ExcerptFew U.S. Supreme Court decisions in living memory have combined a widespread expectation in verdict with a broad aggrievement of impact as dynamically as SFFA v. Harvard. Anyone remotely concerned with the fortunes of higher education in North America would have had good reason to believe, on or before June 29, 2023, that the “special consideration” of race in university admissions had reached its best-buy date. The key predictive decisions twenty years earlier—Grutter v. Bollinger and Gratz v. Bollinger—tolled the clock. (...) In the Bollinger cases, several justices opined that, a quarter century out, affirmative action policies might no longer be necessary in university admissions to even the score for the racially disadvantaged. The majority in SFFA changed might to must with five years to spare. (shrink)

IThe so-called enterprise or commercial-bureaucratic university has been with us for some time. To its advocates, it has set higher education on a rational footing and demystified the folkways of cosseted intellectuals. To its detractors, it galls the kibe. For observers and stakeholders alike, the age of the office has introduced a new way of thinking and speaking in campus boardrooms and action sessions. The idiom of markets and corporations—How competitive are we? What are the anticipated returns on investment? Where (...) can payroll efficiencies be found?—frames an instrumental, quantifiable understanding of the vita academica. Corporate clients need to decide…. (shrink)

Researchers are required to seek consent from Indigenous communities prior to conducting research but there is inadequate information about how Indigenous people understand and become fully engaged with this consent process. Few studies evaluate the preference or understanding of the consent process for research with Indigenous populations. Lack of informed consent can impact on research findings. The Picture Talk Project was initiated with senior Aboriginal leaders of the Fitzroy Valley community situated in the far north of Western Australia. Aboriginal people (...) were interviewed about their understanding and experiences of research and consent processes. Transcripts were analysed using NVivo10 software with an integrated method of inductive and deductive coding and based in grounded theory. Local Aboriginal interpreters validated coding. Major themes were defined and supporting quotes sourced. Interviews with Aboriginal leaders were facilitated by a local Aboriginal Community Navigator who could interpret if necessary and provide cultural guidance. Participants were from all four major local language groups of the Fitzroy Valley; aged 31 years and above; and half were male. Themes emerging from these discussions included Research—finding knowledge; Being respectful of Aboriginal people, Working on country, and Being flexible with time; Working together with good communication; Reciprocity—two-way learning; and Reaching consent. The project revealed how much more there is to be learned about how research with remote Aboriginal communities should be conducted such that it is both culturally respectful and, importantly, meaningful for participants. We identify important elements in community consultation about research and seeking consent. (shrink)

Late in 1990, the Center for the Study of Ethics in the Professions at Illinois Institute of Technology (lIT) received a grant of more than $200,000 from the National Science Foundation to try a campus-wide approach to integrating professional ethics into its technical curriculum.! Enough has now been accomplished to draw some tentative conclusions. I am the grant's principal investigator. In this paper, I shall describe what we at lIT did, what we learned, and what others, especially philosophers, can learn (...) from us. We set out to develop an approach that others could profitably adopt. I believe that we succeeded. (shrink)

ObjectiveCochlear explantation for purely elective (e.g. psychological and emotional) reasons is not well studied. Herein, we aim to provide data and expert commentary about elective cochlear implant (CI) removal that may help to guide clinical decision-making and formulate guidelines related to CI explantation.Data sourcesWe address these objectives via three approaches: case report of a patient who desired elective CI removal; review of literature and expert discussion by surgeon, audiologist, bioethicist, CI user and member of Deaf community.Review methodsA systematic review using (...) three scientific online databases was performed. Included articles addressed the benefits and/or complications of cochlear implantation in young children, CI explantation with or without revision surgery and the ethical debate between the medical and Deaf communities on cochlear implantation and explantation.ConclusionsThe medical and audiological perspectives identify a host of risks related to implant removal without reimplantation, including risk from surgery, general anaesthesia, cochlear ossification and poor audiometric outcomes. The member of the deaf community and bioethicist argue that physicians need to guide the principles of beneficence, non-maleficence and patient autonomy. Taken together, patient desires should be seen as paramount, if the patient is otherwise fit for surgery and well informed.Implications for practiceSimilar to the case of device implantation, device explantation should be a multidisciplinary and collaborative decision with the patient and the family’s desires at the centre. While every case is different, we offer a CI explantation discussion to assist in clinical decision-making, patient counselling and education. (shrink)

Philosophers of science readily acknowledge that nonepistemic values influence the discovery and pursuit of scientific theories, but many tend to regard these influences as epistemically uninteresting. The present paper challenges this position by identifying three avenues through which nonepistemic values associated with discovery and pursuit in contemporary pollution research influence theory appraisal: (1) by guiding the choice of questions and research projects, (2) by altering experimental design, and (3) by affecting the creation and further investigation of theories or hypotheses. This (...) analysis indicates that the effects of these values are sufficiently complex and epistemically significant to merit further attention. †To contact the authors, please write to: Kevin Elliott, Department of Philosophy, University of South Carolina, Columbia, SC 29208; e‐mail: [email protected] . Daniel McKaughan, Department of Philosophy, Boston College, Chestnut Hill, MA 02467; e‐mail: [email protected]. (shrink)

Bishop Elliott's book is a great tool for defending Catholic sexual ethics as humane and reasonable. His experience representing the Holy See at the United Nations has given him a ring-side seat in the battles showing just how radical the sexual revolutionaries really are. He offers a rare combination of sound theology and practical experience." -- Jennifer Roback Morse [taken from back cover].

