Book reviewed in this article:Common Schools, Uncommon Identities: National unity and cultural difference.

Ruth Jonathan; Persons and their Preferences, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 143–179, https://doi.org/10.1111/1.

Ruth Jonathan; Right and Choices: Illusory Freedoms, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 83–107, https://doi.org/10.

Ruth Jonathan; Reform: Rhetoric, Rationale and Representation, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 31–57, https://do.

Too much contemporary bioethical discourse is weak on science, lazily citing and adopting science fiction scenarios rather than science facts in the framing of analyses and policies. We challenge bioethicists to take more seriously the role of providing informed insight into and oversight over contemporary science and its implications and applications. Bioethicists must work harder to understand the fast-changing truths and limits of basic science, and they must incorporate only appropriate and authentic science into their discourse, just as they did (...) in the past when addressing the quandaries of clinical medicine. The field of bioethics is not so old and entrenched that its future is assured. Bioethicists must make themselves useful to society in order to deserve and retain the public's trust. They can best do this by ensuring that decision making and public policy are grounded in facts, not fictions and fantasies. (shrink)

Advocates for the professionalization of clinical bioethics argue that bioethics professionals play an important role in contemporary medicine and patient care, especially when addressing complex ethical questions that arise in the delivery of reproductive medicine. For bioethics consultants to serve effectively, they need adequate training in the medical and ethical issues that patients and clinicians will face, and they need skills to facilitate effective dialog among all parties. Because clinical ethics consultation is a “high‐stakes endeavor” that can acutely affect patient (...) care, efforts are under way to ensure that bioethics consultants have the competence to provide such guidance. Yet to date, no studies have examined whether the training of bioethics consultants meets the needs of health care professionals who are on the front lines of such issues. In fact, limited information is available on the reproductive health issues that bioethics training programs address or the degree to which these programs meet the needs of patients confronting reproductive health decisions and their clinicians. It is therefore important to answer this key question: What are the primary ethical issues encountered in reproductive medicine that currently affect patient care? Equally important, are bioethics training programs prepared to address those issues?To begin to answer these questions, we conducted parallel surveys of directors of graduate bioethics training programs and obstetrician‐gynecologists. The goal of this project is to lay the groundwork to establish a working partnership between bioethics educators and reproductive medicine practitioners to address the often troubling and frequently complex ethical issues in reproductive medicine. (shrink)

The book brings together social philosophy and educational theory. Liberalism's unresolved tensions between freedom and equality, public and private good, individual and state, etc., are illuminated by controversies in educational theory and policy.

By its very nature ethnography is an emergent methodology. To be ethical the ethnographer needs to manage research ethics in-situ. This need to manage ethical dilemmas as they arise often comes into conflict with increased ethical regulation and procedures from ethics review boards that require the researcher to foresee ethical quandaries before data collection commences. These regulations can constrain the emerging purpose of the study, evolving means of data collection and multifaceted ways of interacting with participants that are seen as (...) being the strengths of undertaking an ethnographic approach. 0The chapters in this volume problematise this tension and highlight the importance of managing ethics in-situ by reflecting on recently completed and current projects drawing out ethical dilemmas relating to data ownership, dissemination, representation, social justice and managing ethnographic studies in the midst of a global pandemic and Covid-19 lockdowns. 0Reflecting on these experiences of doing educational ethnography with children and young people, drawing on a diverse range of studies conducted in England, Scotland, South America, India, and the Basque Country, this volume argues that administrative and conceptual change is needed to ensure that ethics does not become a tick box exercise but that ethnographers commit fully to conscientiously managing ethics in-situ. (shrink)

Ruth Jonathan; Introduction, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 1–12, https://doi.org/10.1111/1467-9752.00042.

Ruth Jonathan; What is an Educational Practice? A Reply to Wilfred Carr, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 177–180, htt.

Ruth Jonathan; Bibliography, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 217–220, https://doi.org/10.1111/1467-9752.00050.

Ruth Jonathan; Education, Philosophy of Education and Context, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 13–25, https://doi.org.

The Monographs produced by the International Agency for Research on Cancer (IARC) apply rigorous procedures for the scientific review and evaluation of carcinogenic hazards by independent experts. The Preamble to the IARC Monographs, which outlines these procedures, was updated in 2019, following recommendations of a 2018 expert Advisory Group. This article presents the key features of the updated Preamble, a major milestone that will enable IARC to take advantage of recent scientific and procedural advances made during the 12 years since (...) the last Preamble amendments. The updated Preamble formalizes important developments already being pioneered in the Monographs Programme. These developments were taken forward in a clarified and strengthened process for identifying, reviewing, evaluating and integrating evidence to identify causes of human cancer. The advancements adopted include strengthening of systematic review methodologies; greater emphasis on mechanistic evidence, based on key characteristics of carcinogens; greater consideration of quality and informativeness in the critical evaluation of epidemiological studies, including their exposure assessment methods; improved harmonization of evaluation criteria for the different evidence streams; and a single-step process of integrating evidence on cancer in humans, cancer in experimental animals and mechanisms for reaching overall evaluations. In all, the updated Preamble underpins a stronger and more transparent method for the identification of carcinogenic hazards, the essential first step in cancer prevention. (shrink)

Ruth M Jonathan; Education, Gender and the Nature/Culture Controversy, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 5–20, https://.

