In lieu of an abstract, here is a brief excerpt of the content:464 Feminist Studies 44, no. 2. © 2018 by Feminist Studies, Inc. Claire Raymond and Sarah Corse A Distorting Mirror: Educational Trajectory After College Sexual Assault This article focuses on the broad and specific impacts of college sexual assault on student-survivors’ academic performance, academic trajectory, and their sense of self in relation to the university community. We frame this study with, and relate our findings to, the historic (...) and theoretical literatures that provide the context for this essay, including the large and burgeoning literature on the sexual assault of women college students and recent studies analyzing the role of fraternities in sexual assault, students’ fears and perceptions about college assault, bystander intervention training, and survivors’ grade-point averages after assault.1 Our study also builds on the history of feminist resistance to rape, feminist writings about rape, and campus activism against rape, with the 1. Cortney Franklin, Leana Allen Bouffard, and Travis C. Pratt, “Sexual Assault on the College Campus: Fraternity Affiliation, Male Peer Support, and Low Self-Control,” Criminal Justice and Behavior 39, no. 11 (2012): 1457– 80; Christine A. Gidycz, John R. McNamara, and Katie M. Edwards, “Women ’s Risk Perception and Sexual Victimization: A Review of the Literature,” Aggression and Violent Behavior 11, no. 5 (2006): 441–56; Jennifer Katz and Jessica Moore, “Bystander Education Training for Campus Sexual Assault Prevention: An Initial Meta-Analysis,” Violence and Victims 28, no. 6 (2013): 1054–67; Douglas W. Pryor and Marion R. Hughes, “Fear of Rape among College Women: A Social Psychological Analysis,” Violence and Victims 28, no. 3 (2013): 443–65; Carol E. Jordan, Jessica L. Combs, and Gregory T. Smith, “An Exploration of Sexual Victimization and Academic Performance among College Women,” Trauma, Violence, & Abuse 15, no. 3 (2014): 191–200. Claire Raymond and Sarah Corse 465 goal of shedding light on one aspect of the problem. Groundbreaking (and in some cases controversial) works analyzing the cultures of rape, such as Susan Brownmiller’s Against Our Will and Peggy Sanday’s “The Socio-Cultural Context of Rape” (in which Sanday creates the concept of the rape-producing culture—a concept that is central to our argument in this essay), found immediate reception with feminist activists of the 1970s and early 1980s.2 Mary Koss’s work regarding the scope of rape in college settings is also foundational to our study of campus rape.3 Susan Estrich, Catharine MacKinnon, and other feminist theorists in the mid-1980s developed critical apparatuses to shift the understanding of rape, providing a feminist framework wherein rape is interpreted as violence committed against a woman—in opposition to the patriarchal argument that rape is caused by a woman’s actions or is the product of her distortion of events after the fact.4 Angela Davis and bell hooks were deeply influential in framing understandings of the racial and racist aspects of feminist discussions of rape, while legal scholar Sarah Deer has more recently broadened understandings of the racialized discourse of rape, and Lisa Wade has written on twenty-first century hookup culture and the ways that this social landscape promulgates rates of maleon -female rape that are significantly higher on college campuses than in the general population.5 2. Peggy Reeves Sanday, “The Socio-Cultural Context of Rape: A Cross-Cultural Study,” Journal of Social Issues 37, no. 4 (1981): 5–27; Susan Brownmiller, Against Our Will: Men, Women and Rape (New York: Penguin Books, 1976). 3. Mary P. Koss, Christine A. Gidycz, and Nadine Wisniewski, “The Scope of Rape: Incidence and Prevalence of Sexual Aggression and Victimization in a National Sample of Higher Education Students,” Journal of Consulting and Clinical Psychology 55, no. 2 (1987): 162–70. 4. Susan Estrich, Real Rape: How the Legal System Victimizes Women Who Say No (Cambridge, MA: Harvard University Press, 1988); Duncan Chappell, Robley Geis, and Gilbert Geis, eds., Forcible Rape: The Crime, the Victim and the Offender (New York: Columbia University Press, 1977). 5. Angela Davis, “Rape, Racism, and the Myth of the Black Rapist,” in her Women, Race, and Class (New York: Vintage Books, 1983), 172–201; bell hooks, Feminist Theory: From Margin to Center (Boston: South End Press, 1984); Sarah Deer, The Beginning and End... (shrink)

