Steve Biko died in detention in South Africa in 1977. Critical ethical issues are raised both by the conduct of the doctors responsible for Biko's care and by the subsequent response of the medical profession as a whole. Because those issues are relevant to all healthcare professionals everywhere, the Biko affair provides a useful case study in medical ethics. We discuss the case in this article, describing how we use it in our teaching.

Steve Biko died in detention in South Africa in 1977. Critical ethical issues are raised both by the conduct of the doctors responsible for Biko's care and by the subsequent response of the medical profession as a whole. Because those issues are relevant to all healthcare professionals everywhere, the Biko affair provides a useful case study in medical ethics. We discuss the case in this article, describing how we use it in our teaching.

The legacy of Steve Biko remains to this day a “contested” legacy, not only on account of his reputation as a political activist but also because of a profound scepticism regarding the philosophical status and integrity of his thought. This article seeks to engage with Steve Biko, the philosopher, not only to debunk the position that seeks to reduce his thinking to the level of mere political activism, given his identification with the Black Consciousness Movement and (...) the radicalism of black student politics, but also – more importantly – to demonstrate that his appropriation of Black Consciousness philosophy is deeply rooted in an African humanist philosophy that provides the normative context for his interrogation of white supremacy in colonial-apartheid South Africa. (shrink)

Since the early 20th century, bioethics in South Africa has moved through several stages, responding to the same forces and developments as elsewhere, for example in the United Kingdom and United States. In addition, some unique developments in South Africa, for example the death of Steve Biko, the HIV/AIDS pandemic, and a peaceful transition to democracy with increased focus on human rights have given bioethics in South Africa its own dimension. Bioethics in South Africa reflects (...) the general concerns of the field elsewhere, but it also stands at the intersection of the concerns of both developed and developing worlds. Thus, issues such as resource allocation, HIV/AIDS, and medical research take on an urgency and character that reflect South Africa's particular historical, geographical, and social conditions. (shrink)

Discussions of non-racialism in South Africa and discussions of post-racialism in the United States are sufficiently similar to invite the question as to whether South African thinkers could help to develop new ways of thinking about post-racialism and its potential in the United States. Biko's ideas are rarely taken up in the United States, yet they are relevant to contemporary discussions in critical philosophy of race. This article begins with an evaluation of the typology of non-racialism provided by Rupert (...) Taylor and the historical study of non-racialism provided by Julie Frederikse, distinguishing different understandings of non-racialism. The second section presents Biko's understanding of non-racialism, arguing that Biko's understanding of which is embedded in his account of Black Consciousness, and not a variant of racial eliminativism. The final section focuses on the striking similarities between understandings of non-racialism and post-racialism using a distinction it introduces between principled and progressive forms of both these terms. Ultimately, this article makes the case for a progressive understanding of post-racialism, which has yet to be articulated and is too easily dismissed in the United States. (shrink)

Description of the High School Philosophy Seminar, a philosophy outreach program run by undergraduate philosophy students at The George Washington University.

This paper analyses the national key stage 2 test results for 2300 11?year?old pupils in an inner London LEA. A range of concurrent pupil background data was also collected, including whether pupils spoke English as an additional language (EAL), and if so, their stage of fluency in English. EAL pupils at the early stages (1?3) of developing fluency had significantly lower KS2 test scores in all subjects than their monolingual peers. However, EAL pupils who were fully fluent in English achieved (...) significantly higher scores in all KS2 tests than their monolingual peers. The negative association with attainment for the early stages of fluency remained significant after controls for a range of other pupil characteristics, including age, gender, free school meal entitlement, stage of special educational need and ethnic group, although these factors effectively explained the higher attainment of the ?fully fluent? group. We conclude that EAL is not itself a good guide to levels of attainment, and a measure of stage of English fluency is necessary to interpret associations with test performance. Alternative measures which focus only on the very early stages of English proficiency, such as the QCA ?language in common? steps, are inadequate to assess the impact of bilingualism for all but the very earliest learners of English. Given the uneven distribution of EAL pupils across the country, those schools and local education authorities with high concentrations of pupils in the early stages of learning English are likely to be adversely affected in school achievement and attainment tables. The policy implications for national data collection and for the use of such data are considered. (shrink)

