Steven Pinker has said that one of the most important questions humans can ask of themselves is whether moral progress has occurred or is likely to occur. Buchanan and Powell here address that question, in order to provide the first naturalistic, empirically-informed and analytically sophisticated theory of moral progress--explaining the capacities in the human brain that allow for it, the role of the environment, and how contingent and fragile moral progress can be.

This book articulates a systematic vision of an international legal system grounded in the commitment to justice for all persons. It provides a probing exploration of the moral issues involved in disputes about secession, ethno-national conflict, "the right of self-determination of peoples," human rights, and the legitimacy of the international legal system itself. Buchanan advances vigorous criticisms of the central dogmas of international relations and international law, arguing that the international legal system should make justice, not simply peace among (...) states, a primary goal, and rejecting the view that it is permissible for a state to conduct its foreign policies exclusively according to what is in the "national interest." He also shows that the only alternatives are not rigid adherence to existing international law or lawless chaos in which the world's one superpower pursues its own interests without constraints. This book not only criticizes the existing international legal order, but also offers morally defensible and practicable principles for reforming it. Justice, Legitimacy, and Self-Determination will find a broad readership in political science, international law, and political philosophy. (shrink)

The conviction that Gilles Deleuze is doing something radical in his work has been accompanied by a corresponding anxiety as to how to read it. In this rigorous and lucid work, Ian Buchanan takes up the challenge by answering the following questions: How should we read Deleuze? How should we read _with_ Deleuze? To show us how Deleuze’s philosophy works, Buchanan begins with Melville’s notion that “a great book is always the inverse of another book that could only (...) be written in the soul, with silence and blood.” Buchanan demonstrates that the figure of two books—one written in ink and the other written in blood—lies at the center of Deleuze’s hermeneutics and that a special relation must be established in order to read the second book from the first. This relation is Deleuzism. By explicating elemental concepts in Deleuze—desire, flow, the nomad—Buchanan finds that, despite Deleuze’s self-declared moratorium on dialectics, he was in several important respects a dialectician. In essays that address the “prehistory” of Deleuze’s philosophy, his methodology, and the utopic dimensions of his thought, Buchanan extracts an apparatus of social critique that arises from the philosopher’s utopian impulse. _Deleuzism_ is a work that will engage all those with an interest in the twentieth-century’s most original philosopher. (shrink)

:In 2012, Despret published an abecedary entitled What Would Animals Say, If … They Were Asked the Right Questions? Covering a range of subjects, themes, authors, and animals, Despret carefully and playfully demonstrates the ability of animals to continuously force us to re-examine our most basic and arrived at human conceptions, understandings, and biases. Excerpted from this book are two chapters on art and gender. “O for Œuvres” looks at the question of animal agency and intentionality in the making of (...) a work of art. Drawing from Alfred Gell, Étienne Souriau, and bower-birds, Despret expands the notion of agency in art and questions the tendency towards human exceptionalism. In “Q for Queer,” king penguins come out of the closet to reveal and question certain preconceived human ideas about gender, sexuality, and cultures of heteronormativity within animal worlds. (shrink)

BackgroundSocial media has globalised compassion enabling requests for donations to spread beyond geographical boundaries. The use of social media for medical crowdfunding links people with unmet healthcare needs to charitable donors. There is no doubt that fundraising campaigns using such platforms facilitates access to financial resources to the benefit of patients and their caregivers.Main textThis paper reports on a critical review of the published literature and information from other online resources discussing medical crowdfunding and the related ethical questions. The review (...) highlighted the benefits of crowdfunding as well as the under-exploration of the risk of having patients’ desires and human rights undermined during online fundraising campaigns. Majority of these campaigns get initiated on behalf of the patients, especially the very sick and dependant. The ethical questions raised relate to the voluntariness of informed consent and the possibility of patients being used as a means to an end. Vulnerability of patients may expose them to coercion, undue influence, manipulation, and violation of their human rights. The success of these campaigns is influenced by the digital skills, pre-existing social networks and, the emotional potency. Healthcare is a public good, and online market forces should not determine access to essential health services. The benefits of crowdfunding cannot be subverted, but it can perpetuate unintended injustices, especially those arising from socio-economic factors.ConclusionsPolicymakers ought to monitor the utilisation of crowdfunding sites to identify policy failures and unmet essential health care needs responsible for driving individuals to use these platforms. The upholding of human rights and the fundamental respect of the individual’s wishes is a moral imperative. The need for an ethics framework to guide different stakeholders during medical crowdfunding needs further examination. (shrink)

