This paper discusses Alan Gewirth’s claim that the agent of a voluntary action necessarily values his purpose. It holds that not only is Gewirth wrong in making the claim but that his mistake is of serious importance for his moral theory. The criticism proceeds through an examination of the five arguments advanced by Gewirth, explicitly and implicitly, in support of the proposition that any agent necessarily esteems his goal. A key point in the criticism is that an agent of voluntary (...) action might have his goal capriciously and for that reason might not appreciate the goal. The paper concludes by specifying how Gewirth’s inadequate defense of his claim undercuts certain principles of his moral theory, including the Principle of Generic Consistency. (shrink)

This paper discusses Alan Gewirth’s claim that the agent of a voluntary action necessarily values his purpose. It holds that not only is Gewirth wrong in making the claim but that his mistake is of serious importance for his moral theory. The criticism proceeds through an examination of the five arguments advanced by Gewirth, explicitly and implicitly, in support of the proposition that any agent necessarily esteems his goal. A key point in the criticism is that an agent of voluntary (...) action might have his goal capriciously and for that reason might not appreciate the goal. The paper concludes by specifying how Gewirth’s inadequate defense of his claim undercuts certain principles of his moral theory, including the Principle of Generic Consistency. (shrink)

Using the definition of “education as a practice”, the only coherent interpretation of Heslep's central thesis of “Education's moral role” was found to need the notion of a “social institution” of Education. This in turn made sense only by positing a notion such as a Political Proficiency Certificate, with its concomitant drastic government intervention. Heslep himself did not suggest this, presumably because he saw the tension that would appear between such an institution and the voluntary actions of citizens. (...) This tension was then shown to exist even in his notion of the “public interest”, which brought into question his argument of why Education needs to be standardized. This was reinforced by the realisation that, if the “public interest” required votes to be aggregated into a social choice, then it is unlikely to be realised by any current voting system. This suggested it was an unsuitable foundation on which to rest either a theory of democracy or a justification for the need for standardized Education. With that justification brought into question, the need for a “social institution” of Education disappears; without that, as we have said, Heslep's central thesis is without a coherent interpretation. (shrink)

Peter Abelard (1079–1142 ce) was the most wide‐ranging philosopher of the twelfth century. He quickly established himself as a leading teacher of logic in and near Paris shortly after 1100. After his affair with Heloise, and his subsequent castration, Abelard became a monk, but he returned to teaching in the Paris schools until 1140, when his work was condemned by a Church Council at Sens. His logical writings were based around discussion of the “Old Logic”: Porphyry's Isagoge, aristotle'S Categories and (...) On Interpretation and boethius'S textbook on topical inference. They comprise a freestanding Dialectica (“Logic”; probably c.1116), a set of commentaries (known as the Logica [Ingredientibus], c. 1119) and a later (c. 1125) commentary on the Isagoge (Logica Nostrorum Petititoni Sociorum or Glossulae). In a work Abelard called his Theologia, issued in three main versions (between 1120 and c.1134), he attempted a logical analysis of trinitarian relations and explored the philosophical problems surrounding God's claims to omnipotence and omniscience. The Collationes (“Debates,” also known as “Dialogue between a Christian, a Philosopher and a Jew”; probably c.1130) present a rational investigation into the nature of the highest good, in which the Christian and the Philosopher (who seems to be modeled on a philosopher of pagan antiquity) are remarkably in agreement. The unfinished Scito teipsum (“Know thyself,” also known as the “Ethics”; c.1138) analyses moral action. (shrink)

Designed for those wanting to be teachers, administrators, or other educational practitioners, this work shows how the study of educational philosophy should ...

Late in 1990, the Center for the Study of Ethics in the Professions at Illinois Institute of Technology (lIT) received a grant of more than $200,000 from the National Science Foundation to try a campus-wide approach to integrating professional ethics into its technical curriculum.! Enough has now been accomplished to draw some tentative conclusions. I am the grant's principal investigator. In this paper, I shall describe what we at lIT did, what we learned, and what others, especially philosophers, can learn (...) from us. We set out to develop an approach that others could profitably adopt. I believe that we succeeded. (shrink)

Pancreatitis is a complex, progressively destructive inflammatory disorder. Alcohol was long thought to be the primary causative agent, but genetic contributions have been of interest since the discovery that rare PRSS1, CFTR and SPINK1 variants were associated with pancreatitis risk. We now report two associations at genome-wide significance identified and replicated at PRSS1-PRSS2 and X-linked CLDN2 through a two-stage genome-wide study. The PRSS1 variant likely affects disease susceptibility by altering expression of the primary trypsinogen gene. The CLDN2 risk allele is (...) associated with atypical localization of claudin-2 in pancreatic acinar cells. The homozygous CLDN2 genotype confers the greatest risk, and its alleles interact with alcohol consumption to amplify risk. These results could partially explain the high frequency of alcohol-related pancreatitis in men. © 2012 Nature America, Inc. All rights reserved. (shrink)

Surrogate endpoints are a common application of biomarkers to estimate clinical benefit in clinical trials, despite questions about reliability. This article discusses ongoing opportunities for their validation, in the context of a regulatory environment in which they are increasingly championed.

