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Michael J. Reiss [43]Michael Jonathan Reiss [1]
  1.  3
    Science Education in the Light of COVID-19.Michael J. Reiss - 2020 - Science & Education 29 (4):1079-1092.
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  2.  16
    Bovine Tuberculosis and Badger Control in Britain: Science, Policy and Politics.Steven P. McCulloch & Michael J. Reiss - 2017 - Journal of Agricultural and Environmental Ethics 30 (4):469-484.
    Bovine tuberculosis is the most economically important animal health policy issue in Britain. The problem of what to do about badgers has plagued successive governments since a dead badger was discovered with bovine TB in 1971. Successive Labour governments oversaw the Randomised Badger Culling Trial from 1998 to 2006. Despite the RBCT recommendation against culling, the 2010–2015 Coalition government implemented pilot badger culls. This paper provides an account of the evolution of bovine TB and badger control policy, focusing on the (...)
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  3.  25
    The Development of an Animal Welfare Impact Assessment (AWIA) Tool and Its Application to Bovine Tuberculosis and Badger Control in England.Steven P. McCulloch & Michael J. Reiss - 2017 - Journal of Agricultural and Environmental Ethics 30 (4):485-510.
    Bovine tuberculosis is a controversial animal health policy issue in England, which impacts farmers, the public, cattle and badgers. Badgers act as a wildlife reservoir of disease. Policy options for badger control include do nothing, badger culling, and badger vaccination. This paper argues for mandatory Animal Welfare Impact Assessment for all policy that significantly affects sentient animals. AWIA includes species description, and AWIA analysis stages. In this paper, AWIA is applied to impacts of bovine TB policy options on cattle and (...)
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  4.  12
    Bovine Tuberculosis Policy in England: Would a Virtuous Government Cull Mr Badger?Steven P. McCulloch & Michael J. Reiss - 2017 - Journal of Agricultural and Environmental Ethics 30 (4):551-563.
    Bovine tuberculosis is the most important animal health and welfare policy issue in Britain. Badgers are a wildlife reservoir of disease, although the eight-year Independent Scientific Group Randomised Badger Culling Trial concluded with a recommendation against culling. The report advised government that bovine TB could be controlled, and ultimately eradicated, by cattle-based measures alone. Despite the ISG recommendation against culling, the farming and veterinary industries continued to lobby government for a badger cull. The 2005–2010 Labour government followed the ISG advice (...)
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  5.  8
    Bovine Tuberculosis and Badger Culling in England: A Utilitarian Analysis of Policy Options.Steven P. McCulloch & Michael J. Reiss - 2017 - Journal of Agricultural and Environmental Ethics 30 (4):511-533.
    Bovine tuberculosis is an important animal health policy issue in Britain, which impacts farmers, the public, domestic farmed cattle and the wild badger population. The Westminster government’s badger culling policy in England, which began in 2013, has caused considerable controversy. This is in part because the Independent Scientific Group advised against culling, based on the Randomised Badger Culling Trial. Those opposed to badger culling support more stringent cattle-based measures and the vaccination of badgers. This paper argues for ethical analysis of (...)
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  6.  7
    Risk and Sacrament: Being Human in a Covid‐19 World.Ziba Norman & Michael J. Reiss - 2020 - Zygon 55 (3):577-590.
  7.  11
    [Book Review] Improving Nature?, The Science and Ethics of Genetic Engineering. [REVIEW]Michael Jonathan Reiss & Roger Straughan - 2000 - Hastings Center Report 30 (2):41-43.
  8.  20
    Holistic Biology: What It is and Why It Matters.Fraser Watts & Michael J. Reiss - 2017 - Zygon 52 (2):419-441.
    Recent developments toward a more holistic biology do not eliminate reductionism and determinism, but they do suggest more complex forms of them, in which there are multiple, interacting influences, as there are in complex or chaotic systems. Though there is a place in biology for both systemic and atomistic modes of explanation, for those with a theological perspective the shift to complex explanations in biology is often welcome. It suggests a more subtle view of divine action in which God's purposes (...)
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  9.  5
    Science, Religion, and Ethics: The Boyle Lecture 2019.Michael J. Reiss - 2019 - Zygon 54 (3):793-807.
