This article presents evidence supporting the claim that ethical reasoning is a skill that can be taught and assessed. We propose a working definition of ethical reasoning as 1) the ability to identify, analyze, and weigh moral aspects of a particular situation, and 2) to make decisions that are informed and warranted by the moral investigation. The evidence consists of a description of an ethical reasoning education program—Ethical Reasoning in Action —designed to increase ethical reasoning skills in a variety of (...) situations and areas of life. ERiA is housed at a public, major comprehensive U.S. university—James Madison University—and assessment of the program focuses on interventions delivered prior to and during orientation for incoming first-year students. Findings indicate that the interventions measurably enhance the ability of undergraduate students to reason ethically. ERiA’s competency-targeted program and positive student learning outcomes offers a promising model for higher education ethics programs seeking to connect classroom learning in ethics to decision-making in everyday life. (shrink)

‘That's true-for-you, but not true-for-me.’ Are there any truths for which this is, indeed, true?

Nicolas Malebranche is one of the most important philosophers of the seventeenth century after Descartes. A pioneer of rationalism, he was one of the first to champion and to further Cartesian ideas. Andrew Pyle places Malebranche's work in the context of Descartes and other philosophers, and also in its relation to ideas about faith and reason. He examines the entirety of Malebranche's writings, including the famous The Search After Truth, which was admired and criticized by both Leibniz and Locke. (...) Pyle presents an integrated account of Malebranche's central theses, occasionalism and 'vision in God', before exploring and assessing Malebranche's contribution to debates on physics and biology, and his views on the soul, self-knowledge, grace and the freedom of the will. This penetrating and wide-ranging study will be of interest to not only philosophers, but also to historians of science and philosophy, theologians, and students of the Enlightenment or seventeenth century thought. (shrink)

John Locke has a good claim to the title of the greatest ever English philosopher, and was a founding father of both the empiricist tradition in philosophy and the liberal tradition in politics. This new book provides an accessible introduction to Locke’s thought. Although its primary focus is on the Essay Concerning Human Understanding, it also discusses the Two Treatises on Government, the Essay on Toleration, and the Reasonableness of Christianity, and draws on materials from Locke’s correspondence and notebooks to (...) shed light on the contexts of these major works. Locke’s arguments for his central claims are subjected to close scrutiny, and his replies to his main critics evaluated. A.J. Pyle takes as his guiding theme Locke’s own maxim, that God has given humans enough knowledge for our needs. The philosopher who emerges from these pages is a strikingly modern figure, anti-metaphysical in his attitude both to science and to theology, anti-authoritarian in his politics, and cautiously optimistic about human progress. Locke is indeed one of the founding figures of the Enlightenment, but for Pyle the Lockean Enlightenment is a modest affair of slow and hesitant groping towards the light. As well as serving as an introduction to Locke for students, the book also helps to correct a number of significant errors and misunderstandings that have marred our understanding of Locke and will spark discussion and debate amongst scholars of his work. (shrink)

Examines art and literature of the Americas through the lens of the questionnaire, a genre as central as the manifesto to the history of the avant-garde. Demonstrates how modernism and the avant-garde were debated at the very moment of their development and consolidation"--Provided by publisher.

"In Entangled Empathy, scholar and activist Lori Gruen argues that rather than focusing on animal rights, we ought to work to make our relationships with animals right by empathetically responding to their needs, interests, desires, vulnerabilities, hopes, and unique perspectives. Pointing out that we are already entangled in complex and life-altering relationships with other animals, Gruen guides readers through a new way of thinking about and practicing animal ethics. Lori Gruen is Professor of Philosophy and Coordinator of Wesleyan (...) Animal Studies at Wesleyan University. She is the author of Ethics and Animals and co-editor, with Carol Adams, of Ecofeminism: Feminist Intersections with Animals and the Earth."--Back cover. (shrink)

In this comprehensive introduction to animal ethics, Lori Gruen weaves together poignant and provocative case studies with discussions of ethical theory, urging readers to engage critically and empathetically reflect on our treatment of other animals. In clear and accessible language, Gruen provides a survey of the issues central to human-animal relations and a reasoned new perspective on current key debates in the field. She analyses and explains a range of theoretical positions and poses challenging questions that directly encourage readers (...) to hone their ethical reasoning skills and to develop a defensible position about their own practices. Her book will be an invaluable resource for students in a wide range of disciplines including ethics, environmental studies, veterinary science, women's studies, and the emerging field of animal studies and is an engaging account of the subject for general readers with no prior background in philosophy. (shrink)

