain through their studies to be applied to matters of value. In general, it brings moral sensitivity to all kinds of subject matter and enables students to apply their knowledge and intelligence to the formation of values. In the years since I wrote this piece, I had the privilege to assist with the initial draft of documents on ethical understanding as a general competence in the Australian national curriculum and of constructing and implementing a pilot program for ethical inquiry in New South Wales primary schools, which led to ethics becoming an option for students who do not attend religious instruction. In different ways, both experiences brought home to me the importance of incorporating considerations of value throughout the curriculum and the value of philosophical inquiry as a means of doing so. Reflection on these experiences resulted in my book Teaching Ethics in Schools. (shrink)

The purpose of this paper is to articulate a new perspective on British multi-faith religious education that both complements and, in part, subsumes existing critiques. My argument, while controversial, is straightforward: it is that British religious education has misrepresented the nature of religion in efforts to commend itself as contributing to the social aims of education, as these are typically framed in liberal democratic societies. Contemporary multi-faith religious education is placed in context and its underlying theological (...) and philosophical commitments identified and criticised. It is concluded that current representations of religion in British religious education are limited in their capacity to challenge racism and religious intolerance, chiefly because they are conceptually ill equipped to develop respect for difference. (shrink)

This concise biography tells the story of John Dewey, a pioneer of pragmatism and the first original school of philosophy created in America. The school was born out of a specific historical context, in the wake of a country at war with itself, and in response to the rapid changes of industrialization. Dewey's pragmatism celebrated human intelligence and agency and the promise that tomorrow could be better than today. For Dewey, pragmatism was the philosophy of democracy. Dewey lived from just (...) before the Civil War to just before school integration. As such, the book touches on many key moments in American history, from social reform in turn of the century Chicago, to censorship during world war one, and to the government's responsibilities in the Great Depression. It covers all this in the context of the life of a man whose ideas helped shape American culture and intellectual life. John Dewey: Prophet of an Educated Democracy will appeal to students, scholars, and all those interested in American philosophy and history of the 19th and 20th centuries. It will also compliment humanities courses on American philosophy, history, and intellectual traditions. (shrink)

This article is intended as a precis of The Main Enterprise of the World and hopes to orient those who have not read it to the symposium discussion that follows. It outlines my own version of a radical rethinking of education. Instead of holding that educational systems should be shaped so as to satisfy socio-economic constraints, interpreted narrowly in recent decades to emphasize the preparation of the young to compete in the global economy, it proposes to view education (...) as ‘the main enterprise of the world’ (in Emerson's resonant phrase). I attempt to harmonize three important educational goals: equipping people to maintain themselves; providing the opportunity for fulfilling lives; and creating citizens who can live and work together to sustain democratic societies. The notion of fulfillment is elaborated by following J. S. Mill in emphasizing individual freedom to ‘pursue one's own good in one's own way’, and requiring the chosen project to contribute to a transhistorical pan-human enterprise. This requires a serious probing of the concept of autonomy. I argue that the reworked notion is closely linked to capacities for democratic deliberation, and, like Dewey, I view regular exchanges among citizens as crucial for genuine democracy. In light of these perspectives, shifts in the labor market, brought about by increasing automation, provide the opportunity for people to undertake rewarding (and properly respected) service work, participating throughout their lives in the education of others. The resulting position has curricular consequences, and these in turn require social and economic changes. I conclude by defending the approach I have sketched against charges of utopianism. (shrink)

A serious commitment to environmentalism entails ending America’s population growth and hence a more restrictive immigration policy. The need to limit immigration necessarily follows when we combine a clear statement of our main environmental goals—living sustainably and sharing the landscape generously with nonhuman beings—with uncontroversial accounts of our current demographic trajectory and of the negative environmental effects of U.S. population growth, nationally and globally. Standard arguments for the immigration status quo or for an even more permissive immigration policy are without (...) merit. Americans must choose between allowing continued high levels of immigration and creating a sustainable society. (shrink)