This research aimed to assess the nature and level of pupils? educational aspirations and to elucidate the factors that influence these aspirations. A sample of five inner city comprehensive secondary schools were selected by their local authority because of poor pupil attendance, below?average examination results and low rates of continuing in full?time education after the age of 16. Schools were all ethnically mixed and coeducational. Over 800 pupils aged 12?14 completed a questionnaire assessing pupils? experience of home, school and (...) their peers. A sub?sample of 48 pupils, selected by teachers to reflect ethnicity and ability levels in individual schools, also participated in detailed focus group interviews. There were no significant differences in aspirations by gender or year group, but differences between ethnic groups were marked. Black African, Asian Other and Pakistani groups had significantly higher educational aspirations than the White British group, who had the lowest aspirations. The results suggest the high aspirations of Black African, Asian Other and Pakistani pupils are mediated through strong academic self?concept, positive peer support, a commitment to schooling and high educational aspirations in the home. They also suggest that low educational aspirations may have different mediating influences in different ethnic groups. The low aspirations of White British pupils seem to relate most strongly to poor academic self?concept and low educational aspirations in the home, while for Black Caribbean pupils disaffection, negative peers and low commitment to schooling appear more relevant. Interviews with pupils corroborated the above findings and further illuminated the factors students described as important in their educational aspirations. The results are discussed in relation to theories of aspiration which stress its nature as a cultural capacity. (shrink)

This paper is the second of two articles arising from a study of the association between pupil mobility and attainment in national tests and examinations in an inner London borough. Our first article examined the association of pupil mobility with attainment and progress during primary school. It concluded that pupil mobility had little impact on performance in national tests at age 11, once pupils? prior attainment at age 7 and other pupil background factors such as age, sex, special educational (...) needs, stage of fluency in English and socio?economic disadvantage were taken into account. The present paper reports the results for secondary schools (age 11?16). The results indicate that pupil mobility continues to have a significant negative association with performance in public examinations at age 16, even after including statistical controls for prior attainment at age 11 and other pupil background factors. Possible reasons for the contrasting results across school phases are explored. The implications for policy and further research are discussed. (shrink)

This book is a collage of ideas designed for eighth through twelfth grade students and their parents to have better relationships with one another and with the entire school community, to help and support their communities in different ways, and to appreciate the value of the experiences offered within and outside their communities.

Successive UK governments have adopted failure as a strategy in the reform of public education in England: first, to construct crises in order to blame professionals/parents/children for a failing system; and second, to provide rescue solutions that are designed to fail in order to sustain the change imperative. We describe this as policy mortality, or the integration of systemic and organisational ‘death’ within reform design. Our research demonstrates the interplay between the blame for the ‘wrong’ type of school, leader, (...) teacher, pupil, parent, and the claimed ‘solutions’ in the form of new schools (e.g., between 70 and 90 different types in England), organisations (e.g., MATs), professionals (e.g., CEOs), pupils (e.g., branded access to a school place), and parents (e.g., consumer choice). Our research contribution is conceptual through the development of new thinking about policy mortality, whereby the claim is for ‘success’ but the reality is that some professionals, schools, children and parents are required to fail. (shrink)

The field of environmental economics, while offering powerful tools for the diagnosis of environmental problems and the design of policy solutions to them, is unable to effectively incorporate normative concepts like justice or rights into its method of analysis, and so needs to be supplemented by a consideration of such concepts. I examine the two main schools of thought in environmental economics ? the New Resource Economics and Free Market Environmentalism ? in order to illustrate the shortcomings of their methods (...) of analysis, taken on their own, and to demonstrate how a consideration of concepts like rights or justice might usefully supplement them. (shrink)

Description of the High School Philosophy Seminar, a philosophy outreach program run by undergraduate philosophy students at The George Washington University.

Artistic Detachment in Japan and the West takes up the notion of artistic detachment, or psychic distance, as an intercultural motif for East-West comparative aesthetics. The work begins with an overview of aesthetic theory in the West from the eighteenth-century empiricists to contemporary aesthetics and concludes with a survey of various critiques of psychic distance. Throughout, the author takes a highly innovative approach by juxtaposing Western aesthetic theory against Eastern aesthetic theory. Weaving between cultures and time periods, the author focuses (...) on a remarkably wide range of theories: in the West, the Kantian notion of disinterested contemplation, Heidegger's Gelassenheit, semiotics, and pragmatism; in Japan, Zeami's notion of riken no ken, the Kyoto School's intepretation of nothingness, D. T. Suzuki's analysis of the function of no-mind, and the writings of Kuki Shuzo on Buddhist detachment. "Portrait of the artist" fiction by such writers as Henry James, James Joyce, Mori Ogai, and Natsume Soseki demonstrates how the main theme of detachment is expressed in literary traditions. The role of sympathy or pragmatism in relation to disinterest is examined, suggesting conflicts within or challenges to the notion of detachment. Researchers and students in Eastern and Western areas of study, including philosophers and religionists, as well as literary and cultural critics, will deem this work an invaluable contribution to cross-cultural philosophy and literary studies. (shrink)