Is there something distinctive about humanity that justifies the idea that humans have moral status while non-humans do not? Providing an answer to this question has become increasingly important among philosophers as well as those outside of philosophy who are interested in our treatment of non-human animals. For some, answering this question will enable us to better understand the nature of human beings and the proper scope of our moral obligations. Some argue that there is an answer that can distinguish (...) humans from the rest of the natural world. Many of those who accept this answer are interested in justifying certain human practices towards non-humans—practices that cause pain, discomfort, suffering, and death. This latter group expects that in answering the question in a particular way, humans will be justified in granting moral consideration to other humans that is neither required nor justified when considering non-human animals. In contrast to this view, an increasing number of philosophers have argued that while humans are different in a variety of ways from each other and other animals, these differences do not provide a philosophical defense for denying non-human animals moral consideration. What the basis of moral consideration is and what it amounts to has been the source of much disagreement. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:IntroductionLori A. Custodero and Anna NeumannIn this symposium, three scholars present the genesis, meaning, and artfulness of creative work and its realization as aesthetic experience within three educational fields. Lori A. Custodero, working out of music education, provides a perspective emanating from an aesthetic of childhood wonder and playfulness; David T. Hansen, writing out of philosophy of education, discusses how being fully present in the teaching moment leads (...) to meaningful experience; and Anna Neumann, who writes out of the field of higher education studies, represents scholars as engaged in intellectual pursuits, often framed aesthetically, and as struggling to hold on to precious time for creation. Aware of the inherent tensions in learning environments from child care centers to graduate schools, we address ways in which our research has revealed people's sustained pursuit of imagined possibilities, oftentimes amidst perceived impediments.Creative work involves imagining possibilities whereby individuals, alone and together, pose personally relevant questions and pursue fluent pathways of inquiry within the shared meanings of cultural context. At its finest, such work is artful, simultaneously responding to and emanating from immediate circumstance and past experience. It is malleable and vulnerable and compelling, fusing familiar images and surprising perceptions into new "equilibria... stable, even though moving" whereby "changes interlock and sustain one another."1 As scholars and teachers committed to learning, we strive to create and discern meaning between established understandings and emerging ideas and images. As we dance between reception and action, between insight and "onsight,"2 fully attentive to the perceived potentials in our work, we move toward synchrony, experiencing the aesthetic. The realizations that arise from experiences such as these — new or newly reconfigured words, sounds, images, movement, and ideas — express new balances of sense and feeling and, sometimes, beauty. Whether in the shared, artfully expressive vocalizations between the newborn infant and mother or in the scientist's finessing patience with elegant mathematical imagery, creative work invites a drawing together of what we know and what we struggle to know. Over time, the interplay of this work and its realization, [End Page 33] what Dewey refers to as "movement and culmination,"3 creates a momentum that serves to define lives as aesthetic.We have created this symposium as a space for considering the meanings of the aesthetic in lives — from its earliest instantiations in the experiences of infants and young children, to its developed expression in the professional (in this case, intellectual) efforts of adults pursuing scholarly careers, to its representation in teaching as intergenerational fusions of knowledge, learning, and lives. We see the aesthetic as both native and learned; as individually held and formed and felt, and as collectively created and voiced, the product of lives in intersection; as marking bounded moments in time (those instants of compelling "present-ness") and as spreading through years, well beyond bounded present-ness, perhaps as memory. Yet while striving to define the aesthetic in lives, we also strive to understand lives, individually and interactively, as lodgings for the aesthetic, as locations that give shape, form, and voice to beauty and insight, to creativity and learning. As we explore the lives in which the aesthetic finds its home, and within which it forms, we wonder about the extent to which the aesthetic may, in its turn, illuminate the strivings of those lives, including human desires to create, know, learn, understand, sense. We are then collectively concerned with the meanings of the aesthetic in lives and about the lives themselves as "moving spaces" within which the aesthetic can grow.We pursue this theme, centered on the power of the aesthetic to illuminate human lives, out of a realization that current understandings of what it means to be human — and especially what it means to learn and create — have been framed within the rubrics of the social sciences, certainly in productive ways. And yet we suggest that the artful, though powerful in its abilities to voice emotion and beauty, has not been employed as intensively as it might in efforts to understand what it means to create and learn as virtues of human existence, as perhaps the ultimate of human strivings. We hope that these symposium papers will help invigorate such... (shrink)

