Intolerance and hostility toward Marxism on the part of bourgeois philosophy have been a constant over the entire 125-year history of Marxism. The expressions of this hostility and the forms and methods of struggle have been variables that have changed substantially as Marxism has developed and as the relationship among the conflicting forces has undergone modification.

The "assimilation" of Aristotle by Albertus Magnus and St. Thomas Aquinas in the thirteenth century marked, despite all the scholastic distortion it entailed, a new stage in the history of medieval philosophy, elevating it to a higher level of development, and became, contrary to the intentions of its founders, the source of a revival of philosophical thinking. Aristotle, penetrating the University of Paris, proved to be a "Trojan horse" in the philosophical confrontation that developed around him.

Even after multiple cycles of ABET accreditation, many engineering programs are unsure of how much curriculum content is needed to meet the requirements of ABET’s Criterion 3.f (an understanding of professional and ethical responsibility). This study represents the first scholarly attempt to assess the impact of curriculum reform following the introduction of ABET Criterion 3.f. This study sought to determine how much professional and ethical responsibility curriculum content was used between 1995 and 2005, as well as how, when, why, and (...) to what effect changes in the amount of content occurred. Subsequently, the study sought to evaluate if different amounts of curriculum content generated differing student outcomes. The amount of curriculum content used by each of the participating programs was identified during semi-structured interviews with program administrators and a review of ABET Self-Study documents. Quantitative methods were applied to determine if a relationship existed between the curriculum content and performance on a nationally administered, engineering-specific standardized examination. The findings indicate a statistical relationship, but a lack of structure between the amount of required content in the curriculum and performance on the examination. Additional findings were also generated regarding the way that programs interpret the Criterion 3.f feedback generated during accreditation visits. The primary impact of this study is that it dispels the myth that more courses or course time on professionalism and ethics will necessarily lead to positive engineering education outcomes. Much of the impetus to add more curriculum content results from a lack of conclusive feedback during ABET accreditation visits. (shrink)