Even after multiple cycles of ABET accreditation, many engineering programs are unsure of how much curriculum content is needed to meet the requirements of ABET’s Criterion 3.f (an understanding of professional and ethical responsibility). This study represents the first scholarly attempt to assess the impact of curriculum reform following the introduction of ABET Criterion 3.f. This study sought to determine how much professional and ethical responsibility curriculum content was used between 1995 and 2005, as well as how, when, why, and (...) to what effect changes in the amount of content occurred. Subsequently, the study sought to evaluate if different amounts of curriculum content generated differing student outcomes. The amount of curriculum content used by each of the participating programs was identified during semi-structured interviews with program administrators and a review of ABET Self-Study documents. Quantitative methods were applied to determine if a relationship existed between the curriculum content and performance on a nationally administered, engineering-specific standardized examination. The findings indicate a statistical relationship, but a lack of structure between the amount of required content in the curriculum and performance on the examination. Additional findings were also generated regarding the way that programs interpret the Criterion 3.f feedback generated during accreditation visits. The primary impact of this study is that it dispels the myth that more courses or course time on professionalism and ethics will necessarily lead to positive engineering education outcomes. Much of the impetus to add more curriculum content results from a lack of conclusive feedback during ABET accreditation visits. (shrink)

College students and suburban residents completed questionnaires designed to examine the tendency of scientific explanations of undesirable behaviors to mitigate perceived culpability. In vignettes relating behaviors to an explanatory antecedent, we manipulated the uniformity of the behavior given the antecedent, the responsiveness of the behavior to deterrence, and the explanatory antecedent-type offered- physiological (e.g., a chemical imbalance) or experiential (e.g., abusive parents). Physiological explanations had a greater tendency to exonerate actors than did experiential explanations. The effects of uniformity and deterrence (...) were smaller, and the latter had a significant effect on judgment only when physiological rather than experiential antecedents were specified. Physiologically explained behavior was more likely to be characterized as "automatic", and willpower and character were less likely to be cited as relevant to the behavior. Physiological explanations of undesirable behavior may mitigate blame by inviting nonteleological causal attributions. Keywords: person perception, volition, moral attribution, responsibility. (shrink)

This article argues that we could improve the design of research protocols by developing an awareness of and a responsiveness to the social contexts of all the actors in the research enterprise, including subjects, investigators, sponsors, and members of the community in which the research will be conducted. ?Social context? refers to the settings in which the actors are situated, including, but not limited to, their social, economic, political, cultural, and technological features. The utility of thinking about social contexts is (...) introduced and exemplified by the presentation of a hypothetical case in which one central issue is limitation of the probability of injury to subjects by selection of individuals who are not expected to live long enough for the known risks of the study to become manifest as harms. Benefits of such considerations may include enhanced subject satisfaction and cooperation, community acceptance, and improved data quality, among other desirable consequences. (shrink)

This article argues that we could improve the design of research protocols by developing an awareness of and a responsiveness to the social contexts of all the actors in the research enterprise, including subjects, investigators, sponsors, and members of the community in which the research will be conducted. “Social context” refers to the settings in which the actors are situated, including, but not limited to, their social, economic, political, cultural, and technological features. The utility of thinking about social contexts is (...) introduced and exemplified by the presentation of a hypothetical case in which one central issue is limitation of the probability of injury to subjects by selection of individuals who are not expected to live long enough for the known risks of the study to become manifest as harms. Benefits of such considerations may include enhanced subject satisfaction and cooperation, community acceptance, and improved data quality, among other desirable consequences. (shrink)

We show that there exists a properly Σ2 minimal degree b, and moreover that b can be chosen to join with 0′ to 0″ – so that b is a 0″ complement for every degree a such that 0′ ≤ a < 0″.

The Good, the Bad, and the Beautiful Discourse about Values in Yoruba Culture Barry Hallen Reveals everyday language as the key to understanding morals and ethics in Yoruba culture. "This contrasts with any suggestion that in Yoruba or, more generally, African society, moral thinking manifests nothing much more than a supine acquiescence in long established communal values.... Hallen renders a great service to African philosophy." —Kwasi Wiredu In Yoruba culture, morality and moral values are intimately linked to aesthetics. The (...) purest expression of beauty, at least for human beings, is to possess good moral character. But how is moral character judged? How do actions, and especially words, reveal good moral character in a culture that is still significantly based on oral tradition? In this original and intimate look at Yoruba culture, Barry Hallen asks the Yoruba onisegun—the wisest and most accomplished herbalists or traditional healers, individuals justly reputed to be well versed in Yoruba thought and expression—what it means to be good and beautiful. Posed as an outsider wanting to gain understanding of how to speak Yoruba correctly, Hallen engages the onisegun and has them explain the subtleties and intricacies of Yoruba language use and the philosophy behind particular word choices. Their instructions reveal a striking and profound depiction of Yoruba aesthetic and ethical thought. The detailed interpretations of everyday language that Hallen supplies challenge prevailing Western views that African thought is nothing more than acquiescence to long-established religious or communal values. The philosophy of ordinary language reveals that moral reflection is indeed individual and that evaluations of action and character take place on the basis of clearly and logically delineated criteria. With the onisegun as his guides, Hallen identifies the priorities of Yoruba philosophy and culture through everyday expression and shows that there are rational pathways to both truth and beauty. Barry Hallen has taught philosophy at the Obafemi Awolowo University in Nigeria. He is a Fellow at the W. E. B. DuBois Institute for Afro-American Research at Harvard University and Visiting Professor of Philosophy at Morehouse College. He is coauthor of Knowledge, Belief, and Witchcraft: Analytic Experiments in African Philosophy. Contents Ordinary Language and African Philosophy Moral Epistemology Me, My Self, and My Destiny The Good and the Bad The Beautiful Rationality, Individuality, Secularity, and the Proverbial Appendix of Yoruba-Language Quotations Glossary of Yoruba Terms. (shrink)

