The author details his experience in using geology field trips to provide hands-on learning for his students and opportunities to assess student learning of key course concepts. -/- .

Suppose your friends had to ascribe a single vice to you in large measure, along with any virtues that could be coherently combined with that salient vice. Suppose further that the vice had to be either cowardice or impatience. Which would you choose? I believe almost everyone would choose impatience without hesitation. There are sound moral as well as purely self-regarding reasons for despising cowardice, and to that extent our preference would be reasonable. If we say that a man who (...) is a coward is also compassionate, we know that his compassion cannot be relied upon in any circumstances where it must contend with fear, and if he has a sense of justice, that will be useless if oppression has to be resisted. We cannot even expect him to pursue his own good whenever he perceives that to be hazardous, and so even the self-regarding virtues are corrupted by his dominating vice. On the other hand, a pronounced impatience may seem to be compossible with abundant virtue. Those who are just but cannot patiently endure tyranny are perhaps the most formidable threat to tyranny, and people who boldly go out to seize their own good often fare rather better than those who patiently await its arrival. (shrink)

Objectives: To determine the effects of risk and payment on subjects’ willingness to participate, and to examine how payment influences subjects’ potential behaviours and risk evaluations.Methods: A 3 × 3 , between subjects, completely randomised factorial design was used. Students enrolled at one of five US pharmacy schools read a recruitment notice and informed consent form for a hypothetical study, and completed a questionnaire. Risk level was manipulated using recruitment notices and informed consent documents from hypothetical biomedical research projects. Payment (...) levels were determined using the payment models evaluated by Dickert and Grady as a guide. Five dependent variables were assessed in the questionnaire: willingness to participate, willingness to participate with no payment, propensity to neglect to tell about restricted activities, propensity to neglect to tell about negative effects, and risk rating.Results: Monetary payment had positive effects on respondents’ willingness to participate in research, regardless of the level of risk. However, higher monetary payments did not appear to blind respondents to the risks of a study. Payment had some influence on respondents’ potential behaviours regarding concealing information about restricted activities. However, payment did not appear to have a significant effect on respondents’ propensity to neglect to tell researchers about negative effects.Conclusions: Monetary payments appear to do what they are intended to do: make subjects more willing to participate in research. Concerns about payments blinding subjects to risks could not be substantiated in the present study. However, the findings do raise other concerns—notably the potential for payments to diminish the integrity of a study’s findings. Future research is critical to make sound decisions about the payment of research subjects. (shrink)

This chapter contains sections titled: I II.

Any liberal democratic state must honour religious and cultural pluralism in its educational policies. To fail to honour them would betray ideals of freedom and toleration fundamental to liberal democracy. Yet if such ideals are to flourish from one generation to the next, allegiance to the distinctive values of liberal democracy is a necessary educational end, whose pursuit will constrain pluralism. The problem of political education is therefore to ensure the continuity across generations of the constitutive ideals of liberal democracy, (...) while remaining hospitable to a diversity of conduct and belief that sometimes threatens those very ideals. Creating Citizens addresses this crucial problem. In lucid and elegant prose, Professor Callan, one of the world's foremost philosophers of education, identifies both the principal ends of civic education, and the rights that limit their political pursuit. This timely new study sheds light on some of the most divisive educational controversies, such as state sponsorship and regulation of denominational schooling, as well as the role of non-denominational schools in the moral and political development of children. Oxford Political Theory presents the best new work in contemporary political theory. It is intended to be broad in scope, including original contributions to political philosophy, and also work in applied political theory. The series will contain works of outstanding quality with no restriction as to approach or subject matter. The series editors are David Miller and Alan Ryan. (shrink)

This timely and important book presents a compelling new theory of political education for liberal democracies. Amidst current concern over the need to encourage a morally sensitive and committed citizenry, Professor Callan's study provides a much-needed balanced discussion of the proper ends of education, as well as the moral rights of parents and children.

Eamonn Callan; McLaughlin on Parental Rights, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 111–118, https://doi.org/10.1111/j.1467.

Autonomy as a personal ideal presupposes a conception of the self who owns and rules in a life that exemplifies the ideal. Philosophical discussion of autonomy continues to be injuenced by the thesis that the governing core of the self resides in our capacities for disengaged rational reflection, even when the thesis is not explicitly avowed. This conception of autonomy is shown to be inadequate because it alienates us from what matters in our lives. An alternative conception of autonomy is (...) presented that accords a substantial role to rejection and choice within an autonomous life without falling preq, to the charge of alienation. Some divergent implications of the two rival conceptions of autonomy for an understanding of liberal education are examined. Finally, the question of the value of autonomy from a social perspective is briefly discussed. (shrink)

Educational practices that encourage children to understand ethical diversity commonly conflict with the parental desire to instil unswerving identification with a particular way of life. This paper examines whether the scope of parents’ rights to educational choice includes the option of vetoing such practices. Although parents’ rights are no less important than the rights of their children, the option of denying children experiences that would expose them to ethical diversity cannot be rightfully claimed by any parent without repudiating the egalitarian (...) basis of rights discourse. (shrink)

Eamonn Callan; Godless Moral Education and Liberal Tolerance, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 267–281, https://doi.or.

