In the past decade well-designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is canvassed under (...) two categories: schooling and thinking skills; and schooling, socialisation and values. In both categories there is clear evidence that even short-term teaching of collaborative philosophical inquiry has marked positive effects on students. The paper concludes with suggestions for further research and a final claim that the presently-available research evidence is strong enough to warrant implementing collaborative philosophical inquiry as part of a long-term policy. (shrink)

In this paper we are revisiting the concept of a profession. Definitions of the concept are readily encountered in the literature on professions and we have collected a sample of such definitions. From these samples we distil frequently occurring elements and ask whether a synthesis of these elements adequately explains the concept. We find that bringing the most frequently occurring elements together does not adequately address the reason (or purpose) that society differentiates professions from other occupations or activities -- why (...) there is a concept of ‘profession’ at all. We suggest an alternative approach that attempts to make sense of the concept at a more general level. This, more philosophical, approach employs analytical tools from Julius Kovesi, Patricia Hanna and Bernard Harrison to address the question of what is the point of the concept. (shrink)

Loss of self is widely regarded to be a consequence of dementia, and this perceived loss presents a variety of problems - not least because a clear understanding of the concept of self is elusive. This paper suggests a way to cut through problems that arise because we rely on conceptions of self in our understanding of the effects of dementia. It is proposed that we can avoid reliance on the concept of self through an approach based in in bio-phenomenology. (...) Such an approach would help us better understand the inner life of those with dementia and assist us to recognize that even in late stage dementia they are semiotic subjects with unique value. (shrink)

The introduction of Philosophy and Ethics to the Western Australian Certificate of Education courses in 2008 brought philosophy into the Western Australian secondary school curriculum for the first time. How philosophy came to be included is part of a larger story about the commitment and perseverance of a relatively small number of Australian educators and their belief in the value of introducing philosophical communities of inquiry into school classrooms through a revised pedagogy which could sit comfortably with an outcomes-based education (...) system. (shrink)

This paper provides a critical examination of philosophy teaching at all levels in Australian schools. It looks at the points of difference and congruence between the States and Territories and argues that teaching philosophy through the philosophical community of inquiry should be a core element of school curricula. In spite of a growing interest in philosophy in schools, its documented benefits and the high degree of “fit” with a revised curriculum in at least two states, the implementation of philosophy by (...) education departments has been relatively slow and piecemeal. There are discrete courses available in upper secondary school, but approaches differ between the various education jurisdictions. The work of the Federation of Australasian Philosophy in Schools Associations, and the branches at State level, provide training and networking for interested educators but this has not translated into policy. An education policy that gives a central role to good, clear philosophical thinking will give children the tools they need to succeed in the rapidly changing cultural, technological, social and cultural environment of the 21st Century. (shrink)

Th is article questions the commonly held view that professional ethics is grounded in general ethical principles, in particular, respect for client (or patient) autonomy and beneficence in the treatment of clients (or patients). Although these are admirable as general ethical principles, we argue that there is considerable logical difficulty in applying them to the professional-client relationship. The transition from general principles to professional ethics cannot be made because the intended conclusion applies differently to each of the parties involved, whereas (...) the premise is a general principle that applies equally to both parties. It is widely accepted that professionals are required to recognize that clients or patients possess rights to autonomy that are more than the general rights to personal autonomy accepted in ordinary social life, and that professionals are expected to display beneficence toward their clients that is more than the beneficence expected of anyone in ordinary social life. The comparative component of professional ethics is an intrinsic feature of the professional situation, and thus it cannot be bypassed in working out a proper professional ethics. Thus, we contend, the proper professional treatment of clients or patients has not been explained by appeal to general ethical principles. (shrink)

This paper argues that specific individual informed consent and other forms of consent predicated on a right to autonomy may not in all circumstances be appropriate for the establishment and use of large data sets of health information. We suggest that there are inherent failings in such an approach, shortcomings that we analyse below. We argue that individuals share an obligation to contribute their data, as doing so is cost-free and benefits accrue to the population as a whole. Large health (...) data sets can be considered public goods – goods that are non-rival in consumption and in some cases non-exclusive in use – and contributing to these goods may be an obligation, the meeting of which allows citizens to invest in knowledge infrastructure. The approach argued for here is a variation of a communitarian ethic in which people have an obligation to contribute their data but have no correlative right to expect or receive an individual benefit. (shrink)

This book addresses what 'nature' is and humans' obligations toward the natural world. Beginning with ideas traced from Aristotle through some of the significant figures in European philosophy, the author shows that each living thing is a unique source of value. This value puts humans under an obligation and adopting an attitude of responsibility to living things is an essential part of what it means to be human.

The use of expert evidence in courts has been problematic for many years and a focus on the ethics of witnesses has given rise to the widespread introduction of rules governing how experts may behave. But, in additions to the ethics of witnesses, the ethics of expert evidence also encompasses the ethics of lawyers; the financial and other costs of using experts; the use, or misuse, of science; the way claims to truth are made; and the impact on the law (...) itself. In short, despite recent clarification of rules for witnesses, there remain significant issues with how the legal system makes use of expert testimony. This article explores some of those issues. (shrink)