Review of Martin Heidegger's 1933 - 1934 seminars, with accompanying essays by Slavoj Zizek, Robert Bernasconi, Peter E. Gordon, Marion Heinz, and Theodore Kisiel.

R K Elliott; The Concept of Creativity, Journal of Philosophy of Education, Volume 5, Issue 1, 30 May 2006, Pages 97–104, https://doi.org/10.1111/j.1467-9752.19.

This book is available either individually, or as part of the specially-priced Arguments of the Philosphers Collection.

The classical interpretation of mathematical statements can be seen as comprising two separate but related aspects: a domain and a truth-schema. L. E. J. Brouwer’s intuitionistic project lays the groundwork for an alternative conception of the objects in this domain, as well as an accompanying intuitionistic truth-schema. Drawing on the work of Arend Heyting and Michael Dummett, I present two objections to classical mathematical semantics, with the aim of creating an opening for an alternative interpretation. With this accomplished, I then (...) make the case for intuitionism as a suitable candidate to fill this void. (shrink)

The classical interpretation of mathematical statements can be seen as comprising two separate but related aspects: a domain and a truth-schema. L. E. J. Brouwer’s intuitionistic project lays the groundwork for an alternative conception of the objects in this domain, as well as an accompanying intuitionistic truth-schema. Drawing on the work of Arend Heyting and Michael Dummett, I present two objections to classical mathematical semantics, with the aim of creating an opening for an alternative interpretation. With this accomplished, I then (...) make the case for intuitionism as a suitable candidate to fill this void. (shrink)

The end of World War II marked the beginning of a new chapter in German Leibniz scholarship, with conferences all over the country gearing up to commemorate the 300th anniversary of his birth in 1946, and participants intent on promoting Leibniz as a pan-European thinker. Just a few years earlier, for obvious reasons, the outlook could not have been more different. To take one example, Oskar Becker, in his lecture, “Leibniz, the German Thinker and Good European,” had divided the different (...) versions of Leibniz up along strictly national lines: “In the international Leibniz literature of today the different aspects of his philosophy… are shown in the views of one nation from this, of another nation from that side. Thus for the West European scholars Louis Couturat and Bertrand Russell Leibniz is fundamentally a logician, while for the Germans he is fundamentally a metaphysician.”. (shrink)

The end of World War II marked the beginning of a new chapter in German Leibniz scholarship, with conferences all over the country gearing up to commemorate the 300th anniversary of his birth in 1946, and participants intent on promoting Leibniz as a pan-European thinker. Just a few years earlier, for obvious reasons, the outlook could not have been more different. To take one example, Oskar Becker, in his lecture, “Leibniz, the German Thinker and Good European,” had divided the different (...) versions of Leibniz up along strictly national lines: “In the international Leibniz literature of today the different aspects of his philosophy… are shown in the views of one nation from this, of another nation from that side. Thus for the West European scholars Louis Couturat and Bertrand Russell Leibniz is fundamentally a logician, while for the Germans he is fundamentally a metaphysician.”. (shrink)

Upon mention of the logical structure of anything in the title of a book, many of us will, no doubt, recall a certain strain of philosophy of a few generations ago, one that ascribed to logic a centrality it has seldom enjoyed before or since. Thus might one easily be steered off course in trying to guess Andreas Blank’s primary thesis from the title he chose for his work. The reference to Carnap’s Der logische Aufbau der Welt is only an (...) apparent one: not only does the author of Der logische Aufbau von Leibniz’ Metaphysik not believe that Leibniz’s metaphysics is constructed from logic in the same way that Carnap took the world to be logically aufgebaut, but indeed, one gets the impression that it is the main purpose of this informative and well-argued new book to downplay the role of logic in the development of Leibniz’s metaphysics. (shrink)

The subject is in both cases the voyage of the Argo, and therefore the use of the same words is not likely to be coincidental, even though the words themselves are scarcely uncommon. One would hesitate to deny, however, that such reminiscence might be unconscious; that Lucan had famous tags in his head is suggested by another allusion to famous opening lines.

The temporal pattern of the terminal response on periodic schedules depends on when responding begins. Pigeons pecking on fixed-interval and fixed-time schedules of food reinforcement responded, or accelerated, faster the later in an interval they began responding.

During the first half of this century, John Dewey's highly original philosophy exerted an important influence on both academic philosophy and educational thinking in the United States. Between the two world wars he acquired a national reputation as political thinker and activist which has not been matched since by an academic philosopher in the United States. Although his academic influence began to wane with the rise of his career as a political journalist, a recent revival of interest in Dewey's academic (...) work has taken place. The ongoing assessment and appropriation of a philosopher's thought require not only the texts of his work, but also the best critical appraisals of that work. These four volumes gather, from a variety of sources across several disciplines, ninety-six articles which together constitute a comprehensive critical commentary on Dewey's work. Those who wish to evaluate and appreciate Dewey's contributions to psychology, education, political theory, epistemology, ethics, value theory, aesthetics and metaphysics will find these volumes vital and lasting resources. Each volume's introductory survey orchestrates the contributions in a way which shows Dewey's importance to contemporary political and intellectual culture. (shrink)