Although international security studies tend to focus on the nature of armed conflict and how nations fare in the face of such conflicts, our attention has been drawn to the challenge of managing the peace.

Flesh of My Flesh is a collection of articles by today's most respected scientists, philosophers, bioethicists, theologians, and law professors about whether we should allow human cloning. It includes historical pieces to provide background for the current debate. Religious, philosophical, and legal points of view are all represented.

Background: Development of professional nursing values is critical within registered nurse–to–bachelor of science in nursing programs to prepare nurses for increasingly complex and diverse work environments. The results of previous studies have been inconsistent, with few studies focusing on online registered nurse–to–bachelor of science in nursing programs. In addition, little is known regarding the effectiveness of the educational methods used to support advancement of professional values and ethical practice. Objective: The object of this study was to gain an understanding of (...) nursing students’ attitudes and beliefs about professional values at entry and exit of an online registered nurse–to–bachelor of science in nursing program that includes a standalone ethics course and integrates American Nurses Association Code of Ethics provisions throughout the curriculum. Research design: For this one-group pretest–posttest, quasi-experimental design, longitudinal matched-pair data were gathered at program entry and exit using the Nurses Professional Values Scale–Revised. Participants and research context: In all, 119 students of an online registered nurse–to–bachelor of science in nursing program at a Midwest public university who completed entry and exit surveys between spring 2015 and spring 2018 were included in this study. Ethical considerations: This study was reviewed and determined to be exempt by the university’s institutional review board. Findings: The results showed a significant increase in total posttest scores when considering all participants. However, students who took the ethics course after the pretest demonstrated a significant increase in posttest scores, while students who took the ethics course prior to the pretest demonstrated a small increase that was not statistically significant. Significant increases were also found in the professionalism, activism, and trust factors. Discussion: This study supports previous study findings where students scored higher on caring and lower on activism and professionalism factors. The largest gains were made after completing the ethics course. Conclusion: The results suggest that requiring a standalone ethics course in the registered nurse–to–bachelor of science in nursing curriculum had a positive impact on self-reported professional values. (shrink)

This study examines the role of acculturation in shaping consumers’ views of ethics. Specifically, it examines the relationships between the desire to keep one’s original culture, the desire to adopt the host culture, and the four dimensions of the Muncy and Vitell (Journal of Business Research Ethics 24(4), 297, 1992) consumer ethics scale. Using two separate immigrant populations – one of former Middle-Eastern residents now living in the U.S. and the other of Asian immigrants in the U.S. – results indicate (...) that those who want to keep their original culture are less tolerant of unethical consumer activities, while those who are more willing to adopt the host culture are more tolerant of these same consumer activities. Furthermore, the immigrants in both studies who are more tolerant of unethical consumer activities are those who are generally somewhat younger and with less formal education. The relationship between gender and consumer ethics was not significant. (shrink)

In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education is the first in a series edited by Maughn Gregory and Megan Laverty, Philosophy for Children Founders, and is a major contribution to the literature on philosophy in schools. It draws attention to an author and practitioner who was largely responsible for the development of scholarship on the community of inquiry, who co-founded the Institute for the Advancement of Philosophy for Children (IAPC), and who undeniably made a (...) significant contribution to philosophy for/with children as a global movement. For anyone familiar with Philosophy for Children, they would, no doubt, also be familiar with its founder Matthew Lipman. However, not always acknowledged is that Ann Margaret Sharp, a philosopher of education, was also one of its pioneers who collaborated with Lipman to develop a theory and practice of the community of inquiry as a collaborative pedagogy and method for Philosophy with Children, as well as a pre-college curriculum. Also, not widely known is that the term ‘community of inquiry’ first appeared in an article co-authored by Lipman and Sharp (1978). Lipman credited Sharp with reconstructing the Peircean/Buchlerian notion of community of inquiry into a model of educational practice. Together they extensively developed the community of inquiry as an approach to teaching, said to transform the structure of the classroom in fundamental ways. Gregory and Laverty set the record straight regarding Sharp’s involvement in the development and success of Philosophy for Children as a school program and worldwide movement. Both editors are highly qualified for a project like this. Between them they have written numerous articles, book chapters and books and have co-edited books on philosophy of education, particularly philosophy for/with children. They are also well-respected practitioners who have collaborated with Sharp. (shrink)

