Numerous articles in the popular press together with an examination of websites associated with the medical, legal, engineering, financial, and other professions leave no doubt that the role of professions has been impacted by the Internet. While offering the promise of the democratization of expertise – expertise made available to the public at convenient times and locations and at an affordable cost – the Internet is also driving a reexamination of the concept of professional identity and related claims of expertise (...) and standards of integrity. This paper begins with a presentation of case studies illustrating the ease by which impostors infiltrate the ranks of professionals. Reports of individuals masquerading as professionals via the Internet often reveal that these imposters cause harm to the unwary victims who rely on assertions of professional expertise. Such reports motivated the authors to examine the origins and evolution of the traditional roles of professions and professionals in today’s society, as well as question how, or whether, the standards for professional practice have been adapted to the challenges posed by technology, i.e., do statements of professional ethics provide a ‘guiding light’ for practitioners and their clients in the cyber age? The authors challenge the professions to consider the notion that technology forces a confrontation between the guild-like aspects of a profession that have served, on the one hand, to protect a profession from encroachment and, on the other hand, have purportedly protected the public. (shrink)
The purpose of this action research project was to examine the lived experience of university and community participants in ethical decision making in the setting of an interprofessional university-community partnership. The participatory framework for applied ethics presented by Prilleltensky, Rossiter, and Walsh-Bowers informed the research design. University and community participants in the 4-year-old partnership were interviewed about the ethical dilemmas faced in the partnership and ways of dealing with these dilemmas that often took place in the nexus of meeting the (...) community's and students' needs. An important aspect of making sound ethical decisions was the availability of multiple opportunities for discourse in an environment open to learning. (shrink)
Orthodox bioethics is distinctive in how it reflects on issues in bioethics. This distinctiveness is found in the relationship of spirituality and liturgy to ethics. Eber's essay, however, treats the distinctiveness as absolute uniqueness. In so focusing on the incommensurability of Orthodox bioethics Eber fails to tell his reader what Orthodox bioethics is about. Furthermore, his description of Western Christian ethics is seriously inaccurate.
The topics covered in this volume, originally published in 1973, include the need for a more adequate concept or definition of education, the issue of whether indoctrination is compatible with education, particularly with moral education, and the processes of judging the merits of different approaches to aesthetic education. Two contributors present complementary analyses of the relations between freedom as a characteristic of institutions and the process of learning to be a free man. There is discussion of the neglected subject of (...) rights and duties in education, with special emphasis on the question of a universal right to education. The volume concludes with papers on the relevance of philosophy to the practical judgments of educators and to education as a field of study. (shrink)
If theism is true, then there exists a being to which we appropriately refer with the term ‘God’. This point is analytic. Any object to which we appropriately refer with the term ‘God’ bears certain properties – e.g. omniscience, omnipotence and moral perfection. While the analyticity of this point may be a matter of debate, I find no problem granting its necessary truth , at least for the purposes of this paper. There are properties essential to the appropriate wearing of (...) the title ‘God’. Does it follow from these claims that the object to which we appropriately apply the term ‘God’ bears the properties in question – omniscience, omnipotence, etc. – essentially? Is God essentially God? Or is it possible that the being to whom we refer with ‘God’ exist but not be God? Many would assume that the answers to these questions are obvious – that God is God essentially, or not at all. However, I wish to argue that there may be properties essential to Godhood, but not essential to the being that is God. (shrink)
If the contemporary rebirth of the ontological argument had its conception in Norman Malcolm's discovery of a second Anselmian argument it had its full-term delivery as a healthy philosophical progeny with Alvin Plantinga's sophisticated modal version presented in the tenth chapter of The Nature of Necessity. This latter argument has been the centre of a huge body of literature over the last fifteen years, and deservedly so. One is impressed that this version of Anselm's jewel is valid and sound if (...) any is. (shrink)
James F. Drane: A Liberal Catholic Bioethics. Muenster, DE: Lit Verlag. 2010, 290 Pages Content Type Journal Article Category Book Review Pages 771-774 DOI 10.1007/s11406-011-9319-4 Authors Andrew Papanikitas, Department of Education and Professional Studies, King’s College London, Strand Campus, London, WC2R 2LS UK Barbara Prainsack, Kings Institute of Social Science and Public Policy, King’s College London, Strand Campus, London, WC2R 2LS UK Journal Philosophia Online ISSN 1574-9274 Print ISSN 0048-3893 Journal Volume Volume 39 Journal Issue Volume 39, Number 4.
Whose Tradition? Which Dao? Confucius and Wittgenstein on Moral Learning and Reflection by James F. Peterman addresses the valuable position that Confucius’ dao can and has to be understood within the useful framework of Wittgensteinian forms of life, their concrete language games, and the mastery of techniques and rule- following, and that Wittgenstein’s forms of life embody critical therapeutic interventions that can be better understood through Confucian ideas of moral practice and reflection, most significantly as the practice of ritual. (...) Placing Confucianism in a global philosophical context is necessary, since the self-sufficiency of Confucianism demands that it should be possible to... (shrink)
This paper describes the introduction of Liebig's ideas on agricultural chemistry into the Netherlands. The aversion to Liebig held by the Utrecht professor G. J. Mulder hindered the direct influence that might have been borne by Liebig's own writings; the introduction was made principally by means of Dutch translations of the text-books of the Scottish agricultural chemist J. F. W. Johnston, who generally followed Liebig's ideas.
We entered upon the work of last session under the heavy cloud occasioned by the loss of Mr. F. H. Bradley, who died only a few days before its opening at the age of seventy-eight; and, in the midst of that session, on March 4th, Professor James Ward passed away at the ripe age of eighty-two years. Thus the two foremost English philosophers of our time have been removed from our midst; and it seems fitting that, in commencing the (...) duties of this new session, I should say something about their contributions to our common pursuit, and try to indicate what we owe to them who have been for so long the leaders of philosophical research in this country. (shrink)
This is an extremely thorough revision of the leading textbook of bioethics. The authors have made many improvements in style, organization, argument and content. These changes reflect advances in the bioethics literature over the past five years. The most dramatic expansions of the text are in the comprehensiveness with which the authors treat different currents in ethical theory and the greater breadth and depth of their discussion of public policy and public health issues. In every chapter, readers will find new (...) material and refinements of old discussions. This is evident in the many new sections on topics like communitarianism, ethics of care, relationship-based accounts, casuistry, case-based reasoning, principle-based common-morality theories, the justification of assistance in dying, rationing through priorities in the health care budget, and virtues in professional roles. The most extensive revisions are in chapters 1, 2 and 8. (shrink)