We humans can enhance some of our mental and physical abilities above the normal upper limits for our species with the use of particular drug therapies and medical procedures. We will be able to enhance many more of our abilities in more ways in the near future. Some commentators have welcomed the prospect of wide use of human enhancement technologies, while others have viewed it with alarm, and have made clear that they find human enhancement morally objectionable. The Ethics of (...) Human Enhancement examines whether the reactions can be supported by articulated philosophical reasoning, or perhaps explained in terms of psychological influences on moral reasoning. An international team of ethicists refresh the debate with new ideas and arguments, making connections with scientific research and with related issues in moral philosophy. (shrink)

This timely book analyses and evaluates ethical and social implications of recent developments in reporting surgeon performance. It contains chapters by leading international specialists in philosophy, bioethics, epidemiology, medical administration, surgery, and law, demonstrating the diversity and complexity of debates about this topic, raising considerations of patient autonomy, accountability, justice, and the quality and safety of medical services. Performance information on individual cardiac surgeons has been publicly available in parts of the US for over a decade. Survival rates for (...) individual cardiac surgeons in the UK have recently been released to the public. This trend is being driven by various factors, including concerns about accountability, patients' rights, quality and safety of medical care, and the need to avoid scandals in medical care. This trend is likely to extend to other countries, to other clinicians, and to professions beyond health care, making this text an essential addition to the literature available. (shrink)

The primary goal of this paper is not to argue for the “influence” of Cassirer, but rather to make known the reception of Cassirer in Japanese philosophy, illustrate the interconnection between Cassirer’s critique of culture and that of Japanese philosophy, and hopefully spark interest in what might be a fruitful dialog between Cassirer scholars and those working in Japanese philosophy. Historically, the paper defines Japanese philosophy and makes known its engagement with Western philosophy and the Marburg school of neo-Kantianism (...) and its project of a critique of culture during its own self-development. Systematically, the paper points to the possible interconnection between Cassirer’s critique of culture and that of Japanese philosophy and makes the case for a mutually productive dialog between Cassirer scholars and those working in Japanese philosophy. Implicitly, the paper attempted to show that an engagement with Japanese philosophy from the perspective of a critique of culture forces us to question the Western dichotomy between philosophy and religion and the importance of this for the further development of a non-Eurocentric critique of culture. And by extension, that a critique of culture must be cognitive of the historicity of the culture from which it speaks. (shrink)

There is a growing perception among economists that their field is becoming increasingly irrelevant due to its disregard for reality. Critical realism addresses the failure of mainstream economics to explain economic reality and proposes an alternative approach. This book debates the relative strengths and weaknesses of critical realism, in the hopes of developing a more fruitful and relevant socio-economic ontology and methodology. With contributions from some of the leading authorities in economic philosophy, it includes the work of theorists critical of (...) this approach. In the first part, contributors develop and deepen economics as a realist social theory by considering the work of individuals, various schools of thought, socio- economic phenomena and methodology. In the second part, contributors weigh the strengths and weaknesses of critical realism. (shrink)

Addictions are commonly accompanied by a sense of shame or self-stigmatization. Self-stigmatization results from public stigmatization in a process leading to the internalization of the social opprobrium attaching to the negative stereotypes associated with addiction. We offer an account of how this process works in terms of a range of looping effects, and this leads to our main claim that for a significant range of cases public stigma figures in the social construction of addiction. This rests on a social constructivist (...) account in which those affected by public stigmatization internalize its norms. Stigma figures as part-constituent of the dynamic process in which addiction is formed. Our thesis is partly theoretical, partly empirical, as we source our claims about the process of internalization from interviews with people in treatment for substance use problems. (shrink)

