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  1.  24
    A Fallacy in Potentiality.Don Berkich - 2007 - Dialogue 46 (1):137-150.
    A popular response to proponents of embryonic stem cell research and advocates of abortion rights alike-summarized by claims such as “you came from an embryo!” or “you were afetus once!”-enjoys a rich philosophical pedigree in the arguments of Hare, Marquis, and others. According to such arguments from potentiality, the prenatal human organism is morally valuable because every person’s biological history depends on having completed embryonic and fetal stages. In this article I set out the steps of the underlying argument in (...)
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  2. A Puzzle About Akrasia.Don Berkich - 2007 - Teorema: International Journal of Philosophy 26 (3):59-72.
     
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  3.  25
    A Heinous Act.Don Berkich - 2009 - Philosophical Papers 38 (3):381-399.
    Intuitively, rape is seriously morally wrong in a way simple assault is not. Yet philosophical disputes about the features of rape that make it the heinous act it is invite a general account of the difference between (mere) wrong-making characteristics and heinous-making characteristics. In this paper I propose just such an account and use it to refute some accounts of the wrongness of rape and refine others. Given these analyses, I close by developing and defending an account of a particularly (...)
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    The Agora.Don Berkich - 2012 - Journal of Philosophy of Education 46 (4):379-390.
    Student Learning Outcomes are increasingly de rigueur in US higher education. Usually defined as statements of what students will be able to measurably demonstrate upon completing a course or program, proponents argue that they are essential to objective assessment and quality assurance. Critics contend that Student Learning Outcomes are a misguided attempt to apply corporate quality enhancement schemes to higher education. It is not clear whether faculty should embrace or reject Student Learning Outcomes. With sincere apologies to Plato, this dialogue (...)
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