This volume, with contributions from scholars in political science, literature, and philosophy, examines the mutual influence of reason and religion at the time of the American Founding.

THE MOST SACRED FREEDOM includes eight essays that were first presented at the 2014 A.V. Elliott Conference on Great Books and Ideas, the seventh annual conference sponsored by Mercer Universitys Thomas C. and Ramona E. McDonald Center for Americas Founding Principles. Together, these essays explore the great principle of religious liberty by charting its development in the Western tradition and reconsidering its place at Americas founding. The book begins with a comparison between the flood accounts in Genesis and the Mesopotamian (...) Atra-Has's and advances all the way to the 2014 Supreme Court case Burwell v. Hobby Lobby. The intervening chapters examine the contributions of figures such as Emperor Julian, Roger Williams, Cecilius Calvert, John Locke, Jean-Jacques Rousseau, and the American Founders. Contributors to the volume are Steven Grosby, Jeremiah H. Russell, Maura Jane Farrelly, Daniel Cullen, John Witte, Jr., Scott Yenor, David Ramsey, and Michael Novak. (shrink)

Changing the Educational Landscape is a collection of the best-known and best-loved essays by the renowned feminist philosopher of education, Jane Roland Martin. Trained as an analytic philosopher at a time before women or feminist ideas were welcome in the field, Martin brought a philosopher's detachment to her earliest efforts at revolutionizing the curriculum. Her later essays on women and gender further showcase the tremendous intellectual energy she brought to the field of feminist educational theory. Martin explores the challenges (...) and contradictions posed by the very concept of women's education, and also recognizes how the presence of women necessitates the rearticulation of not only the curriculum but also the standard ideologies in education. (shrink)

The recent escalation of concern about scientific integrity has provoked a larger discussion of many questions about why we do science the way we do, as well as about how we should do it. One of these questions concerns collaboration: who should count as a collaborator? This, in turn, raises the question why collaborators collaborate, and whether and when they should. Here, history offers insights that can illuminate the current debate.

Jane Heal; VI*—The Disinterested Search for Truth, Proceedings of the Aristotelian Society, Volume 88, Issue 1, 1 June 1988, Pages 97–108, https://doi.org/10.10.

In this paper, a number of lines of argument buttress and support the contention that Dirty Hands is a comparatively undervalued part of the Sartrean oeuvre. Using commentary from Bell and Pellauer, and employing categories relevant also to the work of Beauvoir and Camus, the paper comes to the conclusion that Hugo, as the central character of the play, is an exemplary Sartrean protagonist, and that the play is worthy of more attention than it has received. An important part of (...) the central assertion is that the play is as critical a part of the Sartrean dramatic canon as The Flies and No Exit. (shrink)

BackgroundSuicide research aims to contribute to a better understanding of suicidal behaviour and its prevention. However, there are many ethical challenges in this research field, for example, regarding consent and potential risks to participants. While studies to-date have focused on the perspective of the researchers, this study aimed to investigate the views and experiences of members of Human Research Ethics Committees (HRECs) in dealing with suicide-related study applications.MethodsThis qualitative study entailed a thematic analysis using an inductive approach. We conducted semi-structured (...) interviews with a purposive sample (N = 15) of HREC Chairs or their delegates from Australian research-intensive universities. The interview guide included questions regarding the ethical concerns and challenges in suicide-related research raised by HREC members, how they dealt with those challenges and what advice they could give to researchers.ResultsThe analysis identified four main themes: (1) HREC members’ experiences of reviewing suicide-related study applications, (2) HREC members’ perceptions of suicide, suicide research, and study participants, (3) Complexity in HREC members’ decision-making processes, and (4) HREC members’ relationships with researchers.ConclusionsReliance on ethical guidelines and dialogue with researchers are crucial in the assessment of suicide-related study applications. Both researchers and HREC members may benefit from guidance and resources on how to conduct ethically sound suicide-related studies. Developing working relationships will be likely to help HRECs to facilitate high quality, ethical suicide-related research and researchers to conduct such research. (shrink)

What kind of things are damaged art-objects? Are they junk, trash, mere stuff? Or do they remain art by virtue of their distinguished provenance or still discernible design? What kind of powers do such things have as material bodies and forces? Instead of attempting to locate proper concepts for salvaged art-things, this essay, from a perspective centered on the power of bodies-in-encounter – where “power” in Spinoza’s sense is the capacity to affect and be affected – attempts to home in (...) on the presence of a material vibrancy in the hope of better understanding the postures, reactions, and comportments that damaged art pieces inspire as we engage with them. This article proposes that even so-called “inanimate” things convey specific degrees of animacy even if not all of them qualify under the biological definition of life. (shrink)

All professional ethics are dependent on the epistemology of the profession. The possibility of following a code of ethics, whether the official one or an alternative code, is dependent on being able to obtain knowledge and understand the world. Professional knowledge has to be based on inferences from limited information. Statistics provides the optimal methods for making such inferences, and thus ethical professional conduct requires individual or collective understanding of some statistical thcory and practice. This is demonstrated using the medical (...) profession as an example. Statistical methods are essential in all areas of medicine, in routine medical practice, in screening for disease and in research. Evidence from medical journals, textbooks and research bodies shows that the statistical basis for ethical conduct is lacking. However, there are attempts to improve the situation. (shrink)

