18 found
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  1.  6
    Assessing Decision-Making Capacity in Patients with Communication Impairments.Molly Cairncross, Andrew Peterson, Andrea Lazosky, Teneille Gofton & Charles Weijer - 2016 - Cambridge Quarterly of Healthcare Ethics 25 (4):691-699.
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  2.  25
    Civic Republicanism and Contestatory Deliberation: Framing Pupil Discourse Within Citizenship Education.Andrew Peterson - 2009 - British Journal of Educational Studies 57 (1):55-69.
    Discourse between pupils represents a core element of citizenship education in England. However, as it is currently presented within the curriculum, discourse adopts the form of the rather broad terms of 'discussion' and 'debate'. These terms are diffuse, and in themselves offer little pedagogical guidance for teachers implementing the curriculum in schools. Moreover, there has been little academic reflection in England as to how theoretical ideas on civic dialogue may usefully inform approaches to pupil discourse. For this reason, how pupils (...)
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  3. Ethical Considerations in Functional Magnetic Resonance Imaging Research in Acutely Comatose Patients.Charles Weijer, Tommaso Bruni, Teneille Gofton, G. Bryan Young, Loretta Norton, Andrew Peterson & Adrian M. Owen - 2015 - Brain:0-0.
    After severe brain injury, one of the key challenges for medical doctors is to determine the patient’s prognosis. Who will do well? Who will not do well? Physicians need to know this, and families need to do this too, to address choices regarding the continuation of life supporting therapies. However, current prognostication methods are insufficient to provide a reliable prognosis. -/- Functional Magnetic Resonance Imaging (MRI) holds considerable promise for improving the accuracy of prognosis in acute brain injury patients. Nonetheless, (...)
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  4.  5
    Should Neuroscience Inform Judgements of Decision-Making Capacity?Andrew Peterson - forthcoming - Neuroethics:1-19.
    In this article, I present an argument that suggests neuroscience should inform judgments of decision-making capacity. First, I review key behavioral and neurocognitive data to demonstrate that neuroscientific tests might be predictive of decision-making capacity, and that these tests might inform clinical judgments of capacity. Second, I argue that, consistent with the principles of autonomy and justice, such data should inform judgements of decision-making capacity. While the neuroscience of decision-making capacity still requires time to mature, there is strong reason to (...)
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  5.  23
    Toward a Science of Brain Death.Andrew Peterson, Loretta Norton, Lorina Naci, Adrian M. Owen & Charles Weijer - 2014 - American Journal of Bioethics 14 (8):29-31.
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  6.  18
    Ethics of Neuroimaging After Serious Brain Injury.Charles Weijer, Andrew Peterson, Fiona Webster, Mackenzie Graham, Damian Cruse, Davinia Fernández-Espejo, Teneille Gofton, Laura E. Gonzalez-Lara, Andrea Lazosky, Lorina Naci, Loretta Norton, Kathy Speechley, Bryan Young & Adrian M. Owen - 2014 - BMC Medical Ethics 15 (1):41.
    Patient outcome after serious brain injury is highly variable. Following a period of coma, some patients recover while others progress into a vegetative state (unresponsive wakefulness syndrome) or minimally conscious state. In both cases, assessment is difficult and misdiagnosis may be as high as 43%. Recent advances in neuroimaging suggest a solution. Both functional magnetic resonance imaging and electroencephalography have been used to detect residual cognitive function in vegetative and minimally conscious patients. Neuroimaging may improve diagnosis and prognostication. These techniques (...)
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  7.  12
    The Common Good and Citizenship Education in England: A Moral Enterprise?Andrew Peterson - 2011 - Journal of Moral Education 40 (1):19-35.
    The notion of the common good has been cited as a key constituent of citizenship education in England, within which the development of a concern for the common good represents a key disposition. The term has, however, received little critical attention to date within the discourse of the subject, either in terms of its theoretical basis or its educational function and form. For this reason to develop the common good represents an ill?defined aim of the citizenship education in schools. This (...)