We argue for peace education as a process of improving the quality of everyday relationships. This is vital, as children bring their habits formed largely by social and political institutions such as the family, religion, law, cultural mores, to the classroom (Splitter, 1993; Furlong & Morrison, 2000) and vice versa. It is inevitable that the classroom habitat, as a microcosm of the community in which it is situated, will perpetuate the epistemic practices and injustices of that community, manifested in attitudes, (...) beliefs, behaviours and actions that can limit the child’s ability to learn. The educational task then, is to create opportunities for children to problematize the very environment they inhabit. To this end, our concern is for peace education aimed at addressing epistemic violence; a form of harm brought about by a particular rationality of domination. -/- The classroom community of inquiry, initially developed by Matthew Lipman and Ann Sharp as the methodology for the Philosophy for Children (P4C) approach to education (Lipman & Sharp, 1978; Lipman, Sharp & Oscanyan, 1980), is often viewed as a solution to inequality in the classroom—an intellectually safe environment which allows students to explore, practice and internalize good reasoning through philosophy so that they can make school relevant to their lives. Traditionally, the teacher’s role is to take a ‘neutral stance’ in discussion during the conduct of a community of inquiry. However, we argue that it is misplaced to assume that the community of inquiry is a safe intellectual environment in which the teacher as co-inquirer also facilitates the discussion procedurally, letting the argument lead, which Lipman took as the guiding principle for his process of inquiry. For, as Paulo Freire (1987) put it: -/- ... the dominant ideology makes its presence in the classroom partly felt by trying to convince the teacher that he or she must be neutral in order to respect the student. This kind of neutrality is a false respect for students. On the contrary, the more I say nothing about agreeing or not agreeing out of respect for the others, the more I am leaving the dominant ideology in peace! (p. 174). -/- Teachers must be aware of the possibility of epistemic violence to be able to detect and disrupt it, in order to facilitate a peaceful inquiry. We do not consider peace in the negative, as the absence of conflict, but in the positive as the capacity to respond skilfully to conflict as a way of life. Therefore, we concentrate on peace education that prepares students to turn conflict into inquiry, rather than peace education as values education or character education that instils values of ‘fraternity and non-violence’ (Gregory, 2004, p. 277). The community of inquiry provides such a framework, however, we argue that it must be facilitated in a way that mitigates the effects of epistemic violence by creating an educational habitat in which multiple ways of knowing can flourish. (shrink)

The limits and secularity of political life have been signature themes of modern Augustinianism, often couched in non-theological language of realism and the role of religion in public life. In dialogue with Gilbert Meilaender, this article inverts and theologizes that interest by asking how Augustinian pilgrims might characterize the positive relation of political history to saving history and the ways in which political action in time might teach us something about the nature of salvation that comes to us from (...) beyond history. This relation of continuity and discontinuity eludes dogmatic formulation, but the goal of the present article is to see where a shared Augustinianism and a shared commitment to aspects of the liberal political tradition might find illuminating disagreement. (shrink)

This paper’s main thesis is that in virtue of being believable, a believable novel makes an indirect transcendental argument telling us something about the real world of human psychology, action, and society. Three related objections are addressed. First, the Stroud-type objection would be that from believability, the only conclusion that could be licensed concerns how we must think or conceive of the real world. Second, Currie holds that such notions are probably false: the empirical evidence “is all against this idea…that (...) readers’ emotional responses track the real causal relations between things.” Third, responding with a full range of emotions to a novel surely requires that it be believable. Yet since we know the novel is fiction, we do not believe it. So in what does its believability consist? (shrink)

Can fictional narration yield knowledge in a way that depends crucially on its being fictional? This is the hard question of literary cognitivism. It is unexceptional that knowledge can be gained from fictional literature in ways that are not dependent on its fictionality (e.g., the science in science fiction). Sometimes fictional narratives are taken to exhibit the structure of suppositional argument, sometimes analogical argument. Of course, neither structure is unique to narratives. The thesis of literary cognitivism would be supported if (...) some novels exhibit a cogent and special argument structure restricted to fictional narratives. I contend that this is the case for a kind of transcendental argument. The reason is the inclusion and pattern of occurrence of the predicate ‘believable’ in the schema. Believability with respect to fictional stories is quite a different thing than it is with respect to nonfictional stories or anything else. (shrink)