  10.  4
    Bovine Tuberculosis and Badger Culling in England: An Animal Rights-Based Analysis of Policy Options.Steven P. McCulloch & Michael J. Reiss - 2017 - Journal of Agricultural and Environmental Ethics 30 (4):535-550.
    Bovine tuberculosis is an important and controversial animal health policy issue in England, which impacts humans, cattle and badgers. The government policy of badger culling has led to widespread opposition, in part due to the conclusions of a large field trial recommending against culling, and in part because badgers are a cherished wildlife species. Animal rights theorists argue that sentient nonhumans should be accorded fundamental rights against killing and suffering. In bovine TB policy, however, pro-culling actors claim that badgers must (...)
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  11.  3
    Imagining the World: The Significance of Religious Worldviews for Science Education.Michael J. Reiss - 2009 - Science & Education 18 (6-7):783-796.
  12. How Should Creationism and Intelligent Design Be Dealt with in the Classroom?Michael J. Reiss - 2011 - Journal of Philosophy of Education 45 (3):399-415.
    Until recently, little attention has been paid in the school classroom to creationism and almost none to intelligent design. However, creationism and possibly intelligent design appear to be on the increase and there are indications that there are more countries in which schools are becoming battle-grounds over them. I begin by examining whether creationism and intelligent design are controversial issues, drawing on Robert Dearden's epistemic criterion of the controversial and more recent responses to and defences of this. I then examine (...)
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  13.  41
    Adolescents Care but Don’T Feel Responsible for Farm Animal Welfare.Siobhan M. Abeyesinghe, Jen Jamieson, Lucy Asher, David Allen, Matthew O. Parker, Christopher M. Wathes & Michael J. Reiss - 2015 - Society and Animals 23 (3):269-297.
  14.  47
    Teaching About Homosexuality and Heterosexuality.Michael J. Reiss - 1997 - Journal of Moral Education 26 (3):343-352.
    Abstract Should schools teach about homosexuality and heterosexuality, and if so how? This paper outlines arguments both in favour of, and against, such teaching and concludes that, on balance, schools of 11?16/18?years?olds should teach about sexual orientation provided certain specified conditions are met. The author then defends the notion that to teach about sexual orientation is to teach about a controversial issue, but notes that few, if any, of the published approaches to teaching in this area treat it as such. (...)
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  15.  5
    Robots as Persons? Implications for Moral Education.Michael J. Reiss - forthcoming - Journal of Moral Education:1-9.
  16.  57
    Conflicting Philosophies of School Sex Education.Michael J. Reiss - 1995 - Journal of Moral Education 24 (4):371-382.
    This paper surveys the range of philosophical positions currently found in school sex education materials. Five main positions are identified: school sex education should not occur; school sex education should promote physical health; school sex education should promote personal autonomy ; school sex education should promote responsible sexual behaviour; school sex education should take place within a religious framework. The strengths and weaknesses of each of these positions are examined. It is argued that valid sex education in schools promotes rational (...)
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  17.  14
    Evolution Education: Treating Evolution as a Sensitive Rather Than a Controversial Issue.Michael J. Reiss - 2019 - Ethics and Education 14 (3):351-366.
    ABSTRACTEvolution is often seen as a site of contestation within the school curriculum. The topic of evolution is therefore often considered to be ‘controversial’. I first examine what is meant by ‘controversial’ and conclude that while, in an everyday sense, the topic of evolution can indeed be considered to be controversial, this term can mislead. A more fruitful way forward may be to regard the topic of evolution as ‘sensitive’. I examine reasons why evolution might be considered sensitive – noting (...)
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  18.  8
    Ethical Challenges in Human Space Missions: A Space Refuge, Scientific Value, and Human Gene Editing for Space.Konrad Szocik, Ziba Norman & Michael J. Reiss - 2020 - Science and Engineering Ethics 26 (3):1209-1227.
    This article examines some selected ethical issues in human space missions including human missions to Mars, particularly the idea of a space refuge, the scientific value of space exploration, and the possibility of human gene editing for deep-space travel. Each of these issues may be used either to support or to criticize human space missions. We conclude that while these issues are complex and context-dependent, there appear to be no overwhelming obstacles such as cost effectiveness, threats to human life or (...)
