In this symposium Michael Hand presents a rejoinder to criticisms of his ‘Religious Upbringing Reconsidered’ (Journal of Philosophy of Education, 36.4) by Jim Mackenzie, Peter Gardner and Charlene Tan. Defending the idea of the logical possibility of non-indoctrinatory religious upbringing, he attempts to show that none of their various objections is successful. Mackenzie, Gardner and Tan each offer a response.

Is banning trans fat a bad policy? Resnik (2010) offers two general reasons for thinking so. First, because trans fat bans could lead to the government’s placing other objectionable restrictions upon food choices. Second, that, because we can adequately reduce trans fat consumption through education and mandatory labeling, bans are unnecessary. There are good reasons to reject both claims. First, since any slippery slope towards further restrictions on food choices is easily avoided, trans fat bans do not give the cause (...) for worry that Resnik suggests they do; second, trans fat bans are necessary, in the sense of “necessary” that is relevant to public health policy debates. (shrink)

This article seeks to reframe the ethical discussion of genetic enhancement, which is the use of genetic engineering to supply a characteristic that a parent might want in a child that does not involve the treatment or prevention of disease. I consider whether it is likely that enhancement can be successfully prohibited. If genetic enhancement is feasible, it is likely that there will be demand for it because parents compete to produce able children and nations compete to accumulate human capital (...) in skilled workers. If some parents or nations begin using genetic enhancement, this will change these competitions in ways that increase the incentives for others to use it. Therefore, a ban on genetic enhancement would be unstable, because once the ban was breached by defectors the motivation of others to uphold it would weaken, making the ban liable to collapse. The argument provides a new perspective on slippery slopes to dangerous technology. Keywords: genetic enhancement, slippery slope argumentation CiteULike Connotea Del.icio.us What's this? (shrink)

Michael Hand's recent paper, ‘Religious Upbringing Reconsidered', re-opens a debate that was flourishing over a decade ago in this journal and, long before that, in the works of others. In this response I examine Hand's claims that earlier contributions to the debate passed over the central problem and that he can solve that problem. I endeavour to show that several of Hand's arguments, such as those dealing with indoctrination, as well as his claims may be flawed, that the relevance of (...) his inquiries is open to question, but that his hidden and, apparently, unacknowledged agenda should not remain hidden or passed over. (shrink)

We propose that Mealey's model is limited in its description of sociopathy because it does not provide an adequate role for the main organ mediating genes and behavior, namely, the brain. Further, on the basis of our research, we question the view of sociopaths as a homogeneous group.

Forthcoming in Kramer et al (eds), The Legacy of H.L.A. Hart. Posted 8 February 2008.

Commentators on the work of Catharine Macaulay acknowledge her influence on the pioneering feminist writing of Mary Wollstonecraft. Yet despite Macaulay's interest in equal education for women, these commentators have not considered that Macaulay offered a self-contained, sustained argument for the equality of women. This paper endeavors to show that Macaulay did produce such an argument, and that she holds a place in the development of early feminism independent of her connections with Wollstonecraft.

The notion of “respect for persons” is a one often closely tied to the religious edict that “we ought to love one another.” It thus appears to give rise to a command that we are obliged to nurture some kind of positive regard toward others.Taking on a slightly different hue, Kant’s notion of “respect for persons” requires that we recognize universalizing agents as autonomous, and, hence, even if fanatical (Hare), we have no grounds to condemn.In this paper, both of these (...) views will be challenged. It will be argued that we do not owe persons respect in the sense of positive regard, nor are we ethically required to give wide birth to “rational” choices. It will be argued, rather, that, although we do owe “respect to persons,” we owe respect in the sense of being prepared to hold persons “communicativelyaccountable”— of being prepared to engage in hard-nosed intersubjective communicative-interaction (Habermas) about the sort of values/ideals that ought to guide all reasonable people. Since such interaction necessitates the interchange of both positive AND negative judgements, it follows that “respect for persons” requires neither that we love them, nor that we leave them alone, but rather that we engage. (shrink)

Victor Quinn advocates teaching critical thinking as a curriculum subject. He has accused Professor John E. McPeck, a vehement critic of such proposals, not only of being wrong but also of being in need of such a critical thinking course himself. In this paper we examine the five supposed critical thinking weaknesses of which McPeck is accused and consider what Quinn's arguments tell us about critical thinking, its skills, its priorities and its claims to subject status.

The existence of unwritten constitutions, such as that of the UK, strikes some as puzzling. However the existence of unwritten constitutions turns out to be easier to explain than the existence of written constitutions, such as that of the US. In this paper I explore, and attempt to answer, some tricky conceptual questions thrown up by written constitutions.

Can the characters in Black Mirror survive the loss of their bodies? This chapter considers what happens to characters like Greta in White Christmas, Clayton in Black Museum, and Yorkie in San Junipero when artificial models are made of their minds. One possibility is that the original characters persist in cookie form, without their bodies, but retaining the essence of who they originally were. Another possibility is that cookies cannot replicate a person's essence: instead, each time a cookie is created, (...) a new, entirely distinct person comes into being. This chapter explores these and other possibilities, all having to do with personal identity, or the persistence of persons through time. (shrink)

The American Journal of Bioethics, Volume 11, Issue 10, Page 7-9, October 2011.

