We argue in this essay that (1) the embryo is an irredeemably ambiguous entity and its ambiguity casts serious doubt on the arguments claiming its full protection or, at least, its protection against its use as a means fo research, (2) those who claim the embryo should be protected as "one of us" are committed to a position even they do not uphold in their practices, (3) views that defend the protection of the embryo in virtue of its potentiality to (...) become a person fail, and (4) the embryo does not have any rights or interests to be protected. Given that many are willing to treat the embryo as a means in other practices, and that human embryonic stem cell (hESC) research holds the potential to benefit many people, one cannot but conclude that hESC research is permissible and, because of its immense promise for alleviating human even obligatory. (shrink)

Discussions about the use and derivation of pluripotent human embryonic stem cells are a stumbling block in developing public policy on stem cell research. On the one hand there is a broad consensus on the benefits of these cells for science and biomedicine; on the other hand there is the controversial issue of killing human embryos. I will focus on the compromise position that accepts research on spare embryos, but not on research embryos ('discarded-created-distinction', from now on d-c-d). I will (...) point out that this viewpoint is hard to maintain. The main focus is that the 'revealed beliefs' of its defenders are inconsistent with their 'professed beliefs', more specifically with their main argument, i.e. the potentiality argument. I will point out that (1) the defenders of d-c-d actually grant a relative moral status to the human embryo, (2) this moral status is dependent on internal and external criteria of potentiality, (3) potentiality seen as a variable value that also depends on external criteria cannot justify d-c-d, and (4) an approach to human embryonic stem cell-research that would also allow the use of research embryos is more compatible with the feelings, attitudes and values of those who currently defend d-c-d and, therefore, could lead to a broader consensus and to actions that alleviate individual human suffering. (shrink)

Woud, Becker, and Rinck (2008) asked participants to repeatedly push pictures of certain faces away and to pull pictures of other faces towards them using a joystick. Performance in a subsequent affective priming task showed that previously pulled faces evoked more positive implicit evaluations then previously pushed faces. We report five studies in which we failed to find consistent evidence for the effect of approach–avoid training on implicit evaluations. We also failed to reproduce the effect reported by Woud et al. (...) when reanalysing their data. An overall analysis that included our data, the data of Woud et al. and additional data provided by Woud and colleagues also did not reveal a significant effect of approach–avoid training on implicit evaluations. We conclude that the impact of approach–avoid training on implicit evaluations is subject to subtle boundary conditions. (shrink)

Discussions about the use and derivation of pluripotent human embryonic stem cells are a stumbling block in developing public policy on stem cell research. On the one hand there is a broad consensus on the benefits of these cells for science and biomedicine; on the other hand there is the controversial issue of killing human embryos. I will focus on the compromise position that accepts research on spare embryos, but not on research embryos (‘discarded‐created‐distinction’, from now on d‐c‐d). I will (...) point out that this viewpoint is hard to maintain. The main reason is that the ‘revealed beliefs’ of its defenders are inconsistent with their ‘professed beliefs’, more specifically with their main argument, i.e. the potentiality argument. I will point out that (1) the defenders of d‐c‐d actually grant a relative moral status to the human embryo, (2) this moral status is dependent on internal and external criteria of potentiality, (3) potentiality seen as a variable value that also depends on external criteria cannot justify d‐c‐d, and (4) an approach to human embryonic stem cell‐research that would also allow the use of research embryos is more compatible with the feelings, attitudes and values of those who currently defend d‐c‐d and, therefore, could lead to a broader consensus and to actions that alleviate individual human suffering. (shrink)