The computer engineers who refer to the education of computers do not have a definite idea of education and do not bother to justify the fuzzy ones to which they allude. Hence, they logically cannot specify the features a computer must have in order to be educable. This paper puts forth a non-standard, but not arbitrary, concept of education that determines such traits. The proposed concept is derived from the idea of education embedded in modern standard-English discourse. Because the standard (...) concept entails that an educable entity must be capable of consciousness and voluntary action, it cannot apply to computers. If, therefore, one is to have an idea of educable computers, one must drop the feature of consciousness and omit or modify that of voluntariness. The advanced concept leaves out consciousness, alters the ordinary notion of voluntariness, but keeps in tact the other criteria of the standard idea. Thereby, it provides continuity between those who talk about education in modern ordinary English and those who talk about it in the world of artificial intelligence. (shrink)

This paper argues that an educated being logically does not have to be a human. Philosophers analyzing the concept of education have reached a consensual notion of the matter; but in applying that idea, they have barely discussed whether or not human beings are the only entities that may be educated. Using their notion as the core of a heuristic conception of education, this paper attempts to show that in some contexts it might make sense to predicate education of certain (...) non-human entities. In addition, the paper examines the place of beliefs, reflective intelligence, practical thinking, and feelings in education. It concludes by discussing its implications for educational theory and practice and for the connections between the educated being and personhood and the right to education. (shrink)

The University of Chicago was the site of a remarkable ideological alignment after World War II. Its chancellor, Robert Maynard Hutchins, was one of mid-century America’s fiercest critics of science and of the moral stature of scientists. His administration nevertheless forged a détente with Chicago’s physical scientists in the process of establishing the Institutes for Basic Research, which consolidated the personnel and resources the Manhattan Project had brought to campus. Chicago’s left-leaning group of scientists and administrators then made common (...) cause with a series of conservative industrial interests in order to fund the new institutes, on the basis that industry had an obligation to support basic research. This intersection of otherwise divergent ideological strands exposes the institutional malleability of patronage relationships in the years after World War II.†durha. (shrink)

We discuss a case where clinical genomic investigation of muscle weakness unexpectedly found a genetic variant that might (or might not) predispose to kidney cancer. We argue that despite its off-target and uncertain nature, this variant should be discussed with the man who had the test, not because it is medical information, but because this discussion would allow the further clinical evaluation that might lead it to becoming so. We argue that while prominent ethical debates around genomics often take ‘results’ (...) as a starting point and ask questions as to whether to look for and how to react to them, the construction of genomic results is fraught with ethical complexity, although often couched as a primarily technical problem. We highlight the need for greater focus on, and appreciation of, the ethical work undertaken daily by scientists and clinicians working in genomic medicine and discuss how public conversations around genomics need to adapt to prepare future patients for potentially uncertain and unexpected outcomes from clinical genomic tests. (shrink)

The author develops the claim that humans characteristically maintain a sense of protectedness by creating various forms of metaphysical illusion, replacing the tragic finitude and transience of human existence with a permanent and eternally changeless reality. One such illusion forms around planet earth itself, transformed into an indestructible metaphysical entity. It has become increasingly difficult, in the face of the ravages of climate change, to maintain the illusion of earth’s indestructibility, and with it, a sense of safety. The author refers (...) to the feelings evoked by the crumbling of metaphysical illusion as Apocalyptic anxiety¬—the dread of the end of human civilization. This Apocalyptic dread needs to be confronted (not evaded) in a comportment of dwelling—with our vulnerable planet and with our vulnerable fellow human beings. (shrink)