Dementia is now a leading cause of both mortality and morbidity, particularly in western nations, and current projections for rates of dementia suggest this will worsen. More than ever, cost effective and creative non-pharmacological therapies are needed to ensure we have an adequate system of care and supervision. Music therapy is one such measure, yet to date statements of what music therapy is supposed to bring about in ethical terms have been limited to fairly vague and under-developed claims about an (...) improvement in well-being. This article identifies the relevant sense of wellbeing at stake in the question of dementia therapies of this type. In broad terms the idea is that this kind of therapy has a restorative effect on social agency. To the extent that music arouses a person through its rhythms and memory-inducing effects, particularly in communal settings, it may give rise to the recovery of one's narrative agency, and in turn allow for both carer and patient to participate in a more meaningful and mutually engaging social connection. (shrink)

Children of school age routinely gamer information from the Web-sites and homepages of the World Wide Web (WWW). For the foreseeable future increasing numbers of children will be doing more and more of this. These children will generally be in classrooms for much of the time, although their school-based learning will be supplemented by the use of home computers. The content and quality of information gathered by children will continue to be circumscribed by the demands of the curriculum (...) and by the parameters and guidelines provided by for example anti-pornography filtering software or, more positively, the National Grid for Learning.1 For the foreseeable future too, teachers will remain in a position to enable, guide and regulate children’s Internet use. It is and will be the job of teachers to help children to employ the resources of the WWW in order to become well informed, and to help them to reflect intelligently on the structures and processes involved, and on the significance of their learning to wider human concerns. But what specifically do children learn from using the WWW? Furthermore, is it possible that using the WWW and reflecting on the engagement with it could provide an opportunity for children to learn something new and significant? If so, what is it, and what is the role of teachers in this learning? (shrink)

Vaccine refusal occurs for a variety of reasons. In this article we examine vaccine refusals that are made on conscientious grounds; that is, for religious, moral, or philosophical reasons. We focus on two questions: first, whether people should be entitled to conscientiously object to vaccination against contagious diseases ; second, if so, to what constraints or requirements should conscientious objection to vaccination be subject. To address these questions, we consider an analogy between CO to vaccination and CO to military service. (...) We argue that conscientious objectors to vaccination should make an appropriate contribution to society in lieu of being vaccinated. The contribution to be made will depend on the severity of the relevant disease, its morbidity, and also the likelihood that vaccine refusal will lead to harm. In particular, the contribution required will depend on whether the rate of CO in a given population threatens herd immunity to the disease in question: for severe or highly contagious diseases, if the population rate of CO becomes high enough to threaten herd immunity, the requirements for CO could become so onerous that CO, though in principle permissible, would be de facto impermissible. (shrink)

A traditional distinction is made in scholarship on Japanese Buddhism between two means for attaining enlightenment: jiriki 自力, or "self power," and tariki 他力, or "other power." Dōgen's Sōtō Zen is the paradigmatic example of a jiriki school: according to Dōgen, one attains enlightenment through strenuous zazen and rigorous ascetic practices. Shinran's Jōdo Shin Buddhism is the paradigmatic example of a tariki school: according to Shinran, human beings are incapable of self-salvation, but by chanting the nembutsu they can (...) invoke the compassionate power of Amida to save them. But the jiriki-tariki distinction is arguably a false one, with no place within Buddhism's nondualistic framework. If the basic Buddhist intuition toward nondualism is correct, then jiriki and tariki cannot be opposed at all, but must rather be two sides of the same coin. In fact, both Dōgen and Shinran are fully in agreement on abandoning the ego (ātman), and on abandoning the artificial self-other distinction that accompanies the ātman. Dōgen had deep faith in the path of the Buddhist patriarchs, and in the power of the sangha; hetaught that both were necessary means for attaining enlightenment. And Shinran firmly believed in incorporating the nembutsu in every facet of one's life, a feat for which supreme self-cultivation is required. Thus Dōgen and Shinran both preach tariki and jiriki; moreover, this is to be expected, for unless jiriki and tariki are one, their approaches to Buddhism would be dualistic. Dōgen and Shinran should be taken as model cases for understanding the unity of jiriki and tariki in all of Japanese Buddhism. (shrink)