Malgré un titre qui peut paraître imposant et intimider, le lecteur trouvera dans ce livre le condensé, particulièrement clair et élégant, que Raymond Ruyer voulut donner de sa pensée au soir de sa vie, en un ultime effort de présentation et d'actualisation. L'ouvrage, entièrement achevé, était jusqu'à ce jour inédit, ce qui fait de sa publication un événement. La pensée de Ruyer a retenu l'attention de nombre des penseurs les plus importants de la seconde moitié du XXe siècle (...) (comme Merleau-Ponty, Canguilhem, Deleuze ou Lacan), qui n'hésitaient pas à la placer au plus haut. La publication du dernier manuscrit philosophique de Ruyer représente l'occasion de se familiariser avec sa pensée et de lui accorder enfin la place qu'elle mérite. L'objectif du philosophe de Nancy a consisté à construire un système métaphysique ajusté aux découvertes de la science contemporaine. S'il est bien question ici de "Dieu", ce n'est pas dans la perspective d'une révélation : le Dieu de Ruyer est un Dieu spéculatif, comme celui d'Aristote ou de Whitehead, et nous sommes loin des considérations sur "le savant et la foi". D'autre part, "l'embryogenèse du monde" n'est pas une rêverie incontrôlée sur quelque Oeuf primordial, mais une tentative argumentée de constituer un panpsychisme à la manière de Leibniz, selon ce que Ruyer appelle lui-même une "monadologie corrigée". (shrink)

The discussion of the nature and value of dignity in and for bioethics concerns not only the importance of the concept but also the aims of bioethics itself. Here, I challenge the claim that the concept of dignity is useless by challenging the implicit conception of usefulness involved. I argue that the conception of usefulness that both opponents and proponents of dignity in bioethics adopt is rooted in a narrow understanding of the role of normative theory in practical ethical thinking. (...) I then offer an alternate understanding of the nature and value of dignity. I begin by recognizing that claims that one’s dignity has been violated point to an important difference between “respect for autonomy” and “respect for persons.” I then suggest three different conceptions of how dignity can be normatively guiding for bioethics, and conclude that, ultimately, understanding dignity as the cornerstone of a reflective perspective that frames moral reflection and deliberation is valuable for doing bioethics well. (shrink)

The field of development ethics has evolved over the years to incorporate topics that have become of the utmost importance in achieving fair and sustainable development for all. This is not the place to review such a conceptual evolution from the origins of Denis Goulet’s writings, but I wish to note how the saliency of development ethics is highly dependent on speaking to and relating with issues of central importance to global society. In this brief piece I want to focus (...) on a particular challenge for the field of development ethics: how to move beyond rethinking and reframing so this field provides guidance for the needed systemic global transformations. (shrink)

This book explores the pervasiveness of poetry's impact on philosophy and, conversely, how philosophy has sometimes resisted or denied poetry's influence.

L’unique tâche philosophique de Lequier a consisté dans la recherche d’une première vérité. Si une méthode réflexive ne parvient jamais à établir définitivement celle-ci et si la méthode dialectique se heurte sans fin aux apories, spécialement celles de la nécessité et de la liberté, une autre voie s’ouvre, celle du récit existentiel. Or cette voie, loin de mettre en question la métaphysique, est plutôt celle qui expose, sous une forme phénoménologique, comment la vérité peut s’accomplir comme liberté dans l’histoire par (...) laquelle un être humain effectue son identité.La pensée de Lequier, qui porte sur les actes les plus communs de l’existence, examine d’une manière très classique les principes métaphysiques. Ainsi au lieu que la métaphysique et l’existence soient antagonistes et disjointes, c’est dans les situations vécues qu’est reconnue, et même qu’est « faite », la première vérité sous la figure de la liberté. (shrink)