This short article reflects critically on the method, politics and epistemology of Stefan Collini's Absent Minds. Collini's method involves a long meditation rather than anything systematic. In comparative history, he is at east with France and America, but less so Germany and Eastern Europe or Russia. Without announcing an overt set of political principles, Absent Minds develops a master-narrative of social-democratic intellectual leadership, but this commitment is undermined by Collini's presentation of epistemology as a non-problem.

Eamonn Callan; Freedom and Schooling, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 45–56, https://doi.org/10.1111/j.1467-9752.1983.

Eamonn Callan; Faith, Worship and Reason in Religious Upbringing, Journal of Philosophy of Education, Volume 22, Issue 2, 30 May 2006, Pages 183–193, https://do.

In 1925, the French Jesuit geologist, paleontologist, and theologian Pierre Teilhard de Chardin was removed from his teaching position at the Institut Catholique in Paris. He spent most of the next twenty years in China and his major theological writings were not published during his lifetime. We have uncovered major new archival sources on the investigation of Teilhard by the Jesuit curia and the Holy Office of the Roman Catholic Church. These include the Six Propositions to which he was required (...) to subscribe, which are here published and analyzed for the first time, along with his subscription. Associated correspondence, including a letter written by Teilhard to the Jesuit superior general Wlodimir Ledóchowski, enables a fuller understanding of Teilhard's response to the investigation of him. Moreover, comparison with similar investigations into other theologians in the first half of the 1920s allows an assessment of how the complex power dynamics between the Jesuit curia, the Holy Office, and Pope Pius XI shaped the outcome. (shrink)

Two hundred and twenty-six state employees completed a structured questionnaire that investigated their ethical values and training needs. Top management were more likely to have attitudes against cronyism and giving advantage to others. Individuals higher in the organizational hierarchy, and female employees were more likely to believe that discriminatory practices were an ethical concern. In addition, employees with a larger number of clients outside of the organization were more supportive of the need to maintain strict confidentiality in business dealings. Employees'' (...) awareness and use of the organization''s code of conduct generally proved to be poor predictors of ethical values. Other analyses revealed that a variety of sociodemographic factors, job characteristics and ethical values predicted specific areas of training needs in ethics. (shrink)

Published to commemorate the centennial of the publication of Darwin's "Origin of Species", this volume brings together several important essays on the history of the idea of evolution. Included are discussions of Maupertuis, Buffon, Diderot, Kant, Herder, Lamarck, and Schopenhauer by such leading scholars as Arthur O. Lovejoy, Bentley Glass, Owsei Temkin, C. C. Gillispie, Francis C. Haber, and Jane Oppenheimer.

"This innovative volume argues that any particular kind of music can only be understood in terms of the criteria of the group which makes and appreciates that music. This theme is in sharp contrast to established attitudes to music which utilize 'objectively' conceived aesthetic. These attitudes are revealed in the assumptions underlying most musicology and musical aesthetics including, perhaps paradoxically, the work of a number of cultural radicals such as Lukacs and Adorno. On a more practical level, they manifest themselves (...) both in music education policies and in the policies of arts and broadcasting administrators, who have the power to promote some kinds of music above others. (shrink)

Aesthetic responsivity and the phenomenology of arts processes reflect integrative self-world engagements, and are informative about the nature of the world and our biology in ways that are often not be made evident through scientific research. Akins’ and Hahn’s research regarding human trichromatic visual perception brings together the art of photography, neuroscience, and psychophysics, along with analyses of perspectives on vision in science and philosophy, to invoke anti-reductive, holistic understandings of how we see colour. We bring aesthetics and the phenomenology (...) of arts processes to bear in exploring creaturely re-sponsivity to the complex inter-relational dynamics of light perception, and o˙er reflective metaphors for human engagements that challenge Darwinian utilitarian conceptions. We argue that attending to aesthetic and phenomenological aspects of experiences is essential to understanding how the shared circuits of cognition and sensory-motor engagement shape our perceptive responsive interactions. (shrink)

