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  1. Richard W. Momeyer (2008). Ethics in the First Person: A Guide to Teaching and Learning Practical Ethics. Teaching Philosophy 31 (1):92-94.
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  2. Richard W. Momeyer (2004). Bioethics as Practice. Teaching Philosophy 27 (1):80-85.
  3. Richard W. Momeyer (2002). What Conception of Moral Truth Works in Bioethics? Journal of Medicine and Philosophy 27 (4):403 – 416.
    For the most part, philosophers have regarded moral truth as propositional and as what follows from the application of moral theory to particular problematic cases. Here I maintain that this is not a useful way of conceiving moral truth in bioethics. Rather, we are better off conceiving of moral truth as what emerges from a process of inquiry conducted in a certain manner. There are four elements to this process: (1) careful exploration of the embedded norms of medical practice, research, (...)
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  4. Richard W. Momeyer (1995). Teaching Ethics to Student Relativists. Teaching Philosophy 18 (4):301-311.
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  5. Richard W. Momeyer (1990). Philosophers and the Public Policy Process: Inside, Outside, or Nowhere at All? Journal of Medicine and Philosophy 15 (4):391-409.
    Three standard tasks undertaken by applied ethicists engaged in the public policy process are identifying value issues, clarifying concepts and meanings, and analyzing arguments. I urge that these should be expanded to include making specific moral judgments and advocating positions and policies. Three objections to philosophers/ethicists' engagement in the formation of public policy are advanced and evaluated: philosophers necessarily do public policy badly, doing it at all compormises one's integrity as a seeker after truth, and frequently participation is in the (...)
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  6. Richard W. Momeyer (1989). Right and Wrong. Teaching Philosophy 12 (3):321-322.
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  7. Richard W. Momeyer (1984). Thinking Clearly About Death. Teaching Philosophy 7 (2):162-164.
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  8. Richard W. Momeyer (1983). Medical Decisions Concerning Noncompetent Patients. Theoretical Medicine and Bioethics 4 (3).
    Medical decisions concerning noncompetent patients that are most morally problematical are those that involve life and death choices. In making these choices for others, I urge that decision-makers carefully attend to the degree and history of a person's noncompetence, and distinguish four relevant categories of competence: partial, potential, lost and never possessed. Attending to these will help enable us to sort out when and how autonomous choice is possible and desirable and when and how to rely upon a judgment of (...)
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  9. Richard W. Momeyer (1982). Ethical Issues Relating to Life and Death. Teaching Philosophy 5 (1):61-65.
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  10. Richard W. Momeyer (1982). Socrates on Obedience and Disobedience to the Law. Philosophy Research Archives 8:21-53.
    Considerable scholarship over the last dozen years has greatly increased our understanding of Apology and Crito. However, the knottiest problem between these dialogues--the frequently noted apparent contradiction between Apology 29c-30c and Crito 51b-c, between Socrates’ pledge to disobey a court order to give up philosophy and his argument that legal authority absolutely obligates a citizen to obedience--is far from being resolved. In the end I argue that this contradiction is unresolved, despite numerous ingenious attempts to eliminate it, because it is (...)
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  11. Richard W. Momeyer (1979). Teaching as a Moral Activity. Teaching Philosophy 3 (2):133-144.
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  12. Richard W. Momeyer (1975). Is Pleasure a Sensation? Philosophy and Phenomenological Research 36 (September):113-21.
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