Institutions receiving federal funding for research from the U.S.Public Health Service need to have policies and procedures to both prevent research misconduct and to adjudicate it when it occurs. The person who is designated to handle research misconduct is typically referred to as the research integrity officer (RIO). In this interview study we report on 79 RIOs who describe how they would handle allegations of research misconduct. Their responses were compared to two expert RIOs. The responses to the allegations in (...) the scenarios demonstrated that RIOs are not uniformly well prepared to handle activities associated with reported allegations of research misconduct. We recommend greater preparation through directed training, use of check lists of possible behaviors necessary to consider when situations arise, being involved in a network of RIOs so one can discuss options, and the possible need to certify RIOs. (shrink)

But as Harvard ethicist Arthur J. Dyck shows in this powerful work, there are solid moral and practical bases for the existing laws against assisted suicide in ...

The many adopters of Philosophy: Paradox and Discovery fourth edition by Thomas A. Shipka and Arthur J. Minton, should appreciate the new edition of this popular reader for introductory philosophy courses. Philosophy: Paradox and Discovery presents philosophy as an immediate, vital and challenging process of discovery. The text has been specifically designed to help students evaluate their beliefs on basic issues and to see philosophy as a process of discovering and examining the paradoxes inherent in those issues. The 41 (...) readings in this book are drawn from classic and contemporary sources. (shrink)

Examines ethics as a discipline from which knowledge may be derived, which offers guidance for practical understanding and moral decision making, and which underlies methods of effecting such moral decisions.

There is a growing consensus in Britain on the importance of character, and on the belief that the virtues that contribute to good character are part of the solution to many of the challenges facing modern society. Parents, teachers and schools understand the need to teach basic moral virtues to pupils, such as honesty, self-control, fairness, and respect, while fostering behaviour associated with such virtues today. However, until recently, the materials required to help deliver this ambition have been missing in (...) Britain. The Knightly Virtues Programme, devised by the Jubilee Centre for Character and Virtues, aims to help solve this challenge. The programme, designed for 9 to 11 year olds, draws on selected classic stories to help teach moral character in schools. This approach has proved to be popular with children and teachers, with more than 5,000 pupils from one hundred schools having participated in the programme so far. Fifty-five of these schools and 3,272 pupils were directly involved in different stages of the research. Based at the University of Birmingham, the Jubilee Centre houses leading academics dedicated to researching the various ways in which good character, which underpins the building blocks of society, can be developed. Recent research from the Centre has shown that the qualities that make up character can be learnt and taught, and suggests that we need a new emphasis on their importance in schools and in professional education. This report from the Centre into the use of classic literature within schools sets out the ways in which the Knightly Virtues Programme is able to develop the virtue literacy of school pupils, and the extent to which an understanding and awareness of good moral character can make positive changes to behaviour. The impact of the programme has been tested using several rigorous research methods, detailed in this report alongside their findings, which provide substantial empirical evidence for the effectiveness of using stories to develop virtue literacy. (shrink)

Contemporary moral philosophy tends to equate what is moral with what is obligatory. Hence, there is a tendency to exclude all virtues from what is moral because they are dispositions other than the one morally good disposition to fulfill obligations out of a sense of obligation. This has the effect of excluding much of what we admire about persons from moral philosophy and from the moral life. This essay argues that there are at least two virtues, both forms of love, (...) moral perceptivity and moral tenacity, which are moral and obligatory. The author explores some of the relationships of these two moral virtues to the traditional theological virtues of faith, hope, and love, and to heroism and saintliness. (shrink)

Part I of this essay described "Ought" and "Value" as forms of moral requiredness. Now in Part II, a description of the ideal conditions for veridical perceptions of moral requiredness are specified. This is done in the form of an ideal observer type of analysis. This analysis is defended against those who oppose naturalism by assuming a bifurcation between 'ought' and 'is' and those who accuse naturalism of a "naturalistic fallacy." It is argued that theistic versions of the ideal observer (...) form of analysis exist in the Christian tradition in logically acceptable and plausible formulations. Specific illustrations are provided. (shrink)

This is the first of two essays concerned to specify in what sense "ought" and "value" are genuine characteristics of reality serving as data that help us empirically verify the truth and falsity of our moral judgments. This, the first, essay discusses the significance of the ought/is question for moral philosophy and theological ethics, giving reasons for the inadequacy of current views on the relation between "ought" and "is." Building on the perceptual theories of Gestalt psychologists yields a phenomenological description (...) of the nature of "ought" and "value" as unique experiences of gap-induced demands or requiredness. These moral experiences of requiredness are delineated in such a way that they are distinguishable from aesthetic, logical, and causal forms of requiredness. (shrink)