This paper describes a second generation Simulator for Engineering Ethics Education. Details describing the first generation activities of this overall effort are published in Chung and Alfred (Sci Eng Ethics 15:189–199, 2009). The second generation research effort represents a major development in the interactive simulator educational approach. As with the first generation effort, the simulator places students in first person perspective scenarios involving different types of ethical situations. Students must still gather data, assess the situation, and make decisions. (...) The approach still requires students to develop their own ability to identify and respond to ethical engineering situations. However, were as, the generation one effort involved the use of a dogmatic model based on National Society of Professional Engineers’ Code of Ethics, the new generation two model is based on a mathematical model of the actual experiences of engineers involved in ethical situations. This approach also allows the use of feedback in the form of decision effectiveness and professional career impact. Statistical comparisons indicate a 59 percent increase in overall knowledge and a 19 percent improvement in teaching effectiveness over an Internet Engineering Ethics resource based approach. (shrink)

Theological education has been very critical to the qualitative growth of the church. This reality finds its expression in the establishment and development of the Reformed Theological Seminary Mkar. The Universal Reformed Christian Church which founded the Seminary has benefitted from the depths of the Reformed theological knowledge that it has impacted church leaders. This theological education has been largely responsible for the transformation of the Tiv society. However, as the society keeps growing with fresh challenges, (...) it has become necessary that the Seminary reflects on its new intellectual role in shaping the cultural, social, spiritual and political contexts. It is on this note that the question of public theology has become expedient for the Seminary to consider its inclusion in its curriculum. This research argues the significance of public theology as the new insight that it seeks to break the boundaries of Christian theology from the private life of the believer to the all-encompassing issues in human society. This is premised on the view that God holds the both private and public spheres accountable to himself. (shrink)

I offer some responses to the principal points raised by Ben Kotzee, Alexis Gibbs, Sheron Fraser-Burgess, and Nigel Tubbs in their commentaries on my book, The Main Enterprise of the World: Rethinking Education (MEW), and to John White's penetrating and constructive review (the four commentaries and White's review all appear in this issue). In reply to Kotzee's challenge, I argue that MEW supports an improved approach to specialized scientific education, and that worries about the future of technology are (...) unfounded. Gibbs’ critique, I contend, assumes a one-size-fits-all approach to the arts, in an area where I am concerned to make fine differentiations. Fraser-Burgess is right to wonder how my educational program can overcome the problems of multicultural, multiracial, multiethnic societies, but I maintain that the approach to educating citizens MEW outlines is the appropriate means to address those problems. Finally, I am happy to modify my conception of the Deweyan Society by introducing the kinds of Socratic explorations Tubbs proposes.John White introduces a number of significant issues and concerns. Some of these arise, I claim, from his adoption of familiar versions of concepts MEW takes pains to explicate in new ways. Since I argue for the superiority of my explicated versions, I view the correct strategy to involve discarding the presuppositions of the traditional notions White favours. With respect to moral education, for example, White's ‘precept-centered’ conception contrasts with my emphasis on the fundamental importance of skills of mutual engagement. His most extensive discussion, on my approach to fulfilment, poses a deep challenge. Here, I attempt to clarify and motivate the concepts I deploy. With respect to his review, however, as with my exchanges with the other commentators, this response can only be the beginning of what I hope will continue to be a fruitful conversation. (shrink)

This paper addresses social and ethical issues in computer‐mediated education, with a focus on higher education. It will be argued if computer‐mediated education is to be implemented in a socially and ethically sound way, four major social and ethical issues much be confronted. These are: the issue of value transfer in higher education: can social, cultural and academic values be successfully transmitted in computer‐mediated education? the issue of academic freedom: are computer‐mediated educational settings conducive for (...) academic freedom or do they threaten to undermine it? the issue of equality and diversity: does a reliance on computer networks in higher education foster equality and equity for students and does it promote diversity, or does it disadvantage certain social classes and force conformity? the issue of ethical student and staff behaviour: What kinds of unethical behaviour by students and staff are made possible in computer‐mediated education, and what can be done against it? Existing studies relating to these four issues are examined and some tentative policy conclusions are drawn. (shrink)