"Social epistemology" refers here to the work of analytic epistemologists and philosophers of science interested in providing an empirically adequate account of organized knowledge systems, with special emphasis on scientific inquiry. I critically survey the last ten years of this research. Unlike the pragmatist and Continental schools of philosophy, for which knowledge is "always already" social, progress in analytic social epistemology has been plagued by an oversharp distinction between individual and collective cognition; and a failure to query the ends of (...) science in addition to its means. Consequently, most analytic social epistemologists operate with a relatively weak sense of "normativity," one modelled more on taken-for-granted logical principles than legislated policy correctives. (shrink)

Research in Science and Technology Studies (STS) tends to presume that intellectual and political radicalism go hand in hand. One would therefore expect that the most intellectually radical movement in the field relates critically to its social conditions. However, this is not the case, as demonstrated by the trajectory of the Parisian School of STS spearheaded by Michel Callon and Bruno Latour. Their position, "actor-network theory," turns out to be little more than a strategic adaptation to the democratization of (...) expertise and the decline of the strong nation-state in France over the past 25 years. This article provides a prehistory of this client-driven, contract-based research culture in U.S. sociology of the 1960s, followed by specific features of French philosophical and political culture that have bred the distinctive tenets of actor-network theory. Insofar as actor-network theory has become the main paradigm for contemporary STS research, it reflects a field that dodges normative commitments in order to maintain a user-friendly presence. (shrink)

Artistic Detachment in Japan and the West takes up the notion of artistic detachment, or psychic distance, as an intercultural motif for East-West comparative aesthetics. The work begins with an overview of aesthetic theory in the West from the eighteenth-century empiricists to contemporary aesthetics and concludes with a survey of various critiques of psychic distance. Throughout, the author takes a highly innovative approach by juxtaposing Western aesthetic theory against Eastern aesthetic theory. Weaving between cultures and time periods, the author focuses (...) on a remarkably wide range of theories: in the West, the Kantian notion of disinterested contemplation, Heidegger's Gelassenheit, semiotics, and pragmatism; in Japan, Zeami's notion of riken no ken, the Kyoto School's intepretation of nothingness, D. T. Suzuki's analysis of the function of no-mind, and the writings of Kuki Shuzo on Buddhist detachment. "Portrait of the artist" fiction by such writers as Henry James, James Joyce, Mori Ogai, and Natsume Soseki demonstrates how the main theme of detachment is expressed in literary traditions. The role of sympathy or pragmatism in relation to disinterest is examined, suggesting conflicts within or challenges to the notion of detachment. Researchers and students in Eastern and Western areas of study, including philosophers and religionists, as well as literary and cultural critics, will deem this work an invaluable contribution to cross-cultural philosophy and literary studies. (shrink)

Medical training is intense by design. Starting with medical school, for 4 years most of the time in the formal curriculum is filled with numerous essential topics, and, as scientific and medical knowledge increases, it is increasingly difficult to “triage” what must be learned. Efforts to insert new topics are often fraught with obstacles and resistance. Thus, it is problematic to suggest that even more be taught in those finite years of formal medical education. However, that is exactly what (...) we propose to do here. (shrink)

Chris Renwick’s recent research into the fate of William Beveridge’s attempt to establish social biology as the foundational social science at the London School of Economics is history at its best by uncovering a moment in the past when decisions were taken comparable to ones being taken today. In this case, the issues concern the political and scientific foundations of the welfare state. By connecting Beveridge’s original reasoning to recruit Lancelot Hogben for the Rockefeller-sponsored social biology chair with his (...) later formative role in the design of the British welfare state, we are able to witness an alternative vision of the left, one associated with the Fabian movement, which proceeded independently of its Marxist cousin. The Fabian focus on taxing “inheritance” in the broadest sense remains relevant to how we think about the human condition in an era when capitalism has come to encompass the ownership of genetic material. (shrink)

Rather than seek to distinguish hype from legitimate promise, it may be more helpful to think about personalised medicine as embodying a promissory economy which serves both to mobilize resources for research and — partly at least — to determine the ends to which that research is directed. Personalised medicine is a development of the larger promissory economy of medical biotechnology. As such, it systematically conflates public benefit with the pursuit of commercial and especially pharmaceutical interests. Consequently, research and development (...) in personalised medicine tends to favour the production of expensive new treatments over unprofitable forms of prevention or more effective use of older therapies. A rebalancing of research priorities is needed to favour the pursuit of public benefit, even when it does not deliver private profits. This will in turn require sustained reflection, self-criticism and often self-denial on the part of public research funders and the scientists they support. (shrink)