Ethical guidelines for conducting clinical trials have historically been based on a perceived therapeutic obligation to treat and benefit the patient-participants. The origins of this ethical framework can be traced to the Hippocratic oath originally written to guide doctors in caring for their patients, where the overriding moral obligation of doctors is strictly to do what is best for the individual patient, irrespective of other social considerations. In contrast, although medicine focuses on the health of the person, public health is (...) concerned with the health of the entire population, and thus, public health ethics is founded on the societal responsibility to protect and promote the health of the population as a whole. From a public health perspective, research ethics should be guided by giving due consideration to the risks and benefits to society in addition to the individual research participants. On the basis of a duty to protect the population as a whole, a fiduciary obligation to realise the social value of the research and the moral responsibility to distribute the benefits and burdens of research fairly across society, how a public health perspective on research ethics results in fundamental re-assessments of the proper course of action for two salient topical issues in research ethics is shown: stopping trials early for reasons of efficacy and the conduct of research on less expensive yet less effective interventions. (shrink)

Traditional conservative arguments against the possibility of moral progress relied on underevidenced assumptions about the limitations of human nature. Contemporary thinkers have attempted to fill this empirical gap in the conservative argument by appealing to evolutionary science. Such “evoconservative” arguments fail because they overstate the explanatory reach of evolutionary theory. We maintain that no adequate evolutionary explanation has been given for important features of human morality, namely cosmopolitan and other “inclusivist” moral commitments. We attribute these evolutionarily anomalous features to a (...) capacity for open-ended normativity, which presents a serious obstacle to theorists who wish to draw substantive moral and political lessons from human evolutionary history. (shrink)

Propositions are the things we believe, intend, desire, and so on, but discussions are often less precise than they could be and an important driver of this deficiency has been a focus on the objects but a neglect of the attitudinal relations we bear to them. In what follows, we will offer some thoughts on what it means for a proposition to be the object of an attitude and we will argue that an important part of the story lies with (...) the attitude relations rather than the propositions. As we will see there are infinitely many relations we might bear to a proposition, but the propositional attitude relations are special amongst them. Accounting for what makes them special will be an important component in the discussion that follows. We will argue that once one appreciates certain facts about propositional attitude relations, various claims that metaphysicians often make regarding propositions themselves begin to look undermotivated. In fact, many views on the metaphysical nature of propositions come to look like plausible candidates for being that to which our propositional attitudes relate us. As will emerge, we will see that the principle role of propositions in the theory of mind is simply to keep track of how our attitudinal states represent things as being. But, we argue, in order to do this work, very few constraints must be placed on the nature of propositions themselves. In particular, contra much of the recent work on the metaphysics of propositions, they need not represent nor must they be structured. In light of these observations, we conclude by sketching our own favored minimalist view of propositions. (shrink)

Born in Bolton on 13 July 1938, the son of a mill-worker, Martin William Doyle was educated at St Joseph's R.C. primary school and then, having obtained an academic scholarship, at Thornleigh Salesian College. He entered the Order of Friars Minor at the age of 16, made his solemn profession the day after his twenty-first birthday and was ordained to the priesthood on 16 July 1961, which required a dispensation in view of his young age. This was followed by studies (...) in Rome at the Athenaeum Antonianum, 1962-64, where Doyle trained as an ecclesiastical historian and where he received his doctorate summa cum laude, obtaining maximum possible marks.Inspired by Vatican Council II Doyle was at the forefront of the renewal... (shrink)

This is an important collection of works, from an international team of authors, on corporate power and its justification and authority. It highlights the growing importance of corporate governance issues, an area which now has unprecedented coverage by the media in the commercial sector and is increasingly important in business schools.

_Examines the significance of animal environments in contemporary continental thought._.