Bioethicists sometimes defend compromise positions, particularly when they enter debates on applied topics that have traditionally been highly polarised, such as those regarding abortion, euthanasia and embryonic stem cell research. However, defending compromise positions is often regarded with a degree of disdain. Many are intuitively attracted to the view that it is almost always problematic to defend compromise positions, in the sense that we have a significant moral reason not to do so. In this paper, we consider whether this common (...) sense view can be given a principled basis. We first show how existing explanations for the problematic nature of compromise fall short of vindicating the common sense view, before offering our own explanation, which, we claim, comes closer to vindicating that view. We argue that defending a compromise will typically have two epistemic costs: it will corrupt attempts to use the claims of ethicists as testimonial evidence, and it will undermine standards that are important to making epistemic progress in ethics. We end by suggesting that the epistemic costs of compromise could be reduced by introducing a stronger separation between ethical debate aimed at fulfilling the epistemic role of ethics, and ethical debate that aims to directly produce good policy or practice. (shrink)

In much educational theory there is concern about claims that the concept of truth has no place anymore in educational thinking. These claims are generally identified as ‘postmodernist’ or ‘poststructuralist’. The fear is that when abandoning the quest for truth we enter the domain of mere belief, and in this way leave education without firm grounds. In this article I examine some examples of what is often crudely lumped together as ‘postmodernist’ educational research. What is at stake here, I argue, (...) is not so much a rejection of the quest for truth as rather a shift of focus to a different set of questions and interests: for example, existential questions. Against the contemporary, dominant focus on evidence-based practice, which conceals the person behind the method (textbook, rules, techniques), here the embodied person with her individual investment in education is brought into the light again. (shrink)

On March 8, 2005, the General Assembly adopted the United Nations Declaration on Human Cloning in which Member States are called upon toa) protect adequately human life in the application of life sciencesb) prohibit all forms of human cloning inasmuch as they are incompatible with human dignity and the protection of human lifec) prohibit the application of genetic engineering techniques that may be contrary to human dignityd) prevent the exploitation of women in the application of life sciencese) adopt and implement (...) national legislation to bring into effect paragraphs a to df) take into account the pressing global issues such as HIV/AIDS, tuberculosis, and malaria, which affect in particular the developing countries. a. (shrink)

This essay discusses methods of pedagogy and educational philosophy stirred up by the Hong Kong Umbrella Movement/occupy-hong Kong Movement at the end of 2014. It situates these events as a way to envision a new type of public university. To this end, the essay proposes a model of ‘wandering scholarship,’ in which educators and activists walk through urban environments and use dialogic esthetics to reclaim them as ‘Commons.’ Wandering means a multisensory exploration and learning based on the historical concept of (...) ‘psychogeography,’ a drifting through sites and interpellation of their embedded ideologies. As opposed to traditions of introspective wandering, this kind of ‘dialogic wandering’ is done within groups and encourages people to talk to fellow-walkers or random bystanders. As will be shown, these modes of wandering while addressing publics were pioneered in the 1960s student movements and also adopted in a unique manner by the young activists of the Umbrella Movement. Dialogic wandering leads to affective languages and embodied learning as opposed to modes of analytical reasoning and logic within higher education. To further study the impact of this aspect of social movements within a university curriculum, it will be shown by means of example how students can meaningfully adopt dialogic wandering to survey people’s affect and ideological positioning within environments. (shrink)

To understand Nietzsche's view of education requires us to grasp the importance Nietzsche attaches to being embedded in a particular historical and cultural frame. Education is, at least in the early stages, a matter of teaching the child to see and to value particular things or, in Nietzsche's way of putting this, teaching the child to lie. Here I develop an interpretation contrary to those who emphasise Nietzsche's radical individualism and thus view his Overman in subjectivistic terms. I argue that (...) Nietzsche's most important lesson is not that we are to create anything radically new, but rather that we are to take up a serious engagement with respect to what we stand for. (shrink)

Shortly before and during the Second World War, Japanese doctors and medical researchers conducted large-scale human experiments in occupied China that were at least as gruesome as those conducted by Nazi doctors. Japan never officially acknowledged the occurrence of the experiments, never tried any of the perpetrators, and never provided compensation to the victims or issued an apology. Building on work by Jing-Bao Nie, this article argues that the U.S. government is heavily complicit in this grave injustice, and should respond (...) in an appropriate way in order to reduce this complicity, as well as to avoid complicity in future unethical medical experiments. It also calls on other U.S. institutions, in particular the Presidential Commission for the Study of Bioethical Issues, to urge the government to respond, or to at least inform the public and initiate a debate about this dark page of American and Japanese history. (shrink)

Embryonic stem cell research holds great promise for biomedical research, but involves the destruction of human embryos. Katrien Devolder explores the tension between the view that embryos should never be deliberately harmed, and the view that such research must go forward. She provides an in-depth analysis of major attempts to resolve the problem.