In this timely collection, some of the world's leading ethicists grapple with the variety of issues posed by human embryonic stem cell research. Investigates the moral status of the embryo including the creation of chimeras and paying for gametes (eggs and sperm) and embryos for research purposes Provides a thorough evaluation of the ethics and politics of regulating hESC research, and the privacy, confidentiality, and informed consent in the conduct of research and clinical investigations Essential reading for scientists, philosophers, policy (...) makers, and all who are interested in the ethical conduct of science Contributors include David DeGrazia, Lori Gruen, Elizabeth Harman, John Harris, Jeff McMahan, Don Marquis and Peter Singer. (shrink)

A three-cornered dispute about God and nature Content Type Journal Article DOI 10.1007/s11016-010-9481-5 Authors Andrew Pyle, Department of Philosophy, University of Bristol, 9 Woodland Rd, Bristol, BS8 1TB UK Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.

The COVID-19 global pandemic has led to significant disruptions in the lives of high-performance athletes, including the postponement of the Tokyo Olympic and Paralympic Games, the cancellation of many international and national competitions, and drastic changes in athletes’ daily training environment. The purpose of this research was to examine the interplay between the mental health and mental performance of Canadian national team athletes and the impact of the COVID-19 pandemic on these variables from the perspective of mental performance consultants and (...) mental health practitioners. Twelve individuals working in these roles with national team athletes participated in focus groups and interviews during the second wave of the COVID-19 pandemic in Canada. Findings from the inductive reflexive thematic analysis revealed three main themes: factors impacting athlete mental health, consequences of COVID-19 for athletes, and impact of the pandemic on practitioners. Interestingly, athletes with prior good mental performance skills were perceived to be more equipped to cope with challenges related to the pandemic, which concurrently seemed to facilitate good mental health throughout the pandemic. Furthermore, even though the pandemic had several debilitative consequences on athletes’ mental health, it imposed a break from training and competition that allowed them to rest and enjoy their life outside of sport. Finally, participants discussed the need for more mental health resources and better access to practitioners supporting mental performance and mental health in the Canadian sport system. (shrink)

This essay analyses Ernst Troeltsch’s writings on Protestantism and modernity in light of recent scholarship on the category of the secular. In his historical work on the relationship of Protestantism to the rise of the modern world, the essay argues, Troeltsch was not engaged primarily in a narrative of secularization; nor does he promote what current scholars call an ideology of secularism. Instead, Troeltsch was exploring how religion changes in different cultural contexts, and was intervening in debates in his own (...) society about the political structure, cultural ethos, and future of Germany. The essay therefore cautions against the hasty projection of concepts like secularism and secularization as theorized today back onto the works of nineteenth-century thinkers such as Troeltsch. The political and cultural concerns that animate Troeltsch’s work can be better captured by a more subtle understanding of the multiple meanings of abstract categories in their own intellectual-historical contexts. (shrink)

In _Politics with Beauvoir_ Lori Jo Marso treats Simone de Beauvoir's feminist theory and practice as part of her political theory, arguing that freedom is Beauvoir's central concern and that this is best apprehended through Marso's notion of the encounter. Starting with Beauvoir's political encounters with several of her key contemporaries including Hannah Arendt, Robert Brasillach, Richard Wright, Frantz Fanon, and Violette Leduc, Marso also moves beyond historical context to stage encounters between Beauvoir and others such as Chantal Akerman, (...) Lars von Trier, Rahel Varnhagen, Alison Bechdel, the Marquis de Sade, and Margarethe von Trotta. From intimate to historical, always affective though often fraught and divisive, Beauvoir's encounters, Marso shows, exemplify freedom as a shared, relational, collective practice. _Politics with Beauvoir_ gives us a new Beauvoir and a new way of thinking about politics—as embodied and coalitional. (shrink)