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  8.  9
    Civic Republican Social Justice and the Case of State Grammar Schools in England.Andrew Peterson - 2018 - Studies in Philosophy and Education 37 (2):167-179.
    The aim of this paper is to consider the ways in which civic republican theory can provide a meaningful and useful account of social justice, one that is which holds resonance for educational debates. Recognising the need for educationalists interested in civic republicanism to pay greater attention to ideas of justice—and in particular social justice as it concerns relationships between citizens —it is argued that a form of civic republicanism committed to freedom as non-domination is capable of providing a substantive (...)
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  9.  12
    The Educational Limits of Ethical Cosmopolitanism: Towards the Importance of Virtue in Cosmopolitan Education and Communities.Andrew Peterson - 2012 - British Journal of Educational Studies 60 (3):227-242.
    Cosmopolitanism has become an influential theory in both political and, increasingly, educational discourse. In simple terms cosmopolitanism can be understood as a response to the globalised and diverse world in which we live. Diverse in nature, cosmopolitan ideas come in many forms. The focus here is on what have been termed 'strong' ethical forms of cosmopolitanism; that is, positions which conceptualise moral bonds and obligations as resulting from a shared, common humanity. The view that pupils should be taught that all (...)
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  10.  10
    Acknowledging Awareness: Informing Families of Individual Research Results for Patients in the Vegetative State.Mackenzie Graham, Charles Weijer, Andrew Peterson, Lorina Naci, Damian Cruse, Davinia Fernández-Espejo, Laura Gonzalez-Lara & Adrian M. Owen - 2015 - Journal of Medical Ethics 41 (7):534-538.
  11.  10
    Education in a Post‐Welfare Society (Second Edition) ‐ by Sally Tomlinson.Andrew Peterson - 2007 - British Journal of Educational Studies 55 (2):224-226.
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  12.  9
    Patriotism and Citizenship Education. Edited by Bruce Haynes: Pp. 108. Chichester: Wiley-Blackwell. 2009.£ 19.99 (Pbk). ISBN 978-1-4051-9988-9. [REVIEW]Andrew Peterson - 2011 - British Journal of Educational Studies 59 (2):213-215.
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  13.  22
    The Relevance of Scientific Practice to The Problem of Coordination.Andrew Peterson - 2011 - Spontaneous Generations 5 (1):44-57.
    In his early work on the problem of coordination, Hans Reichenbach introduced axioms of coordination to describe the relationship between theory and observation. His insistence that these axioms are determinable a priori, however, causes him to ignore the normative dimensions of scientific inquiry and, in turn, generates a misleading interpretation of the theory-observation relationship. In response, I propose an alternative approach that describes this relationship through the framework of scientific practices. My argument will draw on two examples that have not (...)
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  14.  8
    Education, Epistemology and Critical Realism. By David Scott: Pp. 146. Routledge: Abingdon. 2010.£ 90.00 (Hbk),£ 23.50 (Pbk). ISBN 978-0-415-473491. [REVIEW]Andrew Peterson - 2011 - British Journal of Educational Studies 59 (4):487-488.
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  15.  11
    Patriotism and Citizenship Education. Edited by Bruce Haynes.Andrew Peterson - 2011 - British Journal of Educational Studies 59 (2):213-215.
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  16.  7
    Educational Failure and Working Class White Children in Britain ‐ By Gillian Evans.Andrew Peterson - 2008 - British Journal of Educational Studies 56 (4):492-494.
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  17.  3
    Education, Epistemology and Critical Realism. By David Scott.Andrew Peterson - 2011 - British Journal of Educational Studies 59 (4):487-488.
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  18. Education in a Post-Welfare Society - by Sally Tomlinson.Andrew Peterson - 2007 - British Journal of Educational Studies 55 (2):224-226.
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