ABSTRACTIs the question ‘will you regret it if you do this?’ helpful when people face difficult life decisions, such as terminating a pregnancy if a disability is detected or deciding to become a parent? Despite the commonness of the question in daily life, several philosophers have argued lately against its usefulness. We reconstruct four arguments from recent literature on regret, transformative experience and the use of imagination in deliberation. After analysis of these arguments we conclude that the prospect of regret (...) remains a useful deliberative heuristic, provided four conditions are fulfilled. If the prospect of regret is arrived at via reflection on one’s values, in a non-coercive context, when well-informed about factual circumstances, and in a process of self-commitment, the question of what one will regret is a helpful device to get in touch with one’s deepest concerns that give reasons to act in a particular way. (shrink)

This is an in-depth study of two exceptional seals impressed on tablets from late Sukkalmah-early Kidinuid Susa and Haft Tepe. Both seals have exceptionally long inscriptions in Akkadian, mentioning Išme-karāb and Inšušinak, respectively, followed by penalty and curse clauses resembling those used in the economic and legal texts and royal charters of Sukkalmah Susa. Analysis of the inscriptions implies that both seals must have been official seals, used by legal bodies during appeals to the supreme court. The Išme-karāb sealing, which (...) mentions the deities Išme-karāb, escort of the dead to the underworld, and Inšušinak, judge of the dead, evokes divine judgement. The Inšušinak seal has a more secular and “national” character, invoking in the curse formula four important Elamite rulers, including the illustrious Šilhaha. (shrink)

It is not uncommon to hear parents say in discussions they have with their children ‘Look at it this way’. And called upon for their advice, counsellors too say something to adults with the significance of ‘Try to see it like this’. The change of someone's perspective in the context of child rearing is the focus of this paper. Our interest in this lies not so much in giving an answer to the practical problems that are at stake, but at (...) disentangling the issues on a conceptual level. Within the so‐called second part of his Philosophical Investigations, Wittgenstein deals with shared practices and with concepts such as ‘seeing’ and ‘seeing as’. What he says there is in terms of content linked with his earlier Tractatus position concerning ethics, a matter which will first be dealt with. After that, the relevant sections of his later work are discussed. Following Cavell, it is concluded that to try to get someone to see what one sees, necessarily presupposes giving it out of one's hands. The passivity this points at highlights what Erziehung in the end comes down to. (shrink)

Genome editing in livestock could potentially be used in ways that help resolve some of the most urgent and serious global problems pertaining to livestock, including animal suffering, pollution, antimicrobial resistance, and the spread of infectious disease. But despite this potential, some may object to pursuing it, not because genome editing is wrong in and of itself, but because it is the wrong kind of solution to the problems it addresses: it is merely a ‘technological fix’ to a complex societal (...) problem. Yet though this objection might have wide intuitive appeal, it is often not clear what, exactly, the moral problem is supposed to be. The aim of this paper is to formulate and shed some light on the ‘technological fix objection’ to genome editing in livestock. I suggest that three concerns may underlie it, make implicit assumptions underlying the concerns explicit, and cast some doubt on several of these assumptions, at least as they apply to the use of genome editing to produce pigs resistant to the Porcine Reproductive and Respiratory Syndrome and hornless dairy cattle. I then suggest that the third, and most important, concern could be framed as a concern about complicity in factory farming. I suggest ways to evaluate this concern, and to reduce or offset any complicity in factory farming. Thinking of genome editing’s contribution to factory farming in terms of complicity, may, I suggest, tie it more explicitly and strongly to the wider obligations that come with pursuing it, including the cessation of factory farming, thereby addressing the concern that technological fixes focus only on a narrow problem. (shrink)