The purpose of this study was to describe the extent to which nurses perceive the ethical dimensions of clinical practice situations involving patients, families and health care professionals. Using the composite theory of basic moral principles and the professional standard of care established by legal custom as a framework, situations involving ethical dilemmas were gleaned from the nursing literature. They were reviewed for content validity, clarity and representativeness in a two-stage process by expert panels. The situations were presented in a (...) written format to a convenience sample of nurses (n = 125), who were primarily staff nurses (65.6%). Respondents' judgements about whether the main issue of each situation concerned ethics ranged from a low of 0.8% to a high of 40%. From analyses of the categories into which the majority of subjects placed each situation, it was concluded that these nurses generally perceived ethics as the main issue in situations that directly involve patients' autonomy. Analysis yielded unanticipated findings about the themes in ethical situations to which nurses in practice may respond. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 39.2 (2005) 36-57 [Access article in PDF] "Being With": The Resonant Legacy of Childhood's Creative Aesthetic Lori A. Custodero Teachers College, Columbia University Introduction...enrichment of the present for its own sake is the just heritage of childhood....1In this paper, the qualities of artistic pursuit exemplified in the musical play of children and the compositional processes of adults provide a context for exploring how (...) "being with" influences teaching and learning. Specifically I propose that "being with" music generates a sense of the aesthetic as we both transform musical materials — timbres, pitches, rhythms, phrases, harmonies — and are transformed by our experiences with them, and that "being with" others as we partake in musical activity often broadens and deepens that experience. In many ways, this is an exploration into why childhood matters, how it functions as a mirror for our adult lives as we experience and revel in the seemingly miraculous moments of aesthetic insight, where the familiar is welcomed with fresh perception and the addition of novelty is greeted as the solution to a previously unfathomable problem. It is also about why children matter, as our responses to their ways of being connect and transform us as adults. In this piece, recorded observations of children's musicality are juxtaposed with first-person accounts of adults' creative processes, revealing contributions to our understanding of artistry-in-action as it is manifested in both the musical and the pedagogical. The Aesthetic in Childhood and Adulthood To be "in the moment" is to encounter the aesthetic — fully engaged in an activity for which one's individual contributions are perceived as vital, aware of surprise relationships between seemingly disparate phenomena, and enveloped by sensory messages of color, sound, and movement meeting personal criteria for beauty. Such experiences exemplify features of artistry, an approach defined by openness to possibility and orientation toward discovery, where cues emanating from involvement in activity are clearly interpreted and utilized, and reflection is an ongoing process informing action. Characterized by a sense of wonder and ability to imagine and invent, the creative worlds of young children have provided a source of artistic genesis cited by composers, performers, psychologists, and educators.2Edith Cobb's thoughtful, groundbreaking account of the relationship between childhood and artistry, The Ecology of Imagination in Childhood, was introduced by Margaret Mead, who highlighted the work's thesis: "that in the imaginative experiences of childhood could be found the essential kernels of the highest forms of human thought."3 The legacy of childhood is universal to our existence; in acknowledging its contributions to ontological and cultural artistry, we can both connect personal histories across the [End Page 36] lifespan and identify characteristic trends across a spectrum of aesthetic rendering.4One trait common to both the child and the creative adult is a focused attentiveness to perceived affordances, that is, materials and human resources accessible in the environment. Acting upon and with these resources,children and artists become aesthetic agents as sensitivity to both experience and milieu combine to produce relevant and innovative outcomes.5 These two interactive dimensions have been described in interviews with composers I have interviewed as "being with the moment" and "being with yourself and at the same time with another" and are operating in the musical play of children, as noted in this description recorded by a mother/student: On Thanksgiving Day, we had a family gathering of sixteen people, five of whom are under the age of eight years. Three-year-old Louise is thrilled to be with her female cousins, who all dress up in ballet-type frilly costumes in order to put on a "show" for the family. Cousin Lily, now eight years old, assumes the role of pianist, while Louise, and five-year-old cousin Amy creatively dance to Lily's improvised accompaniment. Their movements are directly related to Lily's playing, in her fluidity and well as "jumps!" Here, family members serve as catalysts for creative activity — costumes and musical instruments in the environment... (shrink)

We have a thriving biotechnology industry in the United States. There are over 1,450 biotechnology companies developing diagnostic and treatment technologies in medicine, creating more nutritional foods, and innovating new industrial processes. Yet this $28.5 billion sector of the economy is not without controversy. The “bio” in biotechnology comes from living, biological entities - people, plants, animals, and even bacteria. In the realm of biobanking, people are the source of the raw material for the discovery of genes for research, diagnosis, (...) and therapy, raising a host of issues about rights and responsibilities, fiduciary duties and societal obligations. (shrink)

Abstract:To date, our understanding of ethical decision making and behavior in organizations has been concentrated in the area of moral judgment, largely because of the hundreds of studies done involving cognitive moral development. This paper addresses the problem of our relative lack of understanding in other areas of human morality by applying a recently developed construct—moral approbation—to illuminate the link between moral judgment and moral action. This recent work is extended here by exploring the effect that organizations have on ethical (...) behavior in terms of the moral approbation construct. (shrink)