The aim of the My Character project was to develop a better understanding of how interventions designed to develop character might enhance moral formation and futuremindedness in young people. Futuremindedness can be defined as an individual’s capacity to set goals and make plans to achieve them. Establishing goals requires considerable moral reflection, and the achievement of worthwhile aims requires character traits such as courage and the capacity to delay gratification. The research team developed two new educational interventions – a website (...) and a hard-copy journal – with the specific aim of developing future-mindedness. After development, the website and journal were piloted over a one-year period by over 1,000 11–14 year olds in six schools across England. Various research methods, including group interviews and case studies, were implemented to assess impact. In addition, a pilot RCT was conducted to assess the feasibility of using experimental methods to measure character. The main findings from the research are that: - Students benefit from opportunities in school to think about future-mindedness; this can be successfully taught through character education. - Harnessing new technology, such as the Internet, offers exciting opportunities for character education. - It is beneficial to investigate the impact of new character education resources in order to bring greater clarity about ‘what works’. The most useful approach is a mixed methods one that allows for triangulation of evidence. - It is possible to run RCTs and other experimental research in schools to assess developmental projects of this kind, but applying the method in schools and creating suitable outcome measures present challenges for researchers. - A positive indicator of the success is that five out of the six pilot schools have embedded My Character into their curriculum. In addition, many new schools, both in Britain and internationally, have started to use the website and / or journal. This report describes the research, analyses the impact of My Character and concludes with recommendations for policy makers, practitioners and researchers embarking on similar projects. These recommendations include: i) advocating that schools create space in the curriculum to teach future-mindedness through character education; ii) enhancing traditional character education teaching methods with opportunities brought by Internet technologies; iii) evaluating character education interventions using triangulated evidence drawn from a mixture of research methods. (shrink)

Just below the surface of public life in the United States, a biblically based theory of rights vies with a theory that first appeared in the work of Bentham and Mill, and the latter is gaining increasing dominance. The resolution of this conflict has implications for a host of legal matters and public policy decisions, including life and death issues like physician-assisted suicide. Though the ascendancy of the Millian tradition reflects widespread skepticism concerning the possibility of developing a basis for (...) a common morality or defending a conception of natural inalienable rights, the author argues that a plausible account of common human morality can be developed from attention to the relationships that are requisite for sustaining the communities that are the condition of moral agency. (shrink)

In an intrepid article entitled “Why Anselm's Proof in the Proslogion Is Not an Ontological Argument,”45 G.E.M. Anscombe takes issue with the traditional reading of Anselm's text. According to this reading Anselm's proof in Proslogion 2 depends upon the premise that existence is a perfection; and as a result of this dependency it has been given the label “ontological argument.” I In challenging the traditional reading, Anscombe proposes a corrected version of Anselm’s proof—a version which eliminates the premise that existence (...) is a perfection and which thereby undermines the rationale for considering the proof to be an “ontological argument.” Her corrected version runs as follows: 26 Anscombe on Anselm.. (shrink)

This paper is a response to William Hasker’s “bring about” argument (1999, reiterated in 2011) against the Molinist theory of divine providence. Hasker’s argument rests on his claim that God’s middle knowledge must be regarded as part of the world’s past history; the primary Molinist response has been to resist this claim. This paper argues that even if this claim about middle knowledge is granted, the intended reductio does not go through. In particular, Hasker’s claim about middle knowledge is shown (...) to undermine his proof of the “power entailment principle.” The paper closes with a critical examination of ideas about free will and the past history of the world that might be supposed to support Hasker’s conviction that Molinism is incompatible with a libertarian view of free will. (shrink)

ANNOUNCEMENT has just recently come from the University of Pennsylvania that one of the professors in the University is preparing the first English translationof the eminent Franciscan's "opus magniam". The Editor.

Proletarian journalists are ?professionals?; in America's news factories. Their ?conversion downward?; took place over several ?long waves?; of capitalist development that linked commerce to ideology and legitimated marketplace practices. ?Independence,?; ?objectivity,?; and ?social responsibility?; emerged as ideological corollaries of commercial strategies deployed to stabilize marketplace crises and class conflicts within journalism.

In Joseph Butler, we have an account of human beings as moral beings that is, as this essay demonstrates, being supported by the recently emerging findings of the neurosciences. This applies particularly to Butler's portrayal of our empathic emotions. Butler discovered their moral significance for motivating and guiding moral decisions and actions before the neurosciences did. Butler has, in essence, added a sixth sense to our five senses: this is the moral sense by means of which we perceive what we (...) ought or ought not do. The moral sense yields relatively reliable moral perceptions when we love our neighbors as ourselves, and when our love for ourselves is genuine. Accurate moral perceptions will be thwarted by self-deceit—that is, by a self-partiality devoid of neighbor love, a condition that thwarts genuine self-love. This essay explores the parallels between Butler's understanding of self-deceit and Robert J. Lifton's understanding of "doubling.". (shrink)