Western society is steeped in a legacy of white supremacy and colonialism--a worldview that pits humans against nature and that has created numerous pressing social and environmental challenges. So great are these challenges that many of us have come to believe that our species is fundamentally flawed and that our story is destined to be nasty, brutish, and short. In Finding Our Niche I explore these tragedies of western society while offering the makings of an alternative: a set (...) of metaphors and examples that can guide us in reconciling our settler-colonial histories in favor of a new and more sustainable vision for humanity and our natural world. Drawing on a variety of compelling stories from my personal life and research experiences around the world, I bring the reader through the difficult journey of reconciliation, a journey that leads to a more optimistic understanding of human nature and the prospects for our future. Drawing from my fifteen years of experience as an anthropologist and ecologist working with people around the world, I share exceptional stories of local people rejecting the oppressive, industrial logic of progress and creating win-win scenarios, where both people and nature thrive together. These stories include cattle ranching on the Burren in Ireland, clam gardening in coastal British Columbia, and the conservation of an accidental wetland in Northwest Mexico. I structure my telling of these stories with a series of ecological metaphors--including keystone, engineer, and sentinel--that collectively provide a basis for more sustainable ways of living. In tandem with these stories, I weave a series of personal vignettes, drawing from my own struggle to reconcile my identity as a white settler on stolen Indigenous lands. As a whole, the book develops a thesis about how we can reimagine our nature and identity, and in so doing, address issues like climate change, biodiversity loss, and food insecurity by building more healthful and fulfilling relationships with our neighbors and the land- and seascapes around us. Finding our Niche is a timely piece that offers confidence in a time when the realities of ecological disaster are becoming a daily reminder that something has to give. It engages with the critical but thorny problems of sustainability, white supremacy, capitalism, and colonialism in a fresh and productive way, making it a perfect fit for Fernwood's portfolio and critical readership. At once a primer on paradigm shift, it is an accessible and personal book that seeks to offer tangible examples of hope to the countless people who are concerned about the sustainability and future of our societies and planet. (shrink)

A defense of the modern family, in historical perspective, this book reconstructs political theory with the family in an important and honorable place. By reviewing critically both traditional and contemporary thought on the most special relationships—as well as current public policy issues relating to them—the author addresses concerns shared by professional and lay constituencies. Noting Tocqueville's observation of the American obsession with reevaluating and remodeling the family, Professor Abbott pleads for a balanced view. The development of liberal ambivalence toward (...) the family, along with radical hostility toward it, is clearly traced. For the most part the family was safely incorporated into political theory from Aristotle to Cicero and onward to Augustine and Aquinas until modern times. Then came the challenges of the rational individualists and the romantic individualists, followed by the attacks of social and psychological radicals. Some traditional criticisms of the family are shown to be soundly based, albeit less devastating than the critics supposed. As expanded in contemporary life, however, the great critics' revisionist models take on a fantastic quality. Here we are introduced to pleas for the "eroticization of children" and for freedom from "tyranny of reproductive biology." Proposals for new bureaucratic support structures appear with great frequency: professional guardians, children's camps, cloning hospitals. And people try to act out the roles prescribed for them by theorists who attempted "to set the solitary in new and different units." Liberals and radicals, the author argues, are infatuated with a "rights model," which "takes as its basis self-sufficient rational human beings"—at the expense of "solidarity among human beings." A tradition exists, Professor Abbott holds, that facilitates reconciliation between the modern family and the political order: pluralism. Pluralism is an attempt to balance individual autonomy and mutuality, decentralization and stratification, reform and tradition, reason and sentiment. Public policy in respect to schools, housing, health care, working conditions, and recreation should be designed to foster a pluralistic family-centered society. In line with this thesis the author offers a fresh perspective on such burning issues as abortion, sexual preference, alternative lifestyles, child abuse, and children's rights. _The Family on Trial _therefore is relevant to the concerns of social and behavioral scientists, the helping professions and the clergy, teachers and parents. (shrink)