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  19.  18
    How Should We Teach in Schools About Sexual Orientation? A Rejoinder to Petrovic.Michael J. Reiss - 1999 - Journal of Moral Education 28 (2):211-214.
    Petrovic (1999) argues that teachers need to portray homosexuality positively and must not express their beliefs against it. This rejoinder argues against this position, maintaining instead that teachers need to teach about heterosexuality and homosexuality in a balanced manner. I argue against Petrovic's position both on the grounds that it has internal weaknesses and on the grounds that its consequences would be undesirable.
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  20.  40
    The Ethics of Xenotransplantation.Michael J. Reiss - 2000 - Journal of Applied Philosophy 17 (3):253–262.
  21.  1
    Beyond Bare Statistics.Michael J. Reiss - 2019 - In Berry Billingsley, Keith Chappell & Michael J. Reiss (eds.), Science and Religion in Education. Springer Verlag. pp. 119-121.
    Much of the science and religion debate has focussed on statistics. The chapters in this section go beyond bare statistics by examining more nuanced studies of science, religion and education with the aim of developing a deeper understanding of the issues at play when attempting to deal with the issues of science and religion in the classroom.
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  22.  32
    Human Sociobiology.Michael J. Reiss - 1984 - Zygon 19 (2):117-140.
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  23.  21
    What Significance Does Christianity Have for Science Education?Michael J. Reiss - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1637-1662.
    In a number of countries, issues to do with religion seem increasingly to be of importance in school science lessons and some other science educational settings, such as museums. This chapter begins by discussing the nature of religion and the nature of science and then looks at understandings of possible relationships between science and Christianity with particular reference to such issues as determinism, evolution and the uses to which advances in scientific knowledge may be put. It then goes on to (...)
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  24.  16
    Environmental Education, Ethics and Citizenship Conference, Held at the Royal Geographical Society , 20 May 1998.Stephen Trudgill, Anna R. Davies, John Westaway, Cedric Cullingford, R. J. Berry, Sue Dale Tunnicliffe & Michael J. Reiss - 1999 - Ethics, Place and Environment 2 (1):81-114.
    The search for a worldwide environmental ethic is linked to the increase in environmental concern since the 1960s, and the recognition that environmental problems can have a global impact. Numerous people and organizations have put forward their understanding of the necessary components of such an ethic and these have converged in a series of international statements. A small number of common elements have emerged. These can be expressed in 10 ‘premises’, which may form the basis for developing into an acceptable (...)
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  25.  35
    From the Editors.Michael J. Reiss, Richard P. Haynes, Frans W. A. Brom & Jan D. Elliott - 2001 - Journal of Agricultural and Environmental Ethics 14 (2):1-3.
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  26.  23
    Ethical Considerations at the Various Stages in the Development, Production, and Consumption of GM Crops.Michael J. Reiss - 2001 - Journal of Agricultural and Environmental Ethics 14 (2):179-190.
    The aim of this paper is to clarify the ethical issuessurrounding GM crops by examining the various stages or levels intheir development, production, and consumption. Previous workabout the acceptability or non-acceptability of GM crops hastended to conflate these various levels, partly as a result ofwhich GM crops are all-too-often simply said to be ``good'''' or``bad.'''' There are, though, various problems with such a binarycategorization. I look in particular at the duties of scientists,companies, regulatory systems, farmers, retailers, and consumers.
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  27.  5
    Adam Briggle and Carl Mitcham: Ethics and Science: An Introduction.Michael J. Reiss - 2014 - Science & Education 23 (10):2159-2160.
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  28.  15
    A Response: “Genes, Religion and Society: The Developing Views of the Churches”.Michael J. Reiss - 1997 - Science and Engineering Ethics 3 (3):289-292.
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  29.  12
    The Ethics of Genetic Research of Intelligence.Michael J. Reiss - 2000 - Bioethics 14 (1):1–15.
  30.  12
    Jacquelyn Ann K. Kegley, Genetic Knowledge: Human Values and Responsibility. [REVIEW]Michael J. Reiss - 2000 - Ethical Theory and Moral Practice 3 (4):455-456.