Sound comparative psychology and modern evolutionary and developmental biology (often called evo-devo) emphasize powerful effects of developmental conditions on the expression of genetic endowment. Both demand that evolutionary theorists recognize these effects. Instead, Tomasello et al. compares studies of normal human children with studies of chimpanzees reared and maintained in cognitively deprived conditions, while ignoring studies of chimpanzees in cognitively appropriate environments.

Although it is primarily concerned with the value of liberty and the justification of compulsory education, what lies behind much of this paper is the question ‘;Why treat children like children?’ The fact is that we do not regard children as having the same rights, privileges and liberties as adults, and children may not be thought of as deserving the same degree of respect or consideration as their seniors. In the past this has led to some horrific states of affairs, (...) and while matters have undoubtedly improved, it is still the case that most people accept what Graham Haydon describes as ‘;the assumption that one thing can go for children and quite another for adults’. One likely consequence of this, and an important example of the different treatment reserved for children is compulsory education. Illiterate and innumerate adults are not compelled to practise their letters or play with counters or watch prescribed television programmes. Even when, to quote Mill, we have an adult ‘;who shows rashness, obstinacy and self-conceit—who cannot live within moderate means—who cannot restrain himself from hurtful indulgencies—who pursues animal pleasures at the expense of those of feeling and intellect’, we do not subject him to character-building games or uplifting scripture readings, or initiate him into the mysteries of home economics, or read Shakespeare at him. But we compulsorily do all of this and more to children. Moreover, compulsory education, as we have it, is not something from which the young can gain remission. The law that requires ‘;every child of compulsory school age…to receive an efficient full-time education suitable to his age, ability, and aptitude’ effectively defines an approach where what counts is the arbitrariness of chronology, not standards or excellence. (shrink)

I have proposed elsewhere 1 that questions of justice are distinctive in being allocative questions. Questions of justice are particularly prominent in the law because there is no law without adjud...

The term `code-switching' is used to describe the mixing of different language varieties which often results from language contact. This book is the first full-length study of code-switching in a European context.

The term `code-switching' is used to describe the mixing of different language varieties which often results from language contact. This book is the first full-length study of code-switching in a European context.

The discussion is a response to Dews on the question of how Schelling's Freiheitsschrift should be interpreted. It falls into two halves, the first defending my interpretation, and the second expanding on the case that Dews makes for the unavoidability of metaphysics in the theory of human freedom, with which I am in full agreement. The main criticism that Dews makes of my reading is that the argument I attribute to Schelling concerning the metaphysical significance of evil rests on Kantian (...) assumptions regarding the existence of pure practical reason, which Schelling rejects. I argue that, though certainly matters are more complicated than my earlier discussion made them seem, Schelling remains sufficiently close to Kant for the argument I attribute to avoid inconsistency. In the second half I raise what I claim to be a neglected but important question: Why is the legacy of classical German philosophy not regarded as significant for contemporary discussion of human freedom? My answer in brief is that the concept of freedom has undergone a profound contraction. In this context I also try to define more precisely what is distinctive of Schelling's view of human freedom. (shrink)

Byrne & Russon's proposal that stimulus enhancement, emulation, and response facilitation should be lumped together as priming effects conceals important questions about nonimitative social learning, fails to forge a useful link between the social learning and cognitive psychological literatures, and leaves unexplained the most interesting feature of phenomena ascribed to.

This paper is stimulated by and indebted to a study by Charles Altieri of the ways in which affect is present and articulated in art and literature, which, he argues, hold significance for the philosophy of emotion. I focus on Altieri's thesis that affective states may have aesthetic qualities and value. I pursue this notion first with reference to Nietzsche's attempt to recruit affect as a means of countering Schopenhauer's pessimism. I then attempt to show the coherence of the notion (...) that passion may exhibit an aesthetic dimension, drawing on Richard Wollheim's account of certain ideas in psychoanalytic theory, for which I suggest precedents in the history of philosophy. (shrink)

Nurse researchers are increasingly adopting qualitative methodologies for research practice and theory development. These approaches to research are, in many cases, more appropriate for die field of nursing inquiry than the previously dominant techno‐rational methods. However, there remains the issue of adapting methodologies developed in other academic disciplines to the nursing research context. This paper draws upon my own experience with interpretive research to raise questions about the issue of nursing research within a social science research framework. The paper argues (...) that by integrating the characteristics of nursing practice with the characteristics of research practice, the researcher can develop a ‘nursing lens’, an approach to qualitative research that brings an added dimension to social science methodologies in the nursing research context. Attention is drawn to the unique nature of the nurse‐patient relationship, and the ways in which this aspect of nursing practice can enhance nursing research. Examples are given from interview transcripts to support this position. (shrink)