Contemporary American social and political discourses have integrated concerns about family values into the realm of debates about the associational life of social capital. In these discussions, theoretical and historical confusions about the relations between family and civil society run rampant. In this article, I first bring theoretical clarity to these social structures and the type of relations upon which they are predicated and, second, briefly historicize the relationships between an American idea of family and civil (...) class='Hi'>society. By tracing changes in popular understandings of family and civil society, I demonstrate that the modern family values movement spurns its Victorian roots by maintaining the nostalgic language for a life and family of old built around a Christian home, while embracing means and institutions, and even more importantly, a form of family, which belies the nostalgia. The family has now become an institution or association which can be sustained through instrumental interventions; it is no longer to do with the organic relations of sentiment remaining from some long-faded Gemeinschaft. The family and the Christian home ideal, which were at the center of American critiques of modernization, have ceased to be. (shrink)

Overview * Part I: Introduction * Philip Appleman, Darwin: On Changing the Mind * Part II: Darwin’s Life * Ernst Mayr, Who Is Darwin? * Part III: Scientific Thought: Just before Darwin * Sir Gavin de Beer, Biology before the Beagle * Thomas Robert Malthus, An Essay on the Principle of Population * William Paley, Natural Theology * Jean Baptiste Pierre Antoine de Monet Lamarck, Zoological Philisophy * Charles Lyell, Principles of Geology * John Herschell, The Study of Natural (...) Philosophy * William Whewell, Astronomy and General Physics Considered with Reference to Natural Theology * Alfred Russel Wallace, On the Tendency of Varieties to Depart Indefinitely from the Original Type * Part IV: Selections from Darwin’s Work * The Voyage of the Beagle * o Chapter I. St. Jago-Cape de Verd Island o Chapter XVII. Galapagos Archipelago * On the Tendency of Species to Form Varieties; and On the Perpetuation of Varieties and Species by Natural Means of Selection * o I. Extract from an unpublished Work on Species, by C. Darwin, Esq.... o II.of Letter from C. Darwin, Esq., to Prof. Asa Gray, Boston, U.S., dated Down, September 5th, 1857 * An Historical Sketch of the Progress of Opinion on the Origin of Species, previously to the : Publication of This Work The Origin of Species * o Introduction o Chapter I. Variation under Domestication o Chapter II. Variation under Nature o Chapter III. Struggle for Existence o Chapter IV. Natural Selection o Chapter VI. Difficulties on Theory o Chapter IX. On the Imperfections of the Geological Record o Chapter XIII. Mutual Affinities of Organic Beings: Morphology: Embryology: Rudimentary Organs o Chapter XIV. Recapitulation and Conclusion * The Descent of Man * o Introduction o Chapter I. The Evidence of the Descent of Man from Some Lower Form o Chapter II. On the Manner of Development of Man from Some Lower Form o Chapter III. Comparison of the Mental Powers of Man and the Lower Animals o Chapter VI. On the Affinities and Genealogy of Man o Chapter VIII. Principles of Sexual Selection o Chapter XIX. Secondary Sexual Characters of Man o Chapter XX. Secondary Sexual Characters of Man-continued o Chapter XXI. General Summary and Conclusion * Part V: Darwin’s Influence on Science * THE VICTORIAN OPPOSITION TO DARWIN * o David L. Hull, Darwin and His Critics o Adam Sedgwick, Objections to Mr. Darwin’s Theory of the Origin of Species o Sir Richard Owen, Darwin on the Origin of Species o Fleeming Jenkin, Review of the Origin of Species * VICTORIAN SUPPORTERS OF DARWIN * o Joseph Dalton Hooker, Flora Tasmaniae o Thomas Henry Huxley, On the Relations of Man to the Lowe Animals o Charles Lyell, Principles of Geology o Alfred Russel Wallace, The Debt of Science to Darwin * DARWIN AND THE SHAPING OF MODERN SCIENCE * o Scientific Method in Evolution o National Academy of Sciences, Evolution and the Nature of Science o Richard Dawkins, Explaining the Very Improbable o Lewis Thomas, On the Uncertainty of Science o Noretta Koetge, Postmodernisms and the Problem of Scientific Literary o Richard Dawkins, Science and Sensibility o The Neo-Darwinian Synthesis o Peter Bowler, The Evolutionary Synthesis o The Human Genealogy o Adam Kuper, The Chosen Primate o Ian Tattersall, Out of Africa Again... and Again? o Stephen Jay Gould, The Human Difference o Punctuated Equilibrium o Stephen Jay Gould, [On Punctuated Equilibrium] o