In this paper we challenge the idea that valid consent is the golden standard by which a sexual encounter is deemed ethical. We begin by reviewing the recent public focus on consent as an ethical standard, and then argue for a standard that goes beyond legalistic and contractual foci. This is the standard of mutuality which extends beyond the assurance that all parties engaging in a sexual encounter are informed, autonomous, and otherwise capable of making a valid choice: one must (...) also encounter the other with care and loving attention. We develop this claim using Iris Murdoch’s concept of an attitude of “loving attention,” which differentiates our view from the duty of due diligence to ensure that each person is a willing participant in sex, that the rights of others have not been violated, as emphasized by Dougherty. We also address three objections to using mutuality as a measure of ethical sex, namely that it is patronizing, that it is a maximalist position that puts too great a burden on individuals and inhibits their freedom, and that it is an ideal rather than a requirement. We then look at three examples that test the construct of mutuality: the typical college hook-up, sex work, and anonymous sex through glory holes and similar set-ups. (shrink)

Our 2021 article in Ethical Theory and Moral Practice argued that mutuality, defined as ‘loving attention’ towards a sexual partner, should be a moral standard for ethical sex. We specified that this loving attention should occur in the form of attempting to know what could be knowable about the other person and taking a ‘thick’ view of the other in their particular social and psychological contexts. We contrasted this orientation with the comparatively ‘thin’ view of people from a rights-based ethical (...) perspective that claimed that individuals would have fulfilled their moral duty by acquiring free and informed consent from a partner. Michael Hand and Michael Reiss have responded to the article, and here we respond to their critiques. (shrink)

We present a review of part of the results obtained by the authors for the statistics of coherent radiation propagating in a random medium both in the framework of diagrammatic techniques and random matrix theory. Distribution functions for the total transmission coefficient and the angular transmission coefficient for the diffusive transport and the crossover between the diffusive and ballistic regimes are obtained.

The welfare and protection of human subjects is critical to the integrity of clinical investigation and research. Institutional review boards were thus set up to be impartial reviewers of research protocols in clinical research. Their main role is to stand between the investigator and her human subjects in order to ensure that the welfare of human subjects are protected. While there is much literature on the conflicts of interest faced by investigators and researchers in clinical investigations, an area that is (...) less explored is CIs that may affect members of IRBs during the institutional ethics review of clinical investigations. This article examines the notion of CIs in clinical research and attempts to develop a framework for a clearer and more balanced approach to identifying CIs that may influence members of IRBs and impede their independence. It will also apply the proposed framework to demonstrate how IRBs possess, or at least may appear to possess, forms of financial CIs and non-financial CIs. The proper identification and management of these CIs is critical to preserving the integrity of clinical investigations and achieving the primary aim of human subjects protection. (shrink)

Background Healthcare professionals (HCPs) face a myriad of ethical challenges during the coronavirus disease 2019 (COVID-19) pandemic. However, there is limited literature examining the ethical challenges faced by HCPs in low- and medium-income countries. The research was designed to explore the ethical challenges experienced by HCPs in a Malaysian hospital setting during the pandemic. Methods Semistructured interviews were conducted via video calls with 10 Malaysian HCPs across different clinical disciplines involved in managing patients diagnosed with COVID-19 infections. The calls were (...) audio-recorded, transcribed verbatim and checked. Thematic analysis with constant comparison across transcripts was carried out to identify categories and themes. Results Three main themes emerged. Firstly, there was deprioritisation of care for non-COVID-19 patients resulting from resource limitations. HCPs raised concerns that there was curtailed access to various healthcare services by non-COVID-19 patients. There was also a trade-off between protecting individual patient safety and public health interests. Secondly, patients were disempowered from decision-making; the decision to segregate suspected COVID-19 patients to high-risk areas without seeking patients’ approval may result in an increased risk of infection. Lastly, HCPs expressed internal conflicts when balancing the professional duty of care against concerns about contracting COVID-19 and spreading it to their family members. Conclusion The study highlighted ethical issues faced by HCPs in Malaysia during the pandemic. It underscores the need for clinical ethics consultation services in hospitals to navigate the various ethical dilemmas. (shrink)

This article examines the study of mind and behavior at the University of Chicago through the career of Charles Judson Herrick, neuroanatomist and psychobiologist. Herrick’s views on human nature, education, and social control are discussed in the context of the progressive evolutionism pervading the university in the early twentieth century. The religious background of Herrick’s work is important to understanding the service ethos that permeated his science, which was also the basis of his interest in pragmatism and of his opposition (...) to certain tenets of behaviorism. Herrick was dedicated to interdisciplinary collaboration, which he thought crucial to the development of psychobiology. His relationship with Karl S. Lashley in the 1920s is analyzed. Their disagreements about the relationship between science and humanism, as revealed in their views on behaviorism, did not prevent them from working together to articulate a holistic theory of brain function and learning. (shrink)