Ruth Jonathan; Introduction, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 1–12, https://doi.org/10.1111/1467-9752.00042.

Ruth Jonathan; Introduction, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 1–12, https://doi.org/10.1111/1467-9752.00042.

Michael Bonnett; Education in a Destitute Time[1], Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 21–33, https://doi.org/10.1111/j.1.

ABSTRACT How are educational theory and practice to respond to the problem of the fragmentation of value, characteristic of modernity? This paper criticises Susan Mendus' recent examination of three different arguments for revaluing past traditions. While endorsing her rejection of proposals to return to the past, the paper challenges the converse proposal that education should rely on the development of critical understanding. Such a proposal attends to only one of two features of modern consciousness which are of central relevance to (...) education. The paper further argues that liberal education's theoretical framework itself impedes a more adequate response to this and to related questions of individual and social development. (shrink)

This paper suggests that liberal philosophy of education, which shares the implicit commitments of modern neutralist liberalism, also exhibits that political philosophy's theoretical inadequacies and inability to guide practice. It argues that neither theoretical perspective can redeem its claims to equally respect the demands of liberty and equity, when those claims rely only on arguments of procedural value. Consequent implications, for both educational theory and educational aims, are discussed.

Public health ethics, like the field of public health it addresses, traditionally has focused more on practice and particular cases than on theory, with the result that some concepts, methods, and boundaries remain largely undefined. This paper attempts to provide a rough conceptual map of the terrain of public health ethics. We begin by briefly defining public health and identifying general features of the field that are particularly relevant for a discussion of public health ethics.Public health is primarily concerned with (...) the health of the entire population, rather than the health of individuals. Its features include an emphasis on the promotion of health and the prevention of disease and disability; the collection and use of epidemiological data, population surveillance, and other forms of empirical quantitative assessment; a recognition of the multidimensional nature of the determinants of health; and a focus on the complex interactions of many factors—biological, behavioral, social, and environmental—in developing effective interventions. (shrink)

Ruth Jonathan; Bibliography, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 217–220, https://doi.org/10.1111/1467-9752.00050.

Ruth Jonathan; Cultural Elitism Explored: G. H. Bantock’s educational theory, Journal of Philosophy of Education, Volume 20, Issue 2, 30 May 2006, Pages 265–277.

Ruth Jonathan; Educational ‘Goods’: Value and Benefit, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 59–82, https://doi.org/10.

Ruth Jonathan; Educational ‘Goods’: Value and Benefit, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 59–82, https://doi.org/10.

Ruth Jonathan; Educating the Virtues: a problem in the social development of consciousness?, Journal of Philosophy of Education, Volume 27, Issue 1, 30 May 2006.

Ruth Jonathan; Freedom and the Individual, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 109–141, https://doi.org/10.1111/1467.

Ruth Jonathan; Re-ordering Society: Re-forming Education, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 13–29, https://doi.org.

Ruth Jonathan; Persons and their Preferences, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 143–179, https://doi.org/10.1111/1.

Ruth Jonathan, Nigel Blake; Philosophy in Schools: a request for clarification, Journal of Philosophy of Education, Volume 22, Issue 2, 30 May 2006, Pages 221–2.

Ruth Jonathan; Right and Choices: Illusory Freedoms, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 83–107, https://doi.org/10.

Ruth Jonathan; Reform: Rhetoric, Rationale and Representation, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 31–57, https://do.

Ruth Jonathan; Re-ordering Society: Re-forming Education, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 13–29, https://doi.org.

Ruth Jonathan; Re-ordering Society: Re-forming Education, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 13–29, https://doi.org.

Ruth M Jonathan; Two Concepts of Education? A reply to D. J. O’Connor, Journal of Philosophy of Education, Volume 16, Issue 2, 30 May 2006, Pages 147–154, https.

This paper claims that liberal moral education is predicated on an inadequate conception of the roots of moral disposition and agency. It advances a view of modernity in which social and material conditions, whilst not comprising an ‘iron cage’, nevertheless give momentum to some trends in social (and individual) development, and place others at a discount. Thus a moral education which seeks to assure an open future through individual cognitive emancipation risks exacerbating processes inimical to its aims. This is illustrated (...) with reference to the socio-economic conditions of contemporary liberal capitalism and to broader features of modernity. Implications are sketched for the emancipatory aims of education, the role of the school in moral development, the scope of education theory, and the development of critical social theory and social practices. (shrink)

Book reviewed in this article:Common Schools, Uncommon Identities: National unity and cultural difference.

This chapter contains sections titled: Introduction I II.

Identity, Consciousness, and Value, by Peter Unger.