Niles Eldredge, The Great Stasis Debate o Rethinking Taxonomy o Kevin Padian, Darwin’s Views of Classification o David L. Hull, Cladistic Analysis o Kevin Padian and Luis M. Chiappe, Cladistics in Action: The Origin of Birds and Their Flight o Evolution as Observable Fact o James L. Gould and William T. Keeton with Carol Grant Gould, How Natural Selection Operates o Peter r. Grant, Natural Selection and Darwin’s Finches o John A. Endler, Natural Selection in the Wild * Part VI: Darwinian Patterns in Social Thought * COMPETITION AND COOPERATION * o Richard Hofstadter, The Vogue of Spencer o Andrew Carnegie, The Gospel of Wealth o Peter Kropotkin, Mutual Aid o Martin A. Nowak, Robert M. May, and Karl Sigmund, The Arithmetics of Mutual Help * NATURE AND NURTURE * o Edward O. Wilson, Sociobiology: The New Synthesis o Stephen Jay Gould, Biological Potentiality vs. Biological Determination o Barbara Ehrenreich and Janet McIntosh, The New Creationism: Biology under Attack * EVOLUTION AND GENDER * o Elizabeth Cady Stanton, The Woman’s Bible o Nancy Makepeace Tanner, On Becoming Human o Evelleen Richards, Darwin and the Descent of Woman o James Eli Adams, Woman Red in Tooth and Claw * EVOLUTION AND OTHER DISCIPLINES * o Edward O. Wilson, [On Consilience] o Randolph H. Nesse and George C. Williams, Evolution and the Origin of Disease o Steven Pinker, How the Mind Works o Steve Jones, The Set within the Skull * Part VII: Darwinian Influences in Philosophy and Ethics * John Dewey, The Influence of Darwin on Philosophy * Daniel C. Dennett, Darwin’s Dangerous Idea: Natural Selection as an Algorithmic Process * Michael Ruse Darwinian Epistemology * Thomas Henry Huxley, Evolution and Ethics * Julian Huxley, Evolutionary Ethics * Michael Ruse and Edward O. Wilson, The Evolution of Ethics * Frans de Waal, Good Natured: The Origin of Right and Wrong in Humans and Other Animals * Matt Ridley, The Origins of Virtue * Part VIII: Evolutionary Theory and Religious Theory * MAINSTREAM RELIGIOUS SUPPORT FOR EVOLUTION * o Pope John Paul II, Message to the Pontifical Academy of Sciences o Central Conference of American Rabbis, On Creationism in School Textbooks o United Presbyterian Church in the U.S.A., Evolution and Creationsim o The Lutheran World Federation, [Statement on Evolution] o The General Convention of the Episcopal Church, Resolution on Evolutionism and Creationism o Unitariuan Universalist Association, Resolution Opposing "Scientific Creationism" * FUNDAMENTALIST CREATIONISM * o Eugene C. Scott, Antievolution and Creationism in the United States o The Scopes Trial o Thomas McIver, Orthodox Jewish Creationists o Harun Yahya, [Islamic Creationism] o Seami Srila Prabhupada, [A Hare Krishna on Darwinian Evolution] o Institute for Creation Research, Tenets of Creationism o Henry M. Morris, Scientific Creationism o Thomas J. Wheeler, Review of Morris o Richard D. Sjolund and Betty McCollister, Evolution at the Grass Roots o Richard D. Sjolund, [Creationism versus Biotechnology] o Betty McCollister, [The Politics of Creationism] o Molleen Matsumara, What Do Christians Really Believe about Evolution? o National Center for Science Education, Seven Significant Court Decisions Regarding Evolution/Creation Issues * PERSONAL INCREDULITY AND ANTIEVOLUTIONISM * o Richard Dawkins, [The Argument from Personal Incredulity] o Phillip E. Johnson, Darwin on Trial o Eugenie C. Scott, Review of Johnson o Michael Behe, Darwin’s Black Box o Robert Dorit, Review of Behe o Michael Ruse, Darwin’s New Critics on Trial * SCIENTISTS’ OPPOSITION TO CREATIONISM * o American Association for the Advancement of Science, Forced Teaching of Creationist Beliefs in Public School Science Education o American Institute of Biological Sciences, Resolution Oposing Creationism in Science Courses o National Association of Biology Teachers, Statement on Teaching Evolution o National Academy of Sciences, Frequently Asked Questions about Evolution and the Nature of Science * FUNDAMENTALIST CREATIONISM AND THE VALUE OF SATIRE * o Michael Shermer, Genesis Revisted: A Scientific Creation Story o Philip Appleman, Darwin’s Ark * Part IX: Darwin and the Literary Mind * DARWIN’S LITERARY SENSIBILITY * o Charles Darwin, Autobiography o L. Robert Stevens, Darwin’s Humane Reading o George Levine, Darwin and Pain: Why Science Made Shakespeare Nauseating o Gillian Beer, Darwin’s Plots * DARWIN’S INFLUENCE ON LITERATURE * o Lionel Stevenson, Darwin among the Poets o George Levine, Darwin among the Novelists o Joseph Wood Krutch, The Tragic Fallacy o Herbert J. Muller, Modern Tragedy o Philip Appleman, Darwin-Sightings in Recent Literature. (shrink)