Midwifery work and the making of narrativeThis paper draws on a study of birth support conducted across three Melbourne maternity units. Midwife informants were asked to participate in semistructured interviews with two researchers and describe the activity and role of lay birth support people. In the course of the study, the activity of the midwives themselves became a research focus. The study found that one of the key tasks midwives described was assisting birthing women to develop and negotiate satisfactory birth (...) narratives that could encompass the intense and sometimes difficult experience of birth. Midwife informants offered strategies for the development of such narratives as part of their professional and personal labour in the birth room. (shrink)

Biological development is about history, the history of an individual through time. Historically, the dominant epigenetic tradition has seen the developmental process as an unfolding of potential or in terms of the emergence of new organization that becomes an individual organism over time. The concept of development has included differentiation, growth, and morphogenesis; since the mid-nineteenth century, it has been seen in terms of cell division. Along the way have come explorations of such issues as the extent to which development (...) is driven by hereditary determination rather than flexible regulation in response to changing conditions. Some researchers have focused specifically on examining the capacity for regeneration in response to injury or loss, or on the extent to which parts are self-organizing individually rather than determined segments of a whole. This paper introduces the historical study of development. (shrink)

This paper is not a study of F.H.Bradley’s influence on T.S.Eliot, nor of the relationship between philosophy and poetry. Despite its concern with poetry, language and thought, it does not attempt to enlist Eliot as a ‘poet in a destitute time’. () It has grown out of a confrontation with Eliot’s writing and the contradictions inherent in his poetry where, it might be said, jouissance erupts in negations. ().

Despite the ubiquity of healthcare simulation and the humanities in medical education, the two domains of learning remain unintegrated. The stories suffused within healthcare simulation have thus remained unshaped by the developments of narrative medicine and the health humanities. Healthcare simulation, in turn, has yet to utilize concepts like co-construction and narrative competence to enrich learners’ understanding of patient experience alongside their clinical competencies. To create a conceptual bridge between these two fields (including narrative-based inquiry more broadly), we redescribe narrative (...) competence via Ronald Heifetz’s distinction of “technical” and “adaptive” challenges outlined in his adaptive leadership model. Heifetz, we argue, enriches learners’ self-understanding of the unique demands of cultivating narrative competence, which can be both elucidated on the page and tested within the charged yet supportive simulation environment. We introduce Co-constructive Patient Simulation (CCPS) to demonstrate how working with simulated patients can support narrative work by drawing on the clinical vicissitudes of learners in the formulation and enactment of case studies. The three movements of CCPS—resensing, retelling, and retooling—told through learner experiences, describe the affinities and divergences between narrative medicine’s sequence of attention, representation, and affiliation; Montello’s three forms of narrative competence (departure, performance, change), and Heifetz’s three steps (observe, interpret, and intervene) of adaptive leadership. (shrink)

From modest beginnings, the conglomerate Odebrecht became one of the most relevant actors of development for Brazil and Latin America. By 2010, the conglomerate was elected the best family business in the world. Annual revenues rose from US$ 24 billion in 2008 to US$ 41.8 billion in 2014. However, by 2015 Odebrecht was in a very different situation, embroiled in a multi-billion-dollar corruption scandal. To illegally secure more than 100 projects, Odebrecht had paid approximately US$ 788 million in bribes across (...) 12 countries. Corruption was not new in Latin America, but so many powerful people facing jail time in the region certainly was. In 2016, Odebrecht agreed to pay a record breaking fine of US$ 2.6 billion for violating the Foreign Corrupt Practice Act. This case describes Odebrecht’s corruption scandal, touching on possible causes, the company’s handling of the criminal allegations, and probable defenses to protect against future setbacks. (shrink)

If this book were a film, it would be rated M-with a caution that 'some viewers may be disturbed by some scenes'. In CATCHING THE KNOWLEDGE WAVE? Jane Gilbert takes apart many long-held ideas about knowledge and education. She says that knowledge is now a verb, not a noun-something we do rather than something we have-and explores the ways our schools need to change to prepare people to participate in the knowledge-based societies of the future. The knowledge society is (...) an idea that is widely discussed, but not well understood. Knowledge is developing a new meaning, one that is quite different to the one our schools were built on. Because of this, knowledge society developments are a major challenge for our schools. We cannot address this challenge by adding more ideas to our existing structures. We need a completely new framework-one that takes account of knowledge's new meaning, but also gives everyone an equal opportunity to succeed. If this seems like a tall order, it probably is-however this book attempts to map out such a framework. This is a book to argue with, to agree or disagree with, but above all to read-the future of our public education system is at stake. (shrink)

O presente texto tem por objetivo expor a tematização de J. Chasin acerca da natureza da política em Karl Marx. Segundo Chasin, a crítica marxiana à política tem caráter ontológico, permitindo conhecer o significado maior do ideário marxiano: a distinção necessária entre revolução política e emancipação humana. Tema de fundo que permeia diretamente os propósitos marxianos de revolver e transformar a anatomia da sociedade civil na direção da emancipação humana. Em outras palavras, segundo Chasin, a problemática nodal do pensamento marxiano (...) é a emancipação humana, tema, ele mesmo, decorrente imediato da própria determinação marxiana da individualidade humana: ser ativo e social, autoconstrutor de si e de sua mundaneidade, ainda que de modo contraditório e estranhado. Chasin determina, desse modo, que é na condição de raiz que a crítica ontológica à política se põe e é trabalhada por Marx, de sorte que a não compreensão do sentido real da crítica ao complexo categorial da politicidade – o poder, a política e o estado - reduz, quando não obstaculiza, o real acesso ao texto marxiano. (shrink)

This case study examines the ethical dimensions of isolation for patients diagnosed with tuberculosis in Australia. It seeks to explore the issues of resource allocation, liberty, and public safety for wider consideration and discussion.