In this paper we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works (Denton, 1964; Oliver, 1965; Götz, 1987; Curzon-Hobson, 2003; Marshall, 2007, 2008; Weddington, 2007; Roberts, 2008, 2013; Gibbons, 2013; Heraud, 2013; Roberts, Gibbons & Heraud, 2013) these analyses have not attempted to extrapolate pedagogical guidelines to develop an educational framework for children’s philosophical practice in the way Matthew Lipman did (...) from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. To this end we offer comparisons and contrasts between Camus and the pragmatist educational discourse centred on communities of philosophical inquiry (or, more broadly, collaborative philosophical inquiry). In particular we focus on the phenomenology of inquiry, namely, that “inquiry must begin with a problem, question, or doubt and must aim at a solution or resolution, both of which are genuinely felt—something in which the inquirer actually has a stake” (Gregory & Granger, 2012: 13). We conclude that what Camus calls lucidity has implications for the notion of reconstruction, prominent in Dewey’s thoughts on education, and central to Lipman’s focus on philosophy functioning educationally. (shrink)

The methods of intellectual history have not yet been applied to studying the invention of technology for printing texts and images ca. 1375–ca. 1450. One of the several conceptual developments in this period reflecting the possibility of mechanical replication is a view of the relationship of eternity to durational time based on Gregory of Nyssa’s philosophy of time and William of Ockham’s. The article considers how changes in these ideas helped enable the conceptual possibilities of the dissemination of ideas. (...) It describes a direct connection of human perceptual knowledge to divine knowledge that enhanced the authority of printed production to transfer and reproduce the true and the good. (shrink)

May social unity - the unity of a society or social group - be a matter of sharing values? Political philosophers disagree on this topic. Kymlicka answers: No. Devlin and Rawls answer: Yes. It is argued that given one common 'summative' account of sharing values a negative answer is correct. A positive answer is correct, however, given the plural subject account of sharing values. Given this account, those who share values are unified in a substantial way by their participation in (...) a joint commitment. Some consequences of such sharing of values for the liberty of the people involved are noted. (shrink)

Social media offers a platform for diffused stakeholders to interact with firms—alternatively praising, questioning, and chastising businesses for their CSR performance and seeking to engage in two-way dialogue. In 2014, 163,402 public messages were sent to Fortune 200 firms’ CSR-focused Twitter accounts, each of which was either shared, replied to, “liked,” or ignored by the targeted firm. This paper examines firm reactions to these messages, building a model of firm response to stakeholders that combines the notions of CSR communication and (...) stakeholder salience. Our findings show that firm response to a stakeholder on social media is positively and most significantly associated with what we refer to as the stakeholder’s connective power but negatively associated with the firm’s own connective power. To a lesser extent, firm response is positively associated with the stakeholder’s normative power but negatively associated with the firm’s own normative power. Firm response is also shown to be positively associated with stakeholder urgency in terms of both the originality of a stakeholder message and the expression of positive sentiment. (shrink)

Intended for introductory classes focusing on philosophy of mind, 'Theories of Mind' includes readings from primary sources, edited to suit the needs of the beginner. Selections focus on vivid examples and counterexamples, and give instructors concerned with assigning accessible primary source material a foundation for more advanced studies in philosophy. Selections from David Armstrong, Ned Block, David Chalmers, Patricia Churchland, Paul Churchland, Andy Clark, Daniel C. Dennett, René Descartes, Jerry A. Fodor, Keith Gunderson, Frank Jackson, David Lewis, Barbara Montero, (...) Thomas Nagel, Gilbert Ryle, John Searle, J. J. C. Smart, and Alan M. Turing are included. (shrink)

The use of contingent valuation methods for estimating the economic value of environmental improvements and damages has increased significantly. However, doubts exist regarding the validity of the usual willingness to pay CV methods. In this article, we examine the CV approach in light of recent findings from behavioral decision research regarding the constructive nature of human preferences. We argue that a principal source of problems with conventional CV methods is that they impose unrealistic cognitive demands upon respondents. We propose a (...) new CV approach, based on the value-structuring capabilities of multiattribute utility theory and decision analysis, and discuss its advantages and disadvantages. (shrink)

This article offers a critique of Thomas Scanlon's well-known account of promissory obligation by reference to the rights of promisees. Scanlon's account invokes a moral principle, the "principle of fidelity". Now, corresponding to a promisor's obligation to perform is a promisee's right to performance. It is argued that one cannot account for this right in terms of Scanlon's principle. This is so in spite of a clause in the principle relating to the promisee's "consent", which might have been thought to (...) do the trick. Most likely this argument can be applied to all "moral principle" accounts of promissory obligation. An alternative both to these and to "social practice" accounts is needed. (shrink)