The ArgumentI argue that “social epistemology” can be usefully reformulated as a philosophy of science accounting, specifically one that fosters a critical form of instrumental rationality. I begin by observing that philosophical and sociological species of “science accountancy” can be compared along two dimensions; constructive versus deconstve; reflexive versus unreflexive. The social epistemologist proposes a constructive and reflixive accounting for science. This possibility has been obscured, probably because of the persuasiveness of the Frankfulrt School's portrayal of “critical” and “instrumental” (...) rationalities as polar opposites. In challenging this polarity, I present four “acciybtability conditions” that define pure critico-instrumental rationality. These conditions are most likely to be met during a period of“crisis” in the future direction of science. The bulk of the paper concerns case study of such a crisis that enables us to examine contrasting ways of meeting the four conditions. Ernst Mach and Max Planck debated“the end of science” in the first decade of this century, a time marked by both science's increasing involvement in the means of social reproduction and prowing concern that science pursued for its own sake was exhibiting diminishing margianl returns on investment. In analyzing Planck's victory, I conclude that its tegacy has been an ever-widenig gap between the“content” and“function” of scientific knowledge in society, as measured by the increasing numbers of jobs that are devoted to mediating the production and distribution of knowledge. (shrink)

The story of a group of teachers and high school students who from 1968 to 1970_ _broke away from the public schools to start an al­ternative school of their own design. The introductory chapters focus on Den­ker and Bhaerman, explaining how they came to start the project. The middle two chapters center on events and issues during the two years the authors were with the school. The final two chapters analyze the politics of free schools and the (...) teaching of adolescents. Denker and Bhaerman write in a lively, candid, and personal style, describing the events as they happened—even if these events show the school in a bad light. The book is directed toward those who want to understand the free school move­ment of the sixties and early seventies and toward those who want to move beyond it. Students and teachers, Bhaerman says, “ulti­mately must face what they had been avoid­ing while rebelling against traditional in­stitutions: that the responsibility for their education lies with themselves and that what they took from the ‘free school’ was directly proportional to what they put in.” An Introduction by Lawrence Dennis and an Afterword by Bhaerman and Denker put both this experiment and the free school movement in historical perspective. (shrink)

Researchers are developing a fertility preservation technique?testicular tissue cryopreservation (TTCP)?for prepubescent boys who may become infertile as a result of their cancer treatment. Although this technique is still in development, some researchers are calling for its widespread use. They argue that if boys do not bank their tissue now, they will be unable to benefit from any therapies that might be developed in the future. There are, however, risks involved with increasing access to an investigational procedure. This article examines four (...) methods of expanding access to TTCP: (1) expansion of institutional review board (IRB)-approved research trials; (2) offering TTCP as an innovative procedure in hospitals; (3) offering TTCP as a standard practice in hospitals; and (4) commercialization of TTCP. The ethical and practical implications of each are evaluated through a comparison with umbilical cord blood banking (UCBB), a technology that has achieved widespread use based on similar claims of future benefit. (shrink)

