This paper considers the accountability of professionals who are involved in situations of the failure of their organization to perform its expected role properly; the case of infant Caleb Ness, who died despite the surveillance of welfare agencies, is taken as an illustration. Following Bovens (?The Quest for Responsibility: Accountability and Citizenship in Complex Organisations?, Cambridge University Press, Cambridge, 1998), it is accepted that there is an irreducible element of individual personal responsibility when preventable organizational failures occur through professional incompetence (...) or corruption. The type of guidance available from specialized professional knowledge and from ethical codes is appraised. This is contrasted with various theoretical approaches to practical reasoning, which are offered as a more relevant perspective on professional misconduct. Practical reason necessarily addresses itself to a reality much more uncertain, fluid and contingent than envisaged by the standard conceptions of professional knowledge and ethics. Rather then being derived strictly from impersonal abstract rules and formal knowledge, practical reason in large part reflects the character and personality of its owner. It is argued that, since professional responsibility is always partly personal, professional misconduct can be understood as a failure of practical reason. (shrink)

This paper is a philosophically informed contribution to debate about the values that might inform and be communicated by a further education. It includes a historical review of the concern of colleges of further education with economic and personal development that was reflected in the distinction between vocational and liberal studies. This distinction is seen to arise out of a mistaken epistemology which attempts to distinguish once and for all as it were, objective facts from subjective values. As instrumentalism came (...) to dominate the further education sector, the idea of liberal studies became obsolete and the sector might now appear to some commentators to be little concerned with values other than those of a monetary kind. The paper is focused on a traditional conception of further education colleges as places where people learn practices such as plumbing, joinery and hairdressing. It is argued that the distinction between academic and vocational practices is not based on the logic of the practices, but on the primary purpose of the person who is making the distinction. Practices such as plumbing, joinery and hairdressing are value laden as, more obviously, are other practices such as literary criticism and feminist pedagogy. The idea that the former type of practices are somehow value free and in need of additional study in moral competence or life skills is mistaken. Instead it is argued that all practices are evaluative and that an induction into any practice is bound to be a form of values education. (shrink)