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Kenneth A. Richman [20]Kenneth Aaron Richman [1]
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Kenneth A. Richman
Massachusetts College of Pharmacy and Health Sciences
  1.  51
    Autism, Theory of Mind, and the Reactive Attitudes.Kenneth A. Richman & Raya Bidshahri - 2018 - Bioethics 32 (1):43-49.
    Whether to treat autism as exculpatory in any given circumstance appears to be influenced both by models of autism and by theories of moral responsibility. This article looks at one particular combination of theories: autism as theory of mind challenges and moral responsibility as requiring appropriate experience of the reactive attitudes. In pursuing this particular combination of ideas, we do not intend to endorse them. Our goal is, instead, to explore the implications of this combination of especially prominent ideas about (...)
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  2.  32
    Ethics and the Metaphysics of Medicine: Reflections on Health and Beneficence.Kenneth A. Richman - 2004 - MIT Press.
    Definitions of health and disease are of more than theoretical interest. Understanding what it means to be healthy has implications for choices in medical treatment, for ethically sound informed consent, and for accurate assessment of policies or programs. This deeper understanding can help us create more effective public policy for health and medicine. It is notable that such contentious legal initiatives as the Americans with Disability Act and the Patients' Bill of Rights fail to define adequately the medical terms on (...)
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  3. The New Hume Debate.Rupert Read & Kenneth A. Richman - 2002 - Philosophy 77 (299):125-129.
  4.  48
    Neurodiversity and Autism Advocacy: Who Fits Under the Autism Tent?Kenneth A. Richman - 2020 - American Journal of Bioethics 20 (4):33-34.
    McCoy, Liu, Lutz, and Sisti (2020) raise concerns about “partial representation,” in which nonelected advocates or advocacy organizations fail to engage and hold themselves accountable to the full range of people they purport to represent. They are right to point out that the autism community is vulnerable to partial representation. This open peer commentary notes some elements among those engaged with autism that may not fit under the type of “federated model” of representation McCoy, et al recommend. Advocates should tread (...)
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  5.  1
    The New Hume Debate: Revised Edition.Rupert J. Read & Kenneth A. Richman (eds.) - 2000 - Routledge.
    For decades scholars thought they knew Hume's position on the existence of causes and objects he was a sceptic. However, this received view has been thrown into question by the `new readings of Hume as a sceptical realist. For philosophers, students of philosophy and others interested in theories of causation and their history, The New Hume Debate is the first book to fully document the most influential contemporary readings of Hume's work. Throughout, the volume brings the debate beyond textual issues (...)
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  6.  7
    Autism, the Social Thinking Curriculum, and Moral Courage.Kenneth A. Richman - 2015 - Power and Education 7 (3):355-360.
    Michelle Garcia Winner’s Social Thinking Curriculum is widely used by schools across the USA and has garnered attention internationally. The curriculum addresses social language and behavior deficits among those on the autism spectrum. Although many embrace this curriculum without reservation, the emphasis on social conformity, including avoiding behaviors that make others uncomfortable, merits scrutiny. Individuals who have difficulty understanding social cues and conventions can derive tremendous benefit from learning to fit in, for example, or learning what is likely to make (...)
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  7.  56
    Health of Organisms and Health of Persons: An Embedded Instrumentalist Approach.Kenneth A. Richman & Andrew E. Budson - 2000 - Theoretical Medicine and Bioethics 21 (4):339-354.
    In a time when we as a society are in the process of deciding what our basic rights to health care are, it is critically important for us to have a full and complete understanding of what constitutes health. We argue for an analysis of health according to which certain states are healthy not in themselves but because they allow an individual to reach actual goals. Recognizing that the goals of an individual considered from the point of view of biology (...)
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  8.  8
    Responsible Conduct of Research Is All Well and Good.Kenneth A. Richman - 2002 - American Journal of Bioethics 2 (4):61-62.
  9. Human Subjects Review and Archaeology: A View From Indian Country.Jeffrey C. Bendremer & Kenneth A. Richman - 2006 - In Chris Scarre & Geoffrey Scarre (eds.), The Ethics of Archaeology: Philosophical Perspectives on Archaeological Practice. Cambridge University Press. pp. 97--114.
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  10.  3
    Epistemology, Communities and Experts: A Response to Goodwin Liu.Kenneth A. Richman - 1996 - Michigan Journal of Community Service Learning 3 (1):5-12.