First published in 1987, Althusser, The Detour of Theory was widely received as the fullest account of its subject to date. Drawing on a wide range of hitherto untranslated material, it examined the political and intellectual contexts of Althusser's `return to Marx' in the mid-1960s and proclamaed of a `crisis of Marxism'. It concluded with a balance-sheet of Althusser's contribution to historical materialism. In this second edition, Gregory Elliott has added a substantial postscript in which he surveys the posthumous (...) edition of the French philosopher's work. (shrink)

A half-billion years ago, a few species of single-celled protozoa stumbled irreversibly from loose social interaction into a tight, specialized interdependence. They became multi-celled metazoa, and human beings are one sort. Metazoa greatly transcend their constituent cells in lifetime, abilities, experiences and even materials (like bone). New kind of beings emerged out of the interactions of the old.

The article presents the issues arising from the memberships of moral agents in collectives that have the burden of moral responsibility. Likewise, it examines the qualifying actions that qualify their membership including deliberate contribution, risk taking and others. It differentiates collective responsibility to shared responsibility.

The mass extinction visited upon us by capitalism involves many kinds of devastation. Here I clarify the grounds for assessing the most obvious of these harms, i.e., decimation of species diversity. The thesis that variety among species has intrinsic value motivates, and in turn follows from, the “variable value view” (VVV) of abundance within any given species. In contrast, standard axiologies have no place for the intrinsic value of species diversity. I show that the VVV provides a better justification than (...) the latter do, of the way in which a widely-used empirical indicator summarizes the overall state of life on Earth. These considerations favor ecocentric value theory – which ascribes intrinsic value to properties of ecological wholes, like species diversity, that do not supervene on the well-being of their constituent organisms – over its main competitors. I conclude by widening the focus from wild nature alone to the biosphere comprising both wilderness and the domesticated realm. This broadened perspective helps to link the science and ethics of biodiversity with the political struggle to extract ourselves from the moral abyss of mass extinction. (shrink)

OPINION IS DIVIDED as to whether the "qualitative characters" or "qualia" of conscious sensory experiences such as color perceptions and pain sensations genuinely constitute a major obstacle to the success or tenability of contemporary physicalist theories of mind. Do the enormous complexities of human brain activity--conceived more or less as we now conceive it--alone suffice to account for our conscious sensory experiences, and thereby show how the experiences are nothing over and above the brain activities, or must there be some (...) further kind of thing, if we are to account for the existence of our kind of consciousness? This issue, representing perhaps the most profound division of opinion in contemporary philosophy of mind, cannot possibly reach a genuine resolution in the absence of a satisfactory answer to a question which has suffered astonishing neglect in the extensive debate on this issue: What exactly is the qualitative character of a conscious sensory experience? What exactly is it about color perception, for example, that makes it so distinctive in a "qualitative" respect, allegedly making trouble for contemporary theories of mind? (shrink)