Throughout the medieval and modern periods, in various sacred and secular guises, the unification of all forms of knowledge under the rubric of ‘science’ has been taken as the prerogative of humanity as a species. However, as our sense of species privilege has been called increasingly into question, so too has the very salience of ‘humanity’ and ‘science’ as general categories, let alone ones that might bear some essential relationship to each other. After showing how the ascendant Stanford School (...) in the philosophy of science has contributed to this joint demystification of ‘humanity’ and ‘science’, I proceed on a more positive note to a conceptual framework for making sense of science as the art of being human. My understanding of ‘science’ is indebted to the red thread that runs from Christian theology through the Scientific Revolution and Enlightenment to the Humboldtian revival of the university as the site for the synthesis of knowledge as the culmination of self-development. Especially salient to this idea is science‘s epistemic capacity to manage modality (i.e. to determine the conditions under which possibilities can be actualised) and its political capacity to organize humanity into projects of universal concern. However, the challenge facing such an ideal in the twentyfirst century is that the predicate ‘human’ may be projected in three quite distinct ways, governed by what I call ‘ecological’, ‘biomedical’ and ‘cybernetic’ interests. Which one of these future humanities would claim today’s humans as proper ancestors and could these futures co-habit the same world thus become two important questions that general philosophy of science will need to address in the coming years. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:A Companion to Angus C. Graham's Chuang Tzu: The Inner ChaptersSteve CoutinhoA Companion to Angus C. Graham's Chuang Tzu: The Inner Chapters. By Harold D. Roth. Monographs of the Society for Asian and Comparative Philosophy, 20. Honolulu: University of Hawai'i Press, 2003. Pp. 243. Paper $18.00.Scholars of Chuang Tzu—and "children of Angus"—will enthusiastically welcome Harold Roth's A Companion to Angus C Graham's Chuang Tzu: The Inner Chapters, a (...) collection of A. C. Graham's scholarly studies of the Chuang Tzu. Thanks to Roth's concerted efforts, Graham's scholarship on the Chuang Tzu has now been made readily available in a single volume. A. C. Graham was one of the most distinguished Western scholars of classical Chinese philosophy and one of the leading interpreters of the philosophy of Chuang Tzu. His pioneering research—textual, linguistic, and philosophical—on the Chuang Tzu and on its philosophical predecessor, the Later Mohist Canon, have laid the scholarly groundwork for further explorations of this philosophical and literary masterpiece.This collection includes: Graham's "Textual Notes to Chuang Tzu: The Inner Chapters," first published as a scholarly monograph in 1982 as a supplement to the Bulletin of the School of Oriental and African Studies, under the title "Chuang-tzu: Textual Notes to a Partial Translation"; "How Much of Chuang Tzu Did Chuang Tzu Write?" which first appeared in 1976 in the Journal of the American Academy of Religion; [End Page 126] "Chuang Tzu's Essay on Seeing Things As Equal," written in 1968 for the Bellagio Conference on Taoist Studies and first published in a volume of History of Religions; "Two Notes on the Translation of Taoist Classics," which first appeared in 1991 in Interpreting Culture Through Translation: A Festschrift for D. C. Lau; and "Taoist Spontaneity and the Dichotomy of 'Is' and 'Ought,'" first published in 1983 in Victor Mair's Experimental Essays on the Chuang Tzu. The Companion ends with a Colophon by Harold Roth, "An Appraisal of Angus Graham's Textual scholarship on the Chuang Tzu."Chapter 1 reproduces Graham's textual notes on his translation of the Chuang tzu. Graham had written his "Textual Notes to Chuang Tzu: The Inner Chapters" while working on his translation of the Inner Chapters, and he had hoped to include them in the final version of Chuang Tzu: The Inner Chapters. Since this was not possible, Graham had them published instead by SOAS as a supplement to their Bulletin. Roth begins the Companion with a painstakingly reproduced computer-input version of Graham's original typewritten manuscript, which he also reorganized so that it corresponds to the (somewhat idiosyncratic) order and structure of Graham's translation. For ease of cross-reference, page numbers are provided to both Graham's translation and the Harvard Concordance (Chuang-tzu yin-te), the source text with which Graham worked.Chapter 2 is Graham's study, "How Much of Chuang Tzu Did Chuang Tzu Write?" This was written in large part as a response to Fu Ssu-nien's extraordinary and controversial claim that chapter 2, "Qi Wu Lun," is not the work of Chuang Tzu but of Shen Tao. In this paper Graham also attempts to identify how much of what he calls the "ragbag" chapters could have come from the same author as the Inner Chapters. The technique he uses is a straightforward tabulation of occurrences of characteristic usages and expressions in the various chapters, followed by a set of detailed comments. He compares carefully chosen idioms, grammatical particles and patterns, philosophical terms, and references to persons and themes. Comparisons are made specifically between the Inner Chapters, the "ragbag" chapters together with chapter 32, and the rest of the book.This is followed by a detailed justification of his "reconstruction" of what he believes to be the original introductory paragraph to chapter 3, "Yang Sheng Zhu." The next two sections put forward reasons for dividing the "Anarchist" chapters (8 to 11a, and 28 to 31) into two sections, the former group (8 to 11a) attributed to a person he calls the "Primitivist," the latter (28 to 31), following the argumentation of Kuan Feng, attributed to the... (shrink)

The Ape that Understood the Universe is the story of the strangest animal in the world: the human animal. It opens with a question: How would an alien scientist view our species? What would it make of our sex differences, our sexual behavior, our child-rearing patterns, our moral codes, our religions, our languages, and science? The book tackles these issues by drawing on ideas from two major schools of thought: evolutionary psychology and cultural evolutionary theory. The guiding assumption is that (...) humans are animals, and that like all animals, we evolved to pass on our genes. At some point, however, we also evolved the capacity for culture - and from that moment, culture began evolving in its own right. This transformed us from a mere ape into an ape capable of reshaping the planet, travelling to other worlds, and understanding the vast universe of which we're but a tiny, fleeting fragment. (shrink)

The purpose of this study was to determine if reading achievement of students from high-poverty US schools differs as a function of participation in summer tutoring versus access to books. Data fro...