  31.  9
    Environmental Education, Ethics and Citizenship Conference, Held at the Royal Geographical Society (with the Institute of British Geographers), 20 May 1998.Sue Dale Tunnicliffe & Michael J. Reiss - 1999 - Philosophy and Geography 2 (1):108 – 114.
    To date, insufficient work has been carried out on how children view living organisms in the environment. In this study a large number of conversations were audio-taped and transcribed while primary age pupils observed meal worms or brine shrimps (both of which are invertebrates) during science activities. Analysis revealed the ways in which the pupils interpreted what they saw in terms of their prior experience. We discuss the implications of these and others of our findings for school education and the (...)
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  32.  5
    The Multicultural Dimension of the National Curriculum.Anna S. King & Michael J. Reiss - 1993 - British Journal of Educational Studies 41 (4):410-411.
  33.  5
    Introduction to Ethics and Bioethics.Michael J. Reiss - forthcoming - Bioethics for Scientists:1--17.
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  34.  5
    Science Education and Student Diversity: Synthesis and Research Agenda ‐ By Okhee Lee and Aurolyn Luykx.Michael J. Reiss - 2008 - British Journal of Educational Studies 56 (4):485-486.
  35.  8
    Editorial: The Value(s) of Sex Education.Michael J. Reiss - 1997 - Journal of Moral Education 26 (3):253-255.
  36.  3
    Altruism's Evolution.Michael J. Reiss - 1988 - New Blackfriars 69 (817):280-289.
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  37.  2
    " Genes, Religion and Society: The Developing Views of the Churches": A Response.Michael J. Reiss - 1997 - Science and Engineering Ethics 3 (3):289-292.
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  38.  1
    Us $27.50,£ 21.95.Cary J. Nederman, John Christian Laursen, Michael J. Reiss & Roger Strayton - 1998 - Australasian Journal of Philosophy 76 (2):357.
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  39. Closing Remarks.Berry Billingsley, Keith Chappell & Michael J. Reiss - 2019 - In Berry Billingsley, Keith Chappell & Michael J. Reiss (eds.), Science and Religion in Education. Springer Verlag. pp. 349-353.
    This book has its origins in the output from a conference that took place in Oxford in the Autumn of 2016. The conference represented a ground-breaking attempt to bring together interdisciplinary researchers and practitioners in order to have a meaningful dialogue about the many issues that surround science and religion in an educational setting. Topics that have been at the forefront of the study of science and religion, such as evolution and the origins of the Universe, were considered from new (...)
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  40. Introduction.Berry Billingsley, Keith Chappell & Michael J. Reiss - 2019 - In Berry Billingsley, Keith Chappell & Michael J. Reiss (eds.), Science and Religion in Education. Springer Verlag. pp. 1-11.
    Questions which bridge science and religion cross many boundaries, and this is especially the case in schools and other educational institutions. The boundaries that a curriculum puts around different types of knowledge and different ways of constructing knowledge work well in so many ways in education, but they can become barriers to asking and exploring questions that bridge science and religion if they become systematic and entrenched. At the heart of this book and this introductory chapter, there is a belief (...)
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  41. Science and Religion in Education.Berry Billingsley, Keith Chappell & Michael J. Reiss (eds.) - 2019 - Springer Verlag.
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  42. Key Issues in Bioethics a Guide for Teachers.Ralph Levinson & Michael J. Reiss - 2003
     
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  43. But Who Is It For? The History of School Science in England.Michael J. Reiss - 2020 - Science & Education 29 (5):1441-1446.
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  44. Creationism and Intelligent Design.Michael J. Reiss - 2018 - In Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.), International Handbook of Philosophy of Education. Springer Verlag. pp. 1247-1259.
    Until recently, little attention has been paid in the school classroom to creationism and almost none to intelligent design. However, creationism and intelligent design appear to be on the increase and there are indications that there are more countries in which schools are becoming battlegrounds over them. I begin by examining whether creationism and intelligent design are controversial issues, drawing on Robert Dearden’s epistemic criterion of the controversial and more recent responses to and defences of this. I then examine whether (...)
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