When the atomic theory was revived in the seventeenth century, the atomists faced a problem concerning the status of the laws of nature. On the face of it, the postulation of absolutely hard, rigid, and impenetrable atoms seems to entail the existence of natural necessities and impossibilities: Atoms A and B cannot interpenetrate, so atom A must push atom B when they collide. The properties of compound bodies are to be explained in terms of their “textures” (i.e., the arrangements of (...) their constituent atoms) on the famous lock-and-key model. Once again, it looks as if we have a domain of natural necessities depending on the textures of compound bodies. But the atomists seem to think of the laws of nature as radically contingent, not the sorts of things that could in principle be known a priori. This article seeks to address this tension between what the atomists seem committed to by their matter theory (real necessary connections in nature) and what they in fact say (that all the laws are contingent). In my Atomism (1995) I sought to resolve the tension by appealing to a sharp distinction between the atomists’ metaphysics and their epistemology. On this interpretation, they remain committed to natural necessity, but insist that we can never do Natural Philosophy in the “high priori” manner, by discovering real essences and their necessary connections. Our sciences of nature must remain empirical. Since publication of Atomism, however, this possible solution of the problem has come to seem more doubtful. Reflection on the work of my three “dissenting voices” (Margaret Osler, Peter Anstey and Rae Langton) has forced a radical rethink, focussing on the problematic relation between the intrinsic properties of the atoms and their (dynamic) powers. If there is no discoverable intelligible connection between what the atom is in itself (its intrinsic properties) and what it does (its powers), then my earlier solution will turn out to be untenable. (shrink)

Some bioethicists argue that conscientious objectors in health care should have to justify themselves, just as objectors in the military do. They should have to provide reasons that explain why they should be exempt from offering the services that they find offensive. There are two versions of this view in the literature, each giving different standards of justification. We show these views are each either too permissive (i.e. would result in problematic exemptions based on conscience) or too restrictive (i.e. would (...) produce problematic denials of exemption). We then develop a middle ground position that we believe better combines respect for the conscience of healthcare professionals with concern for the duties that they owe to patients. Our claim, in short, is that insofar as objectors should have to justify themselves, they should have to do it according to the standard that we defend rather than according to the standards that others have developed. (shrink)

Volume 25, Issue 3, March 2025, Page 78-80.

Legislative strategies for reducing infant abandonment and neonaticide developed in response to a series of sensational cases that occurred in Texas in 1999. The media coverage of these cases implied that the incidence of the crime was increasing, and Texas legislators responded with a law permitting parents to anonymously surrender their newborn at designated locations such as hospitals. This was the first “safe haven” law. Interest peaked nationwide, and by 2008 all states had a similar version of the law. These (...) laws can trigger rapid cessation of parental rights and a fast-tracked adoption to a preapproved family, reflecting the legislators’ assumption that it is better to permit struggling mothers to leave their children with well-intentioned strangers than to abandon the children or end their lives. These laws, however, suffer from several inadequacies. (shrink)

According to the main theories of the knowledge-based economy (KBE), the recent transformations of capitalism are the origins of a general societal change. Managerial theories consider KBE to be a series of win-win mechanisms that simultaneously favour firms, workers and consumers. The cognitive capitalism theory perceives in the development of cognitive capitalism signs of the formation of a post-capitalist economy. This article discusses the main features of these two theoretical orientations and identifies some core ambivalences in KBE. The relationship between (...) the market and society in KBE is marked by a dialectical process. The former incorporates mechanisms of potential economic valorization generated by informal social relationships. To this end, it must internalize actors, practices and cultures that are partially in conflict with it, given that it must make ever greater attempts to bring the overall process back within the ownership regime. One thus witnesses a reduction of the barriers between firms and society, that can simultaneously engender a more subtle dominance of the former over the latter, or the growth of autonomy, self-organization and peer cooperation among social actors. This second possibility relies entirely upon politics and collective action. (shrink)

In 1963, in the first edition of his book Metaphysics, Richard Taylor presented two interesting defenses of the cosmological and design arguments for the existence of God. Surprisingly, even after the third edition has appeared, his defense of the cosmological argument has passed relatively unnoticed, and while his novel account of the argument from design has provoked a fair amount of critical discussion, little attention is given to Taylor's reply contained in the same text. In this paper, we attempt to (...) show that Taylor's defenses contain some new and interesting moves. However, we conclude that they ultimately fail to provide rational grounds for belief in the existence of God. (shrink)