BackgroundAlthough the peer review process is believed to ensure scientific rigor, enhance research quality, and improve manuscript clarity, many investigators are concerned that the process is too slow, too expensive, too unreliable, and too static. In this feasibility study, we sought to survey corresponding authors of recently published clinical research studies on the speed and efficiency of the publication process.MethodsWeb-based survey of corresponding authors of a 20% random sample of clinical research studies in MEDLINE-indexed journals with Ovid MEDLINE entry dates (...) between December 1 and 15, 2016. Survey addressed perceived manuscript importance before first submission, approximate first submission and final acceptance dates, and total number of journal submissions, external peer reviews, external peer reviewers, and revisions requested, as well as whether authors would have considered publicly sharing their manuscript on an online platform instead of submitting to a peer-reviewed journal.ResultsOf 1780 surveys distributed, 27 corresponding authors opted out or requested that we stop emailing them and 149 emails failed (e.g., emails that bounced n = 64, returned with an away from office message n = 70, or were changed/incorrect n = 15), leaving 1604 respondents, of which 337 completed the survey (21.0%). Respondents and non-respondents were similar with respect to study type and publication journals’ impact factor, although non-respondent authors had more publications (p = 0.03). Among respondents, the median impact factor of the publications’ journal was 2.7 (interquartile range (IQR), 2.0–3.6) and corresponding authors’ median h-index and number of publications was 9 (IQR, 3–20) and 27 (IQR, 10–77), respectively. The median time from first submission to journal acceptance and publication was 5 months (IQR, 3–8) and 7 months (IQR, 5–12), respectively. Most respondents (62.0%, n = 209) rated the importance of their research as a 4 or 5 (5-point scale) prior to submission. Median number of journal submissions was 1 (IQR, 1–2), external peer reviews was 1 (IQR, 1–2), external peer reviewers was 3 (IQR, 2–4), and revisions requested was 1 (IQR, 1–1). Sharing manuscripts to a public online platform, instead of submitting to a peer-reviewed journal, would have been considered by 55.2% (n = 186) of respondents.ConclusionCorresponding authors have high perceptions of their research and reported requiring few manuscript submissions prior to journal acceptance, most commonly by lower impact factor journals. (shrink)

BackgroundThe Freedom of Information Act (FOIA) provides access to unreleased government records that can be used to enhance the transparency and integrity of biomedical research. We characterized FOIA requests to Department of Health and Human Services (HHS) agencies, including request outcomes, processing times, backlogs, and costs.MethodsUsing HHS FOIA annual reports, we extracted data on the number of FOIA requests received and processed by HHS agencies between 2008 and 2017, as well as request outcomes. Processing times were reported in three time (...) increments, < 1–20, 21–60, or 61+ days, and trends in backlog status were also described. Information about costs and fees collected were aggregated.ResultsBetween 2008 and 2017, 69.6% of 530,094 HHS FOIA requests were received by the Centers for Medicare and Medicaid Services (CMS), 18.9% by the Food and Drug Administration (FDA), and 11.6% by all other HHS agencies. During this period, CMS processed 374,728 requests, FDA 114,938, and other HHS agencies 61,890. CMS and FDA reduced backlogged requests by 9396 (89.7%) and 4289 (65.3%), respectively, leaving backlogs of 1081 and 2279 requests at the end of 2017. CMS fully or partially granted 60.3% of requests whereas FDA fully or partially granted 72.4%. Of all requests to CMS, 82.0% were considered simple and 18.0% complex; 82.2% of simple requests and 54.9% of complex requests were processed in 20 days, and 5.6% and 29.9% were processed in 61+ days. In contrast, 60.2% of requests to FDA were considered simple and 39.8% complex; 28.8% of simple requests and 9.0% of complex requests were processed in 20 days, and 58.3% and 81.5% were processed in 61+ days. The costs to HHS associated with FOIA requests totaled $446.4 million ($809 per processed request), increasing from $28.1 million ($423 per request) in 2008 to $53.3 million ($1544 per request) in 2017. In total, HHS collected $8.5 million in fees (1.9% of total costs).ConclusionsFOIA is frequently used to obtain information about HHS and its agencies. With growing costs, minimal fees collected, and lengthy processing times, HHS agencies’ FOIA programs might be made more efficient through greater proactive record disclosure. (shrink)

Hegel introduced the Phenomenology of Mind as a work on the problem of knowledge. In the first chapter, entitled “Sense Certainty, or the This and Meaning,” he concluded that knowledge cannot consist of an immediate awareness of particulars ). The tradition discusses sense certainty in terms of this failure of immediate knowledge without, however, specifically addressing the problem of reference. Yet reference is distinct from knowledge in the sense that while there can be no knowledge of objects without reference, there (...) may be reference without knowledge. If that is the case, then the failure of immediate knowledge does not entitle us to conclude anything about the success or failure of reference. It is not surprising, then, that a few scholars have begun to examine sense certainty primarily as a thesis about reference. (shrink)