A secret concealed for centuries, shrouded in myth, silenced by stone. A secret that if unleashed threatens to shake the very foundation of Western civilization. A secret that can remain hidden no longer. The quest begins in Rome, where a grizzly murder and a plundered tomb serve to ignite perhaps the most controversial conflict in human history. Inspector Domenico Conti is charged with the task of recovering the contents of the tomb, but as he delves deeper into the investigation, he (...) is thrust into the center of a centuries-old struggle between truth and those who would stop at nothing to conceal it. But he is not alone. Dr. Dana McCarter, newly appointed director of the Advanced Institute for the Study of Antiquity, finds herself at the heart of the mystery when her considerable expertise in ancient Greek philosophy and her suspect involvement with the black market take her on a journey beginning in her New York University offices and sweeping around the globe—from the dark alleys of Moscow, to the rolling hills of the Italian countryside and the enigmatic relics of an ancient civilization, alive with long-kept secrets. As the search for answers leads them through a labyrinth of conspiracy and intrigue, Dana and Domenico must question everything they believe in and decide how much they are willing to sacrifice to know the truth. (shrink)

Philosophy is both fun and good for kids’ brains, as it encourages them to think deeply and develop their own solutions to complex problems. With this colorful book about philosophy for kids, they’ll learn all about introductory concepts and important thinkers in a way that’s fun and approachable, but still in-depth and substantial. -/- In this book, your child will explore questions like: “What is real?”, “How do I know something is true?”, “How can I be a good person?”, and (...) “If this is true, what else is true?” A detailed glossary offers easy-to-understand definitions for the more advanced words and ideas in the book. (shrink)

An introduction to 25 major philosophers for kids ages 8 to 12. Learning about philosophy encourages kids to ponder big ideas and ask deep questions about the world around them. This book introduces kids to 25 major Eastern and Western philosophers with easy-to-understand explanations of their most well-known ideas. What sets this book about philosophy for kids apart: An introduction to philosophy--Kids will learn more about what a philosopher is, what kind of questions they ask, and the history of Eastern (...) and Western philosophy. Thinkers throughout time--This book covers ancient philosophers like Socrates and Confucius, medieval philosophers like Averroes and Hildegard of Bingen, and modern philosophers like Simone de Beauvoir and Mohandas Gandhi. Thought-provoking questions--Get kids thinking with philosophical questions that help them consider opposing ideas, develop strong arguments, and strengthen their communication skills. Pick up this kid-friendly choice in philosophy books and inspire the budding philosopher in your life. (shrink)

Critical thinking shows people how to analyze arguments, speeches, and newspaper articles to see which faults the authors are making in their reasoning. It looks at the structure of language to demonstrate rules by which you can identify good analytical thinking and helps people to formulate clear defensible arguments themselves. As people are always trying to put a certain point/opinion across in a variety of arenas in our lives, this is a very useful skill. With real life newspaper extracts, a (...) glossary, exercises and answers, and a guide to essay writing, this is an invaluable tool for both students wanting to improve their grades and general readers wanting to boost their brainpower. (shrink)

Sometimes it feels like you need a Ph.D. to follow the show. But you don't. You just need this book in which twenty-one philosophers explore the deep questions we all face as survivors on this planet: Does "everything happen for a reason"? Is torture ever justified? Who are the Others? How do we know we're not patients in Hurley's psych ward? What if the Dharma Intitiative is experimenting on us? Desmond may not be able to save Charlie, but this book (...) could save you. A provocative study of the hit television show, _Lost_, currently in its third season and set to reach its climax in 2010 Highlights the sense in which _Lost_ is a genuinely philosophical show Helps fans understand and navigate some of _Lost’s_ deeper meanings Connects episodes and events in the show to core philosophical issues such as truth, identity, and morality Shows that it’s no accident that there are _Lost _characters names Locke, Rousseau, and Hume. (shrink)

Take a Stand! (grades 9-12) helps teens develop critical thinking skills by examining debates on issues directly relevant to their lives (that you won't find in most classroom materials). Each chapter: -/- Covers an important topic relating to electronics, sex, mental health, and relationships. Presents a question for debate, such as "Should kids choose their own religion?" and "Is it possible to love more than one person?" Shows how each issue might arise in an ordinary teen conversation. Presents and explores (...) two or more opposed answers to philosophical debates. Encourages high school students to develop their own positions while learning to appreciate other perspectives. -/- Throughout the book, the chapter contributors—all current or recent teens themselves—highlight key definitions, quote compelling sources, and diagram the central arguments. Each chapter includes discussion questions to guide arguments, as well as helpful sidebars and illustrations to increase comprehension. Perfect for inspiring classroom discussion of topics that matter to today's teens. (shrink)