Many countries or jurisdictions have legally banned human cloning or are in the process of doing so. In some countries, including France and Singapore, reproductive cloning of humans is a criminal offence. In 2005, the United Nations adopted a ‘Declaration on Human Cloning’, which calls for a universal ban on human cloning. The debate on human reproductive cloning seems to have drawn to a close. However, since reproductive cloning of mammals has become routine in several countries, there is reason to (...) believe that at some point in the future, humans will be cloned too. Moreover, even if reproductive cloning will not be possible in the near future, cloning for research and therapeutic purposes is likely to be. -/- This entry describes the most important areas of disagreement regarding the ethics of cloning. I will focus on human cloning (as opposed to animal cloning), since human cloning has been the focus of the cloning debate. (shrink)

This essay discusses methods of pedagogy and educational philosophy stirred up by the Hong Kong Umbrella Movement/Occupy-Hong Kong Movement at the end of 2014. It situates these events as a way to envision a new type of public university. To this end, the essay proposes a model of ‘wandering scholarship,’ in which educators and activists walk through urban environments and use dialogic esthetics to reclaim them as ‘Commons.’ Wandering means a multisensory exploration and learning based on the historical concept of (...) ‘psychogeography,’ a drifting through sites and interpellation of their embedded ideologies. As opposed to traditions of introspective wandering, this kind of ‘dialogic wandering’ is done within groups and encourages people to talk to fellow-walkers or random bystanders. As will be shown, these modes of wandering while addressing publics were pioneered in the 1960s student movements and also adopted in a unique manner by the young activists of the Umbrella Movement. Dialogic wandering le... (shrink)

Current and past pandemics have several aspects in common. It is expected that all members of society contribute to beat it. But it is also clear that the risks associated with the pandemic are different for different groups. This makes that appeals to solidarity based on technocratic risk calculations are only partially successful. Objective ‘risks of transmission’ may, for example, be trumped by risks of letting down people in need of help or by missing out certain opportunities in life. In (...) this paper we argue that a rapprochement of the insights of standpoint epistemology with pandemic science and pandemic policy making may be an important step toward making pandemic science more accurate and pandemic calls for solidarity more effective. (shrink)

The majority of embryos created in natural reproduction die spontaneously within a few weeks of conception. Some have argued that, therefore, if one believes the embryo is a person (in the normative sense) one should find ‘natural’ reproduction morally problematic. An extension of this argument holds that, if one accepts embryo deaths in natural reproduction, consistency requires that one also accepts embryo deaths that occur in (i) assisted reproduction via in vitro fertilisation (IVF) and (ii) embryo research. In a recent (...) paper in this journal, Timothy Murphy criticises both the initial argument and its extension. Murphy argues that double-effect reasoning can justify embryo deaths both in natural reproduction and IVF, but not in embryo research. Thus, according to Murphy, one can, without being inconsistent, (1) believe the embryo is a person and accept natural reproduction and IVF, and (2) accept natural reproduction and IVF, while rejecting embryo research on the ground that it involves embryo deaths. I show that Murphy's argument is problematic because double effect cannot justify embryo deaths in standard IVF practices. The problem is that the proportionality criterion of double effect is not met by such practices. Thus, Murphy's argument fails to support (1) and (2). An implication of his argument failing to support (2) is that it does not defeat the position I have defended in the past—that if one accepts standard IVF practices one should also accept embryo research, including research with embryos created solely for that purpose. (shrink)