Étude sur deux pensées philosophiques de l'existence qui furent influencées par le romantisme au milieu du XIXe siècle. L'auteur s'interroge sur la conception de l'homme que chacun des deux philosophes propose. D'après lui, leurs postulats sont parents par bien des aspects. L'existence est envisagée dans ses dimensions littéraires, philosophiques et religieuses.--Résumé de l'éditeur.

"Has any individual ever shaped his own civilization more thoroughly than Confucius? Certainly no other world figure has ever been presented as more of an exemplar to his countrymen. Yet what we know about the man himself is vague and shadowy, and the sayings attributed to him may seem obscure to the Westerner. Raymond Dawson addresses these paradoxes. Taking as a model the Chinese tradition of commentary on classical texts--in this case the Analects, the oldest and most reliable Confucian (...) text--he finds a body of thought whose expression does seem to reflect the views and aspirations of a recognizable person. He shows how the separate components of the Master's thought cohere into a distinct social, ethical, and intellectual system. Dawson elucidates the contemporary applicability of the sayings as well as the strength of their influence throughout the two and a half millennia of their currency, even in a China that has formally rejected them."-- provided by publisher. (shrink)

"--Daniel Brudney, University of Chicago "The fund of information Geuss brings into his discussion of the ancients, and the verve and charm with which it is all presented, make the central chapters of this book particularly engaging.

Purpose: We sought to examine the ethical, legal, and social implications (ELSI) literature research and scholarship types, topics, and contributing community fields of training as a first step to charting the broader ELSI community’s future priorities and goals. Methods: We categorized 642 articles and book chapters meeting inclusion criteria for content in both human genetics or genomics and ethics or ELSI during a 5-year period (2003–2008) according to research and scholarship types, topics, and the area of advanced training of the (...) first-listed author. Research and scholarship type categories were developed and characterized through in-depth review of 95 randomly sampled publications from the larger group. Results: There is a single dominant approach to ELSI, which focuses on ethical and other social issues “downstream” of advances in genomics, the contributors to which predominately have advanced training in medicine or science fields other than social science. A comparatively low percentage of publications primarily offer policy recommendations, and these are much more likely to be written by those with advanced training in law than is the case for the literature as a whole. Social science studies predominately employ qualitative methods and vary significantly with respect to the extent and types of recommendations offered. Two further types of ELSI research and scholarship offer alternative models for so-called “normative” work in this field. Conclusion: Considering topics, training, and types of ELSI research and scholarship from the most recent past allows for a baseline perspective that is sorely needed in charting this field’s future course. (shrink)

Our research addressed an increase of unethical practices in professional settings identified in the literature, and this increase coincides with a shift in U.S. culture from principle-based ethics to one trending toward moral relativism. We discovered many programs lack comprehensiveness to deal with the complexities of culture in graduate education. The purpose of this instrumental case study was to explore and develop a conceptual framework for a comprehensive teaching model targeting graduate-level educators, administrators, and educational boards across disciplines. Data were (...) collected over 13 years from a doctoral professional ethics course at a private, faith-based university in South Texas. Using a Design Based Research process following Reeves’ (2006) guidelines, we developed a multi-disciplinary graduate theoretical teaching model for ethics: Comprehensive Professional Ethics Teaching Model (CPET model), grounded in our data analysis and findings. Recommendations include implementing and testing the efficacy of the CPET model in subsequent studies. (shrink)