The distinctive aim of applied ethics is to provide guidance as to how we ought to act, as individuals and as shapers of social policies. In this essay, I argue that applied ethics as currently practiced is inadequate and ought to be transformed to incorporate what I shall call social moral epistemology. This is a branch of social epistemology, the study of the social practices and institutions that promote the formation, preservation, and transmission of true beliefs. For example, social epistemologists (...) critically evaluate the comparative advantages of adversarial versus inquisitorial criminal proceedings as mechanisms for the discovery of truth. (shrink)

Mutual funds are common investments because they provide a cost-effective and effective means to vary your investments (or possess an assortment of securities -- stocks, bonds, etc.) without having to make a huge starting investment.

Medical care of critically ill and injured infants and children globally should be based on best research evidence to ensure safe, efficacious treatment. In South Africa and other low and middle-income countries, research is needed to optimise care and ensure rational, equitable allocation of scare paediatric critical care resources.

Brenda Cohen; Equality, Freedom and Independent Schools, Journal of Philosophy of Education, Volume 12, Issue 1, 30 May 2006, Pages 121–128, https://doi.org/10.

Brenda Cohen; Equality, Freedom and Independent Schools, Journal of Philosophy of Education, Volume 12, Issue 1, 30 May 2006, Pages 121–128, https://doi.org/10.

Appeals to the idea of human nature are frequent in the voluminous literature on the ethics of enhancing human beings through biotechnology. Two chief concerns about the impact of enhancements on human nature have been voiced. The first is that enhancement may alter or destroy human nature. The second is that if enhancement alters or destroys human nature, this will undercut our ability to ascertain the good because, for us, the good is determined by our nature. The first concern assumes (...) that altering or destroying human nature is in itself a bad thing. The second concern assumes that human nature provides a standard without which we cannot make coherent, defensible judgments about what is good.I will argue (1) that there is nothing wrong, per se, with altering or destroying human nature, because, on a plausible understanding of what human nature is, it contains bad as well as good characteristics and there is no reason to believe that eliminating some of the bad would so imperil the good as to make the elimination of the bad impermissible, and (2) that altering or destroying human nature need not result in the loss of our ability to make judgments about the good, because we possess a conception of the good by which we can and do evaluate human nature. I will argue that appeals to human nature tend to obscure rather than illuminate the debate over the ethics of enhancement and can be eliminated in favor of more cogent considerations. (shrink)

First published in 1982, Means and Ends in Education explores the contrasts between approaches to teaching where teaching is simply a means to some other end; approaches in which the end determines the means; and approaches in which means and ends are integrated and education serves an intrinsic purpose. The book considers the concept of education and evaluates different processes and techniques of teaching and learning. Divided into three parts, it covers instrumentalist approaches, learner-oriented approaches, and liberal approaches to education. (...) It puts forward differing views as to what the term 'education' means to different professions and in different contexts, and how different approaches result in a very different experience for the recipient. It also discusses the extent to which an evaluation of methods of education and an evaluation of the aims of education are linked. Means and Ends in Education will appeal to those with an interest in the philosophy of education. (shrink)

v. 1. Cosmology - exploration -- v. 2. The Origin of Life: The Miller-Urey Experiment - Ethical Principles for Medical Research Involving Human Subjects.

The distinctive aim of applied ethics is to provide guidance as to how we ought to act, as individuals and as shapers of social policies. In this essay, I argue that applied ethics as currently practiced is inadequate and ought to be transformed to incorporate what I shall call social moral epistemology. This is a branch of social epistemology, the study of the social practices and institutions that promote the formation, preservation, and transmission of true beliefs. For example, social epistemologists (...) critically evaluate the comparative advantages of adversarial versus inquisitorial criminal proceedings as mechanisms for the discovery of truth. (shrink)

Restorative justice should have greater weight as a criterion in criminal justice sentencing practice. It permits a realistic recognition of the kinds of harm and damage caused by offences, and encourages individualized non-custodial sentencing options as ways of addressing these harms. Non-custodial sentences have proven more effective than incarceration in securing social reconciliation and preventing recidivism, and they avoid the serious social and personal costs of imprisonment. This paper argues in support of restorative justice as a guiding idea in sentencing. (...) As part of this defence, it considers whether the use of the idea of restorative justice will conflate criminal law with civil law or displace the authority of the criminal courts, and whether the sentences it recommends are best thought of as punishments or alternatives to punishment. (shrink)

Indeed, data from impaired performance have often played a central role in our understanding of the skills and abilities of the human mind/brain This volume ...