Disillusioned with college, Everett takes a position teaching philosophy to kids at an innovative summer enrichment academy on an island off the New England coast. The academy is run by fellow student Juniper’s Aunt Laura, and at Laura’s recommendation, Everett uses as his curriculum an exploration of the concept of happiness as described by ten of history’s most significant philosophers. This idea is sparked by a collection of readings saved by Laura’s grandmother, a teacher who originally owned the mansion in (...) which the academy is housed. But along with those readings is a set of clues that lead to a rare historic work by an ancient Greek philosopher—a codex—that is hidden in the mansion. So Everett sets to work preparing the readings for his students while simultaneously solving the clues with Juniper to find the codex. -/- What Everett doesn’t know, however, is that he and Juniper are not the only ones on the hunt for the codex, and the stakes are high. The book is extremely valuable, and there are plenty of people who would like to get their hands on the money it would bring at auction, including the people who are funding Laura’s academy. The question of rightful ownership and the mystery of the codex’s location deepen as Everett and Juniper solve the riddles to find the keys that will open whatever safe contains the ancient text. And all the while, Everett finds himself falling for Juniper. -/- He’s also working through the collection of philosophical readings about happiness, taking each one in turn and presenting it in clear, concise, modern English to his students, who are eager to discover how to lead a happy life. Everett is equally eager to make the same discovery, and he carefully considers each philosopher’s thinking on the matter, applying the concepts to his own life in an effort to understand them in the context of a young person in the real world struggling to figure out what he wants to do with his future. -/- As Everett gains clarity on what he wants out of life, however, the mystery of the codex takes a dark turn, and everything he thought he knew is turned upside down. Who will end up with the codex? What will happen to the academy? And will Everett be able to take everything that he has learned—both the good and the bad—to build a life for himself that will bring him the most happiness? -/- There is an accompanying guidebook for this novel. (shrink)

Who are you? What is truly real? Is there such a thing as free will? If you have ever considered questions like these, that’s philosophy. The Philosophy Book for Beginners breaks down the core concepts of both Eastern and Western philosophy in clear language that explains the most important people and ideas. You’ll develop an understanding of the basic ideas and see your understanding of the world expand―no dense, academic texts required. -/- The major branches―Explore the central questions of metaphysics, (...) epistemology, logic, and axiology as you see how they changed over time. A wide range of thinkers―Discover the diverse perspectives of philosophers, from Socrates in the fifth century BCE to modern-day thinkers like Martha Nussbaum. Thought experiments―Each chapter focuses on a topic, like existentialism, stoicism, or radical faith, and ends with a related thought experiment for you to ponder. Gain a solid understanding of philosophy, with a book that makes it easy to grasp and relevant to the world today. (shrink)

Recently three studies have reported on the test-retest reliability of the Francis Scale of Attitude toward Christianity; however, these studies were limited to comparatively small samples . The present study examined the temporal stability of the 7-item version of the Francis Scale of Attitude toward Christianity over a 15-week period among a sample of 581 English children aged between 10 and 12 years. Data demonstrated that stability across the two administrations was very high ; however, there was a significant change (...) in mean scores between Time 1 and Time 2. (shrink)

A critical assessment of the second chapter of Samuel Fleischacker’s Being Me Being You, where Fleischacker makes use of Smith’s account of empathy to develop a distinctive Smithian conception of ‘humanity’.

This book describes Carmeli's cosmological general and special relativity theory, along with Einstein's general and special relativity. These theories are discussed in the context of Moshe Carmeli's original research, in which velocity is introduced as an additional independent dimension. Four- and five-dimensional spaces are considered, and the five-dimensional braneworld theory is presented. The Tully-Fisher law is obtained directly from the theory, and thus it is found that there is no necessity to assume the existence of dark matter in the (...) halo of galaxies, nor in galaxy clusters.The book gives the derivation of the Lorentz transformation, which is used in both Einstein's special relativity and Carmeli's cosmological special relativity theory. The text also provides the mathematical theory of curved space?time geometry, which is necessary to describe both Einstein's general relativity and Carmeli's cosmological general relativity. A comparison between the dynamical and kinematic aspects of the expansion of the universe is made. Comparison is also made between the Friedmann-Robertson-Walker theory and the Carmeli theory. And neither is it necessary to assume the existence of dark matter to correctly describe the expansion of the cosmos. (shrink)