Introduction: -/- It is likely that Boethius (480-524ce) inaugurates, in Latin Christian theology, the consideration of personhood as such. In the Treatise Against Eutyches and Nestorius Boethius gives a well-known definition of personhood according to genus and difference(s): a person is an individual substance of a rational nature. Personhood is predicated only of individual rational substances. This chapter situates Boethius in relation to significant Christian theologians before and after him, and the way in which his definition of personhood is a (...) particular answer to the question, “Jesus has two natures, a divine nature and a human nature, but is one what?” Among Greek (and Syriac) speaking theologians, the typical answer is that Jesus is one ‘hypostasis’. Among Latin speaking theologians, the typical answer is that Jesus is one ‘persona’. It is Boethius’s definition of ‘persona’ that inaugurates personhood as such in Latin speaking theology. Although the Greek and Syriac theologians that I survey come close to a concept of personhood as a distinct category, they do not have such a concept and did not need it for their theological purposes. I show that Rusticus the Deacon is an early witness to this Latin theological invention, and also show that for later Latin theologians, the rationality condition for personhood does very little metaphysical work for their Trinitarian theology or Christology. -/- Further, this chapter surveys Patristic and Medieval Christian theologians’ answers to the question, “God the Father, God the Son, and God the Holy Spirit are one God, but each is one what?” The same replies as above are typically given by Christian theologians. These two theological questions frame the discussion about personhood (and ‘hypostasis’) and put a boundary around what a satisfying account of personhood (and ‘hypostasis’) would be. -/- In contemporary philosophy, there is a lot of attention paid to the rationality condition for personhood. But if we look at the text in which Boethius defines a person, we do not find any precise criteria for it. In other texts, he says that a rational being is one compatible with (capable of) thought and free choice of the will. What we find is that detailed discussion of personhood shows up in theological questions about the Trinity and Incarnation, but not in e.g., applied ethics. The intrusion of personhood into contemporary applied ethics with a focus on detailed and disputed criteria for rationality as a condition for personhood seems to be a modern development. From a Patristic and Medieval Christian theology point of view, trying to find just the right detailed criteria for rationality in order to define personhood is a wild goose chase. This chapter makes clear another contribution that Christian theology had for personhood. Given the theological issues at play in developing a notion of personhood, Christian theologians came to posit that e.g., an individual human is a person contingently (i.e. not essentially), but God the Father, God the Son, and God the Holy Spirit are each a person essentially. The contingency for created persons is not based on whether e.g., an individual human has conscious acts (as might be the case for John Locke) but on the possibility of a divine person’s assuming e.g., an individual human nature. -/- This sampling of Christian intellectual history spans over one thousand years. I make no claim of being exhaustive. The chapter consists of six sections, where each section covers significant historical conversation partners who together represent the sorts of things that Patristic and Medieval Christian theologians where concerned with in theorizing about ‘persona’ or ‘hypostasis’. -/- 1. Origen of Alexandria and the Cappadocians: Basil of Caesarea and Gregory of Nyssa 2. Miaphysites: Severus of Antioch, John Philoponus, and Peter of Callinicum 3. Boethius and Rusticus the Deacon: Rationality, Subsistence, and the Invention of Personhood 4. Neo-Chalcedonians (II): Leontius of Byzantium 5. Scholastic Neo-Chalcedonians (I): Gilbert of Poitiers, Richard of St. Victor, William of Auxerre, Alexander of Hales, Bonaventure, Thomas Aquinas, and William of Ware 6. Scholastic Neo-Chalcedonians (II): Henry of Ghent, John Duns Scotus, and William of Ockham . (shrink)

Deep brain stimulation (DBS) is optimistically portrayed in contemporary media. This already happened with psychosurgery during the first half of the twentieth century. The tendency of popular media to hype the benefits of DBS therapies, without equally highlighting risks, fosters public expectations also due to the lack of ethical analysis in the scientific literature. Media are not expected (and often not prepared) to raise the ethical issues which remain unaddressed by the scientific community. To obtain a more objective portrayal of (...) DBS in the media, a deeper collaboration between the science community and journalists, and particularly specialized ones, must be promoted. Access to databases and articles, directly or through science media centers, has also been proven effective in increasing the quality of reporting. This article has three main objectives. Firstly, to explore the past media coverage of leukotomy, and to examine its widespread acceptance and the neglect of ethical issues in its depiction. Secondly, to describe how current enthusiastic coverage of DBS causes excessive optimism and neglect of ethical issues in patients. Thirdly, to discuss communication models and strategies to enhance media and science responsibility. (shrink)

In _What Animals Teach Us about Politics_, Brian Massumi takes up the question of "the animal." By treating the human as animal, he develops a concept of an animal politics. His is not a human politics of the animal, but an integrally animal politics, freed from connotations of the "primitive" state of nature and the accompanying presuppositions about instinct permeating modern thought. Massumi integrates notions marginalized by the dominant currents in evolutionary biology, animal behavior, and philosophy—notions such as play, sympathy, (...) and creativity—into the concept of nature. As he does so, his inquiry necessarily expands, encompassing not only animal behavior but also animal thought and its distance from, or proximity to, those capacities over which human animals claim a monopoly: language and reflexive consciousness. For Massumi, humans and animals exist on a continuum. Understanding that continuum, while accounting for difference, requires a new logic of "mutual inclusion." Massumi finds the conceptual resources for this logic in the work of thinkers including Gregory Bateson, Henri Bergson, Gilbert Simondon, and Raymond Ruyer. This concise book intervenes in Deleuze studies, posthumanism, and animal studies, as well as areas of study as wide-ranging as affect theory, aesthetics, embodied cognition, political theory, process philosophy, the theory of play, and the thought of Alfred North Whitehead. (shrink)

We discuss mathematical and physical arguments against continuity and in favor of discreteness, with particular emphasis on the ideas of Émile Borel.