    This paper responds to Goodwin Liu's argument in Volume II of this Journal that a pedagogy must be supported by an appropriate theory of knowledge, and that the epistemology which best supports the service-learning pedagogy is anti-foundational pragmatism. The author shows that Liu's characterization of the pragmatist model of knowledge does not avoid the dualism which he sees as a fault of the traditional epistemology. After suggesting a remedy to this, the author then extends Liu's argument by indicating the limits (...)
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  11.  41
    Review: Thomson, Bacon to Kant.Kenneth A. Richman - 2003 - Teaching Philosophy 26 (2):177-179.
  12.  30
    How Do Street-Level Research Workers Think About the Ethics of Doing Research “On the Ground” With Marginalized Target Populations?Kenneth A. Richman, Leslie B. Alexander & Gala True - 2015 - Ajob Empirical Bioethics 6 (2):1-11.
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  13.  6
    Autism, Autonomy, and Research.Kenneth A. Richman - 2019 - In M. Ariel Casio & Eric Racine (eds.), Research Involving Participants with Cognitive Disability and Difference: Ethics, Autonomy, Inclusion, and Innovation. Oxford University Press.
    This chapter addresses ethical issues for informed consent when recruiting autistic participants for research. The process of informed consent for participation in research involves some abilities, such as dialogue and understanding the intentions of the researchers, that can be especially challenging when autistic individuals are being asked to participate. This chapter reviews these abilities, and suggests ways to provide meaningful support to promote autonomy and help researchers meet their responsibilities. Beyond these more general challenges, it explores Hans Jonas’s suggestion that (...)
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  14.  23
    Bacon to Kant: An Introduction to Modern Philosophy, Second Edition. [REVIEW]Kenneth A. Richman - 2003 - Teaching Philosophy 26 (2):177-179.
  15.  4
    Beliefs, Hopes, and Deal Breakers in Research Consent: Dissecting Mathews, Fins, and Racine on the Therapeutic Misconception.Kenneth A. Richman - 2021 - Cambridge Quarterly of Healthcare Ethics 30 (2):384-389.
    In an earlier Dissecting Bioethics contribution, Debra J. H. Mathews, Joseph J. Fins, and Eric Racine challenge standard ways of thinking about the therapeutic misconception in the context of consent for research participation. They propose that instead of demanding “rational congruence” between how researchers and participants conceive of a given protocol, we should accept a less stringent standard of “reasonable coherence.” While Mathews, Fins, and Racine (MFR) provide some important insights, their proposal needs refinement. There is room for a wide (...)
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  16. Paul Russell, Freedom and Moral Sentiment: Hume's Way of Naturalizing Responsibility. [REVIEW]Kenneth A. Richman - 1996 - Philosophy in Review 16 (5):371-373.
  17.  15
    Pharmacists and the Social Contract.Kenneth A. Richman - 2007 - American Journal of Bioethics 7 (6):15 – 16.
  18.  1
    Philosophical Perspectives on Dignity: Dignity as Arche and Dignity as Telos.Kenneth A. Richman - 2016 - In Susan S. Levine (ed.), Dignity Matters: Psychoanalytic and Psychosocial Perspectives. London: Karnac Publishing. pp. 49-59.
    Philosophers and bioethicists have mostly given up on human dignity. As a concept, dignity has seemed obscure and unintelligible, or forbidden because of its connection with theology. Here I take a fresh look, and identify two families of dignity concepts: dignity as arche and dignity as telos. Arche draws on the idea of an origin or source, as in ‘archetype’ or ‘archeology.’ Dignity as arche refers to the qualities inherent in a being that is the source (the arche) of our (...)
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  19.  13
    Ethics and Research with Undergraduates.Kenneth A. Richman & Leslie B. Alexander - 2006 - Ethics and Education 1 (2):163-175.
    Ethicists, researchers and policy makers have paid increasing attention to the ethical conduct of research, especially research involving human beings. Research performed with and by undergraduates poses a specific set of ethical challenges. These challenges are often overlooked by the research community because it is assumed that undergraduate student researchers do not have a significant impact on the research community and that their projects are not host to research posing important ethical issues. This paper identifies several features characteristic of research (...)
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  20.  10
    Empiricism, Natural Belief and the New Hume.Kenneth A. Richman - 1995 - History of Philosophy Quarterly 12 (4):425 - 441.