Understand the challenges faced by university based EAPs and the strategies to effectively meet needs&#;and discover what works and what does not Academia is a diverse workplace unlike any other, and subsequently, employee assistance program issues are unique. Employee Assistance Programs in Higher Education focuses on the unique challenges of employee assistance service delivery in a university setting. This handy resource discusses the evolution, development, and strategies in managing an EAP in academia while comparing the substantial differences in program (...) application between academic settings and corporate settings. Discussions include outsourcing, support groups, implementation of services, and effective model frameworks. Employee Assistance Programs in Higher Education explores in depth how the difference of being an academic institution influences the administration of an EAP. Reducing costs, assessing the value of an EAP, faculty resistance to accessing EAPs, organizational and interpersonal problems, manager support groups to reduce stress, developing ’soft skills’, and addressing the deaths of faculty, staff, and students are examined in detail. This unique resource is extensively referenced and includes tables to clearly present data. Topics in Employee Assistance Programs in Higher Education include: the evolution of the IAEAPE university EAP response to traumas on campus enhancing faculty access university EAPs and outsourcing creating a specialized EAP program comparison between academic and corporate cultures case study of the University of Saskatchewan EAP _and more! _ Employee Assistance Programs in Higher Education is a comprehensive resource for academic administrators; benefit plan managers; university based EAP managers and directors; EAP, work/life, and wellness professionals; members of International Association of Employee Assistance Professionals in Education; Employee Assistance Professionals Association; Employee Assistance Society of North America; Association of Work Life Professionals; Society for Human Resource Management Schools of Social Work; educators in schools of social work, psychology, counseling education, and business. (shrink)

This paper provides a systematic literature review, analysis and discussion of methods that are proposed to practise ethics in research and innovation. Ethical considerations concerning the impacts of R&I are increasingly important, due to the quickening pace of technological innovation and the ubiquitous use of the outcomes of R&I processes in society. For this reason, several methods for practising ethics have been developed in different fields of R&I. The paper first of all presents a systematic search of academic sources (...) that present and discuss such methods. Secondly, it provides a categorisation of these methods according to three main kinds: ex ante methods, dealing with emerging technologies, intra methods, dealing with technology design, and ex post methods, dealing with ethical analysis of existing technologies. Thirdly, it discusses the methods by considering problems in the way they deal with the uncertainty of technological change, ethical technology design, the identification, analysis and resolving of ethical impacts of technologies and stakeholder participation. The results and discussion of our literature review are valuable for gaining an overview of the state of the art and serve as an outline of a future research agenda of methods for practising ethics in R&I. (shrink)