Family Medicine first formally confronted systems thinking with the adoption of the biopsychosocial model for understanding disease in a holistic manner; this is a description of a natural system. More recently, Family Medicine has been consciously engaged in developing itself as a system for delivering health care, an artificial system. We make this new system available to all people, whether sick or well, offering to manage not just their diseases, but their lives. However, a major difference between natural and artificial (...) systems is that natural systems have smooth feedback loops to ensures homeostasis, whereas artificial systems do not. They can only adjust themselves by disruptive adaptive and renewal cycles. Further, Family Medicine aspires to base its creation of this artificial system on the key principles of Family Medicine - continuity, comprehensiveness, and compassionate care in the context of family and community. However, there are another set of principles driving the modern Family Medicine system of healthcare, principles that function like the hidden curriculum of medical education. These principles - risk thinking, health as a commodity, and individual responsibility - are part of a deeper current within healthcare called by some biomedicalization. On closer analysis, many of these characteristics are intimately tied with liberal economies that must grow. Yet this economic system is an artificial system that lacks feedback. It is imperative that we in Family Medicine reexamine our commitment to developing artificial systems. (shrink)

There is a world-wide debate at the moment about the appropriate role for the state in modern societies in the light of the world financial crisis. This book provides a comprehensive analysis and critique of Neo-liberal or economic liberal ideas on this issue.

Drawing on data obtained from fieldwork within comparable establishments in these two countries, as well as from national sources, this integrated and detailed analysis of the components of firms' human resources systems in the US and Japan examines the relationship between company practices and national economic institutions.

The temptation to use prospective observational studies (POS) instead of conducting difficult trials (RCTs) has always existed, but with the advent of powerful computers and large databases, it can become almost irresistible. We examine the potential consequences, were this to occur, by comparing two hypothetical studies of a new treatment: one RCT, and one POS. The POS inevitably submits more patients to inferior research methodology. In RCTs, patients are clearly informed of the research context, and 1:1 randomized allocation between experimental (...) and validated treatment balances risks for each patient. In POS, for each patient, the risks of receiving inferior treatment are impossible to estimate. The research context and the uncertainty are down-played, and patients and clinicians are at risk of becoming passive research subjects in studies performed from an outsider’s view, which potentially has extraneous objectives, and is conducted without their explicit, autonomous, and voluntary involvement and consent. (shrink)

Since the translation, in 2005, of one of Kimberlé W. Crenshaw’s articles introducing intersectionality into the field of French social sciences, the word and the theoretical perspective it labels have been the object of great mistrust on the part of many sociologists claiming a critical position. The lexicon of threat is mobilised to disqualify the intersectional approach – much more than to discuss it – because its aim, or effect, is to purely and simply erase social class as a fundamental (...) category of analysis. The article goes back over the reasons for a trial that has become more and more noisy over the years, made of maintained ignorance and refusal of controversy. (shrink)

Embedding research ethics education into apprenticeship-model undergraduate research experiences can contribute to creating, and maintaining, ethical and inclusive research cultures. Occidental College’s Biology and Philosophy Departments collaborated to develop a model for undergraduate ecological field research ethics education focused on promoting students’ understanding of ethics as embedded within scientific research practices. The model has two primary components: (a) a philosophical reading, reflective journaling, and discussion group for both philosophy and ecology undergraduate researchers about ecological research ethics; and (b) philosophy faculty (...) and undergraduate researchers embedded within and assisting with ecological fieldwork, while also pursuing their philosophical fieldwork projects. This project highlights a range of ways of embedding ethics in research experiences that can be adapted to other contexts, including sustained and structured reflective journaling focused one’s scientific practice and regular philosophical discussions involving the entire research group. (shrink)

This paper describes a novel approach to teaching introductory-level students how to engage with philosophical texts, developed in the context of a philosophy of art course. We aimed to enhance students’ motivation to read philosophy well by cultivating habits of active reading. To this end we created a structured set of three assignments: instructor created digitally annotated reading assignments, a student digital annotation assignment, and required student participation in a collective GoogleDoc “repository of artworks, examples, ideas, and questions.” Student feedback (...) suggests that this set of teaching tools enhanced their sense of agency in approaching philosophical texts. (shrink)