The COVID-19 pandemic disrupted academic life worldwide for students as well as educators. The purpose of this study is to shed light on the collective adversity experienced by international medical students and bioethics educators caused by the COVID-19 pandemic in relation to both personal and academic life. The authors wrote their subjective memoirs and then analyzed them using a collective autoethnography method in order to find the similarities and differences between their experiences. The results reveal some consistent patterns in experience (...) that are captured in two metaphors: Falling apart and Bouncing back. “Falling apart” involves the breakdown of daily lives during the initial stages of the pandemic, shown through subjective quotes contextualized through the authors’ commentary. The consensus is that returning home and the transition to remote education were the two main reasons for the breakdown. “Bouncing back” encompasses the authors’ recovery after the initial breakdown, achieved by acquiring new information about the virus, discovering how to continue their hobbies at home, such as working out or dancing, and learning to adjust exam expectations. At the educational level, the bioethics course, which guided students through the ethical dilemmas of the pandemic, played an important role in the recovery/bouncing back process. For that reason, we report on how it was to learn about and teach this subject during the pandemic, and how bioethics knowledge was applied for better understanding and coping with some of the moral dilemmas related to the pandemic. The study testifies to the importance of bioethics education during a pandemic and explains how this can contribute to shaping the moral resilience of future medical practitioners. (shrink)

In this article we focus on how the language of developmental psychology shapes our conceptualisations and understandings of childrearing and of the parent-child relationship. By analysing some examples of contemporary research, policy and popular literature on parenting and parenting support in the UK and Flanders, we explore some of the ways in which normative assumptions about parenthood and upbringing are imported into these areas through the language of developmental psychology. We go on to address the particular attraction of developmental psychology (...) in the field of parenting and upbringing within our current cultural context. Drawing on the work of (among others) Zygmunt Bauman, we will show how developmental psychology, as one of the instruments that contributes to a breaking down of our existential condition into a series of well-defined, and thus apparently manageable, tasks and categories, displaces rather than confronts the possibly limitless depth of the enormity of the reality of ‘being a parent’. (shrink)

The new idea of a 'parenting contract', explicitly taking as its point of reference the United Nations Convention on the Rights of the Child, is meant primarily to protect children's rights, and specifically the right to a proper upbringing. The nature of the parent-child relationship is thus drawn into the discourse of rights and duties. Although there is much to be said for parents explicitly attending to their children's upbringing, something of the uniqueness of the parent-child relationship seems to be (...) occluded by the language of rights and duties as that relationship becomes narrowed down to the confines of a contractual agreement. What comes to be foregrounded in the parent-child relationship is a defence of the various parties'—the parents' and the child's—interests. By drawing on the work of Annette Baier, we argue that this has considerable consequences in terms of trust and distrust, and parental engagement. It is questioned whether the concept of the parenting contract brings about the positive climate of engagement which it is meant to promote. (shrink)

In 2011, Frank Van Den Bleeken became the first detainee to request euthanasia under Belgium’s Euthanasia Act of 2002. This article investigates whether it would be lawful and morally permissible for a doctor to accede to this request. Though Van Den Bleeken has not been held accountable for the crimes he committed, he has been detained in an ordinary prison, without appropriate psychiatric care, for more than 30 years. It is first established that VDB’s euthanasia request plausibly meets the relevant (...) conditions of the Euthanasia Act and that, consequently, a doctor could lawfully fulfill it. Next, it is argued that autonomy-based reasons for euthanizing VDB outweigh complicity-based reasons against doing so, and that, therefore, it is also morally permissible for a doctor to carry out the euthanasia request. (shrink)

In this article, we explore to what extent parents should be ‘educators’ of their children. In the course of this exploration, we offer some examples of these practices and ways of speaking and thinking, indicate some of the problems and limitations they import into our understanding of the parent–child relationship, and make some tentative suggestions towards an alternative way of thinking about this relationship.