Frankena, W. K. Morality and moral philosophy.--Soltis, J. F. Men, machines and morality.--Chazan, B. I. The moral situation.--Phenix, P. H. Ethics and the will of God.--Moore, G. E. The indefinability of good.--Morgenbesser, S. Approaches to ethical objectivity.--Sartre, J. P. Existentialism and ethics.--Hare, R. M. Decisions of principle.--Singer, M. G. Moral rules and principles.--Hare, R. M. Adolescents into adults.--Wilson, J. Assessing the morally educated person.--Kohlberg, L. The child as a moral philosopher.--Frankena, W. K. Toward a philosophy of moral education.--Archambault, R. D. (...) Criteria for success in moral instruction.--Raths, L., Harmin, M., and Simon, S. Teaching for value clarity.--Bibliography (p. 188-192). (shrink)

Recent work in formal philosophy has concentrated over-whelmingly on the logical problems pertaining to epistemic shortfall - which is to say on the various ways in which partial and sometimes incorrect information may be stored and processed. A directly depicting language, in contrast, would reflect a condition of epistemic perfection. It would enable us to construct representations not of our knowledge but of the structures of reality itself, in much the way that chemical diagrams allow the representation (at a certain (...) level of abstractness) of the structures of molecules of different sorts. A diagram of such a language would be true if that which it sets out to depict exists in reality, i.e. if the structural relations between the names (and other bits and pieces in the diagram) map structural relations among the corresponding objects in the world. Otherwise it would be false. All of this should, of course, be perfectly familiar. (See, for example, Aristotle, Metaphysics, 1027 b 22, 1051 b 32ff.) The present paper seeks to go further than its predecessors, however, in offering a detailed account of the syntax of a working universal characteristic and of the ways in which it might be used. (shrink)

We prove the following three theorems on the enumeration degrees of ∑20 sets. Theorem A: There exists a nonzero noncuppable ∑20 enumeration degree. Theorem B: Every nonzero Δ20enumeration degree is cuppable to 0′e by an incomplete total enumeration degree. Theorem C: There exists a nonzero low Δ20 enumeration degree with the anticupping property.

The Major Sub-degree Problem of A. H. Lachlan (first posed in 1967) has become a long-standing open question concerning the structure of the computably enumerable (c.e.) degrees. Its solution has important implications for Turing definability and for the ongoing programme of fully characterising the theory of the c.e. Turing degrees. A c.e. degree a is a major subdegree of a c.e. degree b > a if for any c.e. degree x, ${{\bf 0' = b \lor x}}$ if and only if (...) ${{\bf 0' = a \lor x}}$ . In this paper, we show that every c.e. degree b ≠ 0 or 0′ has a major sub-degree, answering Lachlan’s question affirmatively. (shrink)

We say that a computably enumerable (c.e.) degree b is a Lachlan nonsplitting base (LNB), if there is a computably enumerable degree a such that a > b, and for any c.e. degrees w,v ≤ a, if a ≤ w or; v or; b then either a ≤ w or; b or a ≤ v or; b. In this paper we investigate the relationship between bounding and nonbounding of Lachlan nonsplitting bases and the high /low hierarchy. We prove that there (...) is a non-Low2 c.e. degree which bounds no Lachlan nonsplitting base. (shrink)

The essays in this volume are the result of a project on Values in Tort Law directed by the Westminster Institute for Ethics and Human Values. We are indebted to the Board of Westminster Col lege for its financial support. The project involved two meetings of a mixed group of lawyers and philosophers to discuss drafts of papers and general issues in tort law. Beyond the principal researchers, whose papers appear here, we are grateful to John Bargo, Dick Bronaugh, Craig (...) Brown, Earl Cherniak, Bruce Feldthusen, Barry Hoffmaster and Steve Sharzer for their helpful discussion, and to Nancy Margolis for copy editing. All of these papers except one have appeared before in the journal Law and Philosophy (Vol. 1 No.3, December 1982 and Vol. 2 No.1, Apri11983). Chapman's paper which was previously published in The University of Western Ontario Law Review (Vol. 20 No.1, 1982) appears here with permission. Westminster Institute for Ethics and Human Values, M.D.B. Westminster College, London, Canada B.C. vii INTRODUCTION The law of torts is society's primary mechanism for resolving disputes arising from personal injury and property damage. (shrink)

Medical technologies and assistive devices such as ventilators and power wheelchairs are designed to sustain life and/or improve functionality but they can also contribute to stigmatization and social exclusion. In this paper, drawing from a study of ten men with Duchenne muscular dystrophy, we explore the complex social processes that mediate the lives of persons who are dependent on multiple medical and assistive technologies. In doing so we consider the embodied and emplaced nature of disability and how life is lived (...) through bodies coupled with technologies and experienced as 'techno-body-subjects in situ'. Normative implications for theory and research, including bioethics research, are discussed. (shrink)

The "assimilation" of Aristotle by Albertus Magnus and St. Thomas Aquinas in the thirteenth century marked, despite all the scholastic distortion it entailed, a new stage in the history of medieval philosophy, elevating it to a higher level of development, and became, contrary to the intentions of its founders, the source of a revival of philosophical thinking. Aristotle, penetrating the University of Paris, proved to be a "Trojan horse" in the philosophical confrontation that developed around him.