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Michael J. Reiss [18]Michael Jonathan Reiss [1]
  1. Siobhan M. Abeyesinghe, Matthew O. Parker, Christopher M. Wathes, Michael J. Reiss, Lucy Asher, David Allen & Jen Jamieson (forthcoming). Adolescents Care but Don't Feel Responsible for Farm Animal Welfare. Society and Animals:1-27.
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  2. Michael J. Reiss (forthcoming). Introduction to Ethics and Bioethics. Bioethics for Scientists:1--17.
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  3. Michael J. Reiss (2014). What Significance Does Christianity Have for Science Education? In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 1637-1662.
    In a number of countries, issues to do with religion seem increasingly to be of importance in school science lessons and some other science educational settings, such as museums. This chapter begins by discussing the nature of religion and the nature of science and then looks at understandings of possible relationships between science and Christianity with particular reference to such issues as determinism, evolution and the uses to which advances in scientific knowledge may be put. It then goes on to (...)
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  4. Michael J. Reiss (2011). How Should Creationism and Intelligent Design Be Dealt with in the Classroom? Journal of Philosophy of Education 45 (3):399-415.
    Until recently, little attention has been paid in the school classroom to creationism and almost none to intelligent design. However, creationism and possibly intelligent design appear to be on the increase and there are indications that there are more countries in which schools are becoming battle-grounds over them. I begin by examining whether creationism and intelligent design are controversial issues, drawing on Robert Dearden's epistemic criterion of the controversial and more recent responses to and defences of this. I then examine (...)
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  5. Michael J. Reiss (2008). Science Education and Student Diversity: Synthesis and Research Agenda ‐ By Okhee Lee and Aurolyn Luykx. British Journal of Educational Studies 56 (4):485-486.
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  6. Michael J. Reiss (2001). Ethical Considerations at the Various Stages in the Development, Production, and Consumption of GM Crops. Journal of Agricultural and Environmental Ethics 14 (2):179-190.
    The aim of this paper is to clarify the ethical issuessurrounding GM crops by examining the various stages or levels intheir development, production, and consumption. Previous workabout the acceptability or non-acceptability of GM crops hastended to conflate these various levels, partly as a result ofwhich GM crops are all-too-often simply said to be ``good'''' or``bad.'''' There are, though, various problems with such a binarycategorization. I look in particular at the duties of scientists,companies, regulatory systems, farmers, retailers, and consumers.
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  7. Michael J. Reiss, Richard P. Haynes, Frans W. A. Brom & Jan D. Elliott (2001). From the Editors. Journal of Agricultural and Environmental Ethics 14 (2):1-3.
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  8. Michael J. Reiss (2000). Jacquelyn Ann K. Kegley, Genetic Knowledge: Human Values and Responsibility. [REVIEW] Ethical Theory and Moral Practice 3 (4):455-456.
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  9. Michael J. Reiss (2000). The Ethics of Xenotransplantation. Journal of Applied Philosophy 17 (3):253–262.
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  10. Michael J. Reiss (2000). The Ethics of Genetic Research of Intelligence. Bioethics 14 (1):1–15.
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  11. Michael Jonathan Reiss & Roger Straughan (2000). [Book Review] Improving Nature?, The Science and Ethics of Genetic Engineering. [REVIEW] Hastings Center Report 30 (2):41-43.
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  12. Michael J. Reiss (1999). How Should We Teach in Schools About Sexual Orientation? A Rejoinder to Petrovic. Journal of Moral Education 28 (2):211-214.
    Petrovic (1999) argues that teachers need to portray homosexuality positively and must not express their beliefs against it. This rejoinder argues against this position, maintaining instead that teachers need to teach about heterosexuality and homosexuality in a balanced manner. I argue against Petrovic's position both on the grounds that it has internal weaknesses and on the grounds that its consequences would be undesirable.
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  13. Sue Dale Tunnicliffe & Michael J. Reiss (1999). Environmental Education, Ethics and Citizenship Conference, Held at the Royal Geographical Society (with the Institute of British Geographers), 20 May 1998. Philosophy and Geography 2 (1):108 – 114.
    To date, insufficient work has been carried out on how children view living organisms in the environment. In this study a large number of conversations were audio-taped and transcribed while primary age pupils observed meal worms or brine shrimps (both of which are invertebrates) during science activities. Analysis revealed the ways in which the pupils interpreted what they saw in terms of their prior experience. We discuss the implications of these and others of our findings for school education and the (...)
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  14. Cary J. Nederman, John Christian Laursen, Michael J. Reiss & Roger Strayton (1998). Us $27.50,£ 21.95. Australasian Journal of Philosophy 76 (2):357.
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  15. Michael J. Reiss (1997). A Response: “Genes, Religion and Society: The Developing Views of the Churches”. Science and Engineering Ethics 3 (3):289-292.
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  16. Michael J. Reiss (1997). Editorial: The Value(s) of Sex Education. Journal of Moral Education 26 (3):253-255.
  17. Michael J. Reiss (1997). Teaching About Homosexuality and Heterosexuality. Journal of Moral Education 26 (3):343-352.
    Abstract Should schools teach about homosexuality and heterosexuality, and if so how? This paper outlines arguments both in favour of, and against, such teaching and concludes that, on balance, schools of 11?16/18?years?olds should teach about sexual orientation provided certain specified conditions are met. The author then defends the notion that to teach about sexual orientation is to teach about a controversial issue, but notes that few, if any, of the published approaches to teaching in this area treat it as such. (...)
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  18. Michael J. Reiss (1995). Conflicting Philosophies of School Sex Education. Journal of Moral Education 24 (4):371-382.
    Abstract This paper surveys the range of philosophical positions currently found in school sex education materials. Five main positions are identified: school sex education should not occur; school sex education should promote physical health; school sex education should promote personal autonomy; school sex education should promote responsible sexual behaviour; school sex education should take place within a religious framework. The strengths and weaknesses of each of these positions are examined. It is argued that valid sex education in schools promotes rational (...)
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  19. Michael J. Reiss (1984). Human Sociobiology. Zygon 19 (2):117-140.
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