A good measure of the real significance attached to a social practice is the number of people who worry about the practice's significance being misrepresented. Perhaps we are never quite told what makes the practice so significant; but if the misrepresented social practice is science, then, so argue the four books under review, this is a cause for some alarm. These books differ in almost every respect except that their authors all believe that somebody is misrepresenting the contemporary state of (...) sci- ence to the public. The range of culprits is bewildering but not entirely surprising. Gerot Böhme, a philosopher of science of the Frankfurt School, hints at a collectively self-inflicted wound, as demonstrated by his fondness for the first person plural. Stephen Cole, a Mertonian sociologist of science, lays most of the blame on members of the rival sociological school, the constructivists. Mary Midgley, that rare philosopher who tries to draw more general meaning from recent scientific developments, finds fault with prestigious scientists who attempt a similar feat but ineptly. Finally, Milton Rothman, a physicist who seems to have spent more time fathoming the minds of creationists than the mysteries of quarks, levels an omnibus charge against the forces of "spiritualism"that have continually enlarged the gap between public and scientific understandings of reality. Most of these authors indulge in a certain rhetoric of de- mystification. The exception is Cole, whose matter-of-fact style obscures the source of heat generated by the others' rhetoric. To tackle what is at stake here, I will present Midgley as a foil to Rothman and then use Rothman to introduce Bohme, all of which will serve to foil Cole. (shrink)

There are competing accounts of the birth of bioethics. Despite the differences among them, these accounts share the claim that bioethics was not born in a single disciplinary home or in a single social space, but in numerous, including hospitals, doctors' offices, research laboratories, courtrooms, medical schools, churches and synagogues, and philosophy classrooms. This essay considers the interdisciplinarity of bioethics and the contribution of new disciplines to bioethics. It also explores the implications of interdisciplinarity for (...) class='Hi'>bioethics education. As bioethics develops, it will be helpful to identify essential elements in the education of bioethicists and to distinguish between members of other disciplines who make important contributions to bioethics and bioethicists. (shrink)

The Medical School for International Health was created in 1996 by the Faculty of Health Sciences at Ben-Gurion University of the Negev in affiliation with Columbia University’s Health Sciences division. It is accredited by the New York State Board of Education. Students complete the first three years of the program on the Ben-Gurion University campus in Be’er-Sheva, Israel, while fourth-year electives are completed mainly in the United States along with a two-month global health elective at one of numerous sites (...) located around the world . The unique four-year, American-style curriculum is designed not only to prepare physicians who will be able to work at both an individual and community level but also at both of these levels anywhere in the world. In this way, it combines elements of medical and public health curricula not limited to an American perspective. (shrink)

Teaching bioethics with visual education tools, such as movies and comics, is a unique way of explaining the history and progress of human research and the art and science of medicine to high school students. For more than a decade, bioethical concepts have appeared in movies, and these films are useful for teaching medical and research ethics in high schools. Using visual tools to teach bioethics can have both interpretational and transformational effects on learners that will enhance (...) their overall understanding of complex moral and legal issues in medicine and research.High school students are uniquely suited to learn bioethics because they will soon become legal adults. As adults, they will make moral decisions that may affect their health and wellbeing as well as that of their communities and societies.However, not all visual education tools are appropriate for bioethics pedagogy in high school. Bioethics film and comic producers must consider the specifics of student age, race, gender, belief, level of education, and sexual orientation. Such tools must not be dominated by either dystopic or utopic genres, must aim for objectivity, and must consider the complexity of ethical decision making. It is critical that the teacher, who is the final arbiter regarding the use of visual tools in the classroom, determines that the visual learning tool is acceptable for students in any particular education context. In addition, during the conceptualization and creation of these tools, bioethics film and comic producers must work harder to ensure that these visual tools are devoid of any form of stereotyping. (shrink)