Brenda Watson asks where moral and religious indoctrination ends and education begins, and tackles the arguments of some liberals.

Next SectionBiodefence, broadly understood as efforts to prevent or mitigate the damage of a bioterrorist attack, raises a number of ethical issues, from the allocation of scarce biomedical research and public health funds, to the use of coercion in quarantine and other containment measures in the event of an outbreak. In response to the US bioterrorist attacks following September 11, significant US policy decisions were made to spur scientific enquiry in the name of biodefence. These decisions led to a number (...) of critical institutional changes within the US federal government agencies governing scientific research. Subsequent science policy discussions have focused largely on ‘the dual use problem’: how to preserve the openness of scientific research while preventing research undertaken for the prevention or mitigation of biological threats from third parties. We join others in shifting the ethical debate over biodefence away from a simple framing of the problem as one of dual use, by demonstrating how a dual use framing distorts the debate about bioterrorism and truncates discussion of the moral issues. We offer an alternative framing rooted in social epistemology and institutional design theory, arguing that the ethical and policy debates regarding ‘dual use’ biomedical research ought to be reframed as a larger optimisation problem across a plurality of values including, among others: (1) the production of scientific knowledge; (2) the protection of human and animal subjects; (3) the promotion and protection of public health (national and global); (4) freedom of scientific enquiry; and (5) the constraint of government power. (shrink)

Brenda Almond throws down a timely challenge to liberal consensus about personal relationships. She maintains that the traditional family is fragmenting in Western societies, causing serious social problems. She urges that we reconsider our attitudes to sex and reproduction in order to strengthen our most important social institution, the family.

A cross-section of the writings of Dominique Lestel, Vinciane Despret and Roberto Marchesini is presented here in translation across three special issues on philosophical ethology. These thinkers, relatively unknown in anglophone scholarship, offer important contributions to contemporary debates in posthumanism and animal studies. Particularly in so far as they scrutinise our often awkward attempts to understand the behaviour of animals in labs and fields – to know what animal bodies can do – they share in the rethinking of interspecies forms (...) of life, as domains of both empirical knowledge and zoo-political performance, and thereby take important steps towards a new philosophical ethology. (shrink)

This comparative case analysis contrasts two nations – Viet Nam and The United States of America (U.S.) – in terms of processes each employed and results each achieved in respective response to the COVID-19 pandemic. We use a general theory of teaching to contrast the countries in terms of their approaches to COVID public health education. Viet Nam followed the recommendations of the theory. The U.S. did not. While our analysis does not and cannot prove educational theory acted as the (...) sole causal factor in realization of the disparate results in the countries, our case study does illustrate that the different approaches to public health education used by the countries may be counted among factors contributing to wide differences in the contrasting cases. The argument proceeds by 1) describing differences in relevant statistics between Viet Nam and the U.S., 2) outlining the theory of teaching we use to analyze differences in public health education in the two contexts, and 3) discussing successful implementation of the theory in Viet Nam and failure to implement in the U.S. Finally, we 4) dismiss competing explanations of differences between the countries and 5) offer considerations about how the U.S. may educate citizens away from turning the pandemic into a pan(en)demic. (shrink)

Brenda Almond; Dismantling Our Own Foundations: a German perspective on contemporary philosophy of education, Journal of Philosophy of Education, Volume 26, Iss.

Brenda Almond; Dismantling Our Own Foundations: a German perspective on contemporary philosophy of education, Journal of Philosophy of Education, Volume 26, Iss.

Positivist medical historians, guided by the savoir of modern western biomedicine, have long depicted medieval medicine as an aberration along the continuum of scientific and medical progress. Historical epistemology, founded in the ideas of Cavailles, Foucault, Davidson, and Hacking, however, allows the historian to disrupt this false continuum and to unchain medieval medicine from modern medicine. Postmodernist approaches, such as those sourced in Lyotard, Barthes, and Derrida, allow the historian to further deconstruct medieval and modern medical discourse, revealing a multitude (...) of narrative lenses spinning around biomedical and biocultural strands. In liberating these two medical systems and setting them within the distinct historical and epistemological contexts that both shaped and were shaped by them, the historian can revision the theories, practices, and culture of medieval medicine without having to anachronistically justify them according to modern medical discourse. (shrink)