Autonomy is important to leading a good life but a common liberal instrumental construal of the way in which it contributes to the leading of a good life is defective. A one‐sided focus on the development of capacities for revision of conceptions of the good should be corrected by attention to the value of developing capacities permitting a rational adherence to a conception of the good. Exposing children to a diverse but shallow secular and consumer culture might not facilitate goodness‐enhancing (...) autonomy in a way that is superior to the more insular strategies of religious minorities whose child‐rearing practices are criticized by liberals. (shrink)

Stay up-to-date on the ethical and legal issues that affect your clinical and professional decisions! Ethical and Legal Issues for Mental Health Professionals: A Comprehensive Handbook of Principles and Standards details the ethical and legal issues that involve mental health professionals. Respected authorities with diverse backgrounds, expertise, and professional experience discuss contemporary theories emphasizing professional ethics, the ramifications of professional actions and decisions, and ethical standards on teaching, training, research, and publication. This informative handbook provides invaluable up-to-date information and guidelines (...) vital for every mental health professional. This book is a thorough examination of ethical behavior which can be used as a reference source for the professional or a textbook for graduate students. The handbook itself is divided into five sections. The first section is a detailed introduction of ethics, law, and licensing. The second section presents general ethical principles like competence, integrity, and respect for individual rights and dignity. The third section examines confidentiality, privilege, consent, and protection. The fourth section focuses on general ethical standards in practice, including sexual contact, multiple relationships, and bartering. The fifth section presents the ethical principles and standards in teaching, training, and research. Appendices include the Ethical Principles of Psychologists and Code of Conduct (American Psychological Association, 2002) and the Code of Ethics of the National Association of Social Workers (National Association of Social Workers, 1999). Ethical and Legal Issues for Mental Health Professionals: A Comprehensive Handbook of Principles and Standards discusses: the history of basic approaches and issues in ethical philosophy five fundamental areas in the process of developing competence the necessary ingredients for the mental health professional's practice of integrity aspirational versus enforceable standards of ethics concern for the welfare of others as a core ethical principle the notion of social responsibility in the ethics codes of psychologists and social workers ethical principles, statutes, and case law protecting privacy and confidentiality issues involving the therapist-patient privilege the "duty to protect" doctrine and relevant legal issues the dynamics of multiple relationships and boundary violations sexualized dual relationships between psychologists and patients possible conflict of interest in bartering for services the requirements and implementation of maintaining patient records to avoid ethical and legal problems possible ethical dilemmas involving referrals and fees much, much more This Handbook is an essential resource for all mental health professionals, including psychologists, psychiatrists, social workers, counselors, therapists, and graduate students in mental health and the related fields. Ethical and Legal Issues for Mental Health Professionals: A Comprehensive Handbook of Principles and Standards is the first of three volumes under this title. The following volumes will focus on forensic settings and special populations/special treatment modalities. (shrink)

Eamonn Callan; McLaughlin on Parental Rights, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 111–118, https://doi.org/10.1111/j.1467.

Autonomy as a personal ideal presupposes a conception of the self who owns and rules in a life that exemplifies the ideal. Philosophical discussion of autonomy continues to be injuenced by the thesis that the governing core of the self resides in our capacities for disengaged rational reflection, even when the thesis is not explicitly avowed. This conception of autonomy is shown to be inadequate because it alienates us from what matters in our lives. An alternative conception of autonomy is (...) presented that accords a substantial role to rejection and choice within an autonomous life without falling preq, to the charge of alienation. Some divergent implications of the two rival conceptions of autonomy for an understanding of liberal education are examined. Finally, the question of the value of autonomy from a social perspective is briefly discussed. (shrink)

Educational practices which reinforce cultural diversity are often commended in the name of pluralism, though such practices may be condemned on the same grounds if they are seen as a threat to the fragile sense of political unity which holds a pluralistic society together. Therefore, the educational implications of pluralism as an ideal are often ambiguous, and the ambiguity cannot be resolved in the absence of a clear understanding of the particular civic virtues which a pluralistic society should engender. Two (...) influential conceptions of civic education which purport to affirm the ideal of pluralism are examined and both are found wanting. Liberal political theory proclaims the paramount importance of justice in public life, and justice can be construed in a way that accomodates diversity. However, the kind of civic education which liberalism entails does too little to restrain the centrifugal forces latent in cultural diversity. Communitarian political theory exalts civic friendship as the supreme public virtue, but the civic education it supports is compatible with only a highly attenuated cultural diversity. A third alternative is canvassed which combines the liberal stress on justice with a conception of patriotism distinct from civic friendship. The implications of this alternative for disputes about bias in public schools are briefly discussed. (shrink)