Western societies are confronted with a growing number of overweight and obese children. Past studies have pointed to excessive television viewing as one of the causes of this phenomenon. The aim of the current study was to examine the influence of parental mediation and modeling on TV use and obesity among pre-school children. A survey conducted among 608 parents of two-and-a-half to six year olds shows that obese children watch significantly more television, show more affinity towards television and more often (...) have a TV set in their bedroom than normal weight and overweight children. For girls, parental restrictions on television viewing are negatively associated with their BMI. For boys, no similar relationship can be found. This study suggests that taking into account possible differences in television viewing behavior between pre-school boys and girls and paying attention to a wide range of television viewing variables can be fruitful for further research. (shrink)

In this paper we explore a new way to deal with social inequality and injustice in an educational way. We do so by offering a particular reading of a scene taken from Minnelli's film The Band Wagon which is often regarded as overly western-centred and racist. We argue, however, that the way in which words and movements in this scene function are expressive of an event that can be read as a new beginning and that it is for this reason (...) in and of itself educational. By drawing on Agamben's and Cavell's insights on childhood and what it means to acquire a language, we argue that in this scene a form of childhood is displayed which denotes a general condition for education to take place in children and grown-ups alike. Hence, education can be understood as a interruption of existing power structures and as a transformation of one's existence. (shrink)

The possible future use of lethal autonomous weapons systems (LAWS) and the challenges associated with assigning moral responsibility leads to several debates. Some authors argue that the highly autonomous capability of such systems may lead to a so-called responsibility gap in situations where LAWS cause serious violations of international humanitarian law. One proposed solution is the doctrine of command responsibility. Despite the doctrine’s original development to govern human interactions on the battlefield, it is worth considering whether the doctrine of command (...) responsibility could provide a solution by applying the notion analogously to LAWS. A fundamental condition underpinning the doctrine’s application is the control requirement, stipulating that a superior must exert some degree of control over subordinates. The aim of this article is to provide an in-depth analysis of this control condition and assess whether it leads to the impossibility of applying the doctrine of command responsibility to LAWS. To this end, the first section briefly introduces the topic of LAWS and responsibility gaps. The subsequent section provides a concise overview of the doctrine itself and the conditions typically necessitated for its application. In the third section, a comprehensive scrutiny of the control requirement is undertaken through examination of key case law, examining how the concept has been interpreted. Finally, the fourth section delves into the evaluation of commanders’ potential to exert effective control over their (non-human) subordinates. Based on this, the feasibility of considering command responsibility as a viable solution is assessed, aiming to determine whether its application should be prima facie excluded or warrants further exploration. (shrink)

Aaron Ancell and Walter Sinnott-Armstrong (A&SA) propose a pragmatic approach to problems arising from conscientious objections in healthcare. Their primary focus is on private healthcare systems like that in the United States. A&SA defend three claims: (i) many conscientious objections in healthcare are morally permissible and should be lawful, (ii) conscientious objections that involve invidious discrimination are morally impermissible, but (iii) even invidiously-discriminatory conscientious objections should not always be unlawful, as there is a better way to protect patient rights. Pursuant (...) to (iii), A&SA propose a framework that legally allows discriminatory conscientious objections, but that shifts the financial costs associated with such objections from patients to the clinics that employ doctors who discriminate against patients. Though their proposal is controversial, it has attractive features, and merits further discussion. In this paper, I remain neutral on the third claim A&SA advance in support of their proposal, but point out a problem with the two first claims. In the light of my criticisms, I propose to modify their proposal so that costs are shifted to clinics in a broader range of cases. (shrink)

Texts from the Late Old Babylonian Period. By Seth F. C. Richardson. The Journal of Cuneiform Studies Supplemental Series, vol. 2. Boston: American Schools of Oriental Research, 2010. Pp. ix + 221.

This is an interview with Professor Sandra Gilbert, undoubtedly one of feminism's most prominent theorists. The interview was conducted in Ghent in the spring of 2000. Sandra Gilbert's name is most often used in conjunction with that of Professor Susan Gubar as the author of The Madwoman in the Attic and the trilogy No Man's Land. In the course of the interview Professor Gilbert talks about the hurdles she had to cross as a young woman academic, the choices she had (...) to make as a mother, her successful collaboration with Susan Gubar and her current, quite controversial viewpoints concerning women's studies versus gender studies and essentialism. (shrink)