Contemporary realist theories of value claim to be compatible with natural science. In this paper, I call this claim into question by arguing that Darwinian considerations pose a dilemma for these theories. The main thrust of my argument is this. Evolutionary forces have played a tremendous role in shaping the content of human evaluative attitudes. The challenge for realist theories of value is to explain the relation between these evolutionary influences on our evaluative attitudes, on the one hand, and the (...) independent evaluative truths that realism posits, on the other. Realism, I argue, can give no satisfactory account of this relation. On the one hand, the realist may claim that there is no relation between evolutionary influences on our evaluative attitudes and independent evaluative truths. But this claim leads to the implausible skeptical result that most of our evaluative judgements are off track due to the distorting pressure of Darwinian forces. The realist’s other option is to claim that there is a relation between evolutionary influences and independent evaluative truths, namely that natural selection favored ancestors who were able to grasp those truths. But this account, I argue, is unacceptable on scientific grounds. Either way, then, realist theories of value prove unable to accommodate the fact that Darwinian forces have deeply influenced the content of human values. After responding to three objections, the third of which leads me to argue against a realist understanding of the disvalue of pain, I conclude by sketching how antirealism is able to sidestep the dilemma I have presented. Antirealist theories of value are able to offer an alternative account of the relation between evolutionary forces and evaluative facts —
an account that allows us to reconcile our understanding of evaluative truth with our understanding of the many non-rational causes that have played a role in shaping our evaluative judgements. (shrink)

The Mesillas Yesharim / Path of the Just was the masterpiece of Rabbi Moshe Chaim Luzzatto, the great mystic, philosopher, sage, and saint. For centuries, this classic text for better living has been every man's primer for ideal life. Wherever there were Jews there was a well-thumbed Mesillas Yesharim. In this book, Rabbi Twerski applies the text and themes of Mesillas Yesharim to the everyday challenges of the 90s. He shows us how we can succeed in the quest for (...) a better life and in bettering ourselves. (shrink)

In Judaism Straight Up, Moshe Koppel explores the central differences between traditional societies--including traditional Judaism--and contemporary cosmopolitan ones. He explains everything you always wanted to know about the subtleties of Jewish morality, tradition, and belief, and how these have unfolded to beat cosmopolitanism at its own game: advancing cooperation, fairness, and freedom. Written with incisiveness and droll wit--and a scientific sensibility that draws on economics, game theory, and other disciplines--Judaism Straight Up reveals the secret of Jewish traditionalism's endurance."--Page [4] (...) of cover. (shrink)

Most agree that when it comes to so-called 'first-order' normative ethics and political philosophy, constructivist views are a powerful family of positions. When it comes to metaethics, however, there is serious disagreement about what, if anything, constructivism has to contribute. In this paper I argue that constructivist views in ethics include not just a family of substantive normative positions, but also a distinct and highly attractive metaethical view. I argue that the widely accepted 'proceduralist characterization' of constructivism in ethics is (...) inadequate, and I propose what I call the 'practical standpoint characterization' in its place. I then offer a general taxonomy of constructivist positions in ethics. Since constructivism's standing as a family of substantive normative positions is relatively uncontested, I devote the remainder of the paper to addressing skeptics' worries about the distinctiveness of constructivism understood as a metaethical view. I compare and contrast constructivism with three other standard metaethical positions with which it is often confused or mistakenly thought to be compatible: realism; naturalist reductions in terms of an ideal response; and expressivism. In discussing the contrast with expressivism, I explain the sense in which, according to the constructivist, the distinction between substantive normative ethics and metaethics breaks down. I conclude by distinguishing between two importantly different debates about the mind-dependence of value. I argue that a failure to make this distinction is part of what explains why the possibility of constructivism as a metaethical view is often overlooked. (shrink)

This chapter accepts for the sake of argument Ronald Dworkin’s point that the only viable form of normative skepticism is internal, and develops an internal skeptical argument directed specifically at normative realism. There is a striking and puzzling coincidence between normative judgments that are true, and normative judgments that causal forces led us to believe—a practical/theoretical puzzle to which the constructivist view has a solution. Normative realists have no solution, but are driven to conclude that we are probably hopeless at (...) recognizing the independent normative truths they posit. Since this is an unacceptable conclusion, we must conclude that normative realism is false. Drawing on evolutionary considerations, it is explained why this internal skeptical argument does not carry over to our knowledge of objects in our manifest surroundings, and why the challenge does not depend on any assumption that the epistemology of the normative domain must be a causal one. (shrink)