Over the course of its first seven editions, Principles of Biomedical Ethics has proved to be, globally, the most widely used, authored work in biomedical ethics. It is unique in being a book in bioethics used in numerous disciplines for purposes of instruction in bioethics. Its framework of moral principles is authoritative for many professional associations and biomedical institutions-for instruction in both clinical ethics and research ethics. It has been widely used in several disciplines for purposes of teaching in the (...) classroom, during conferences, etc. (shrink)

The book also includes a chronological table of significant events, select bibliography, succinct explanatory notes, and an index--all of which supply ...

This classic and controversial book examines the roots of the idea of virtue, diagnoses the reasons for its absence in modern life, and proposes a path for its recovery.

Alasdair MacIntyre is one of the most controversial philosophers and social theorists of our time. He opposes liberalism and postmodernism with the teleological arguments of an updated Thomistic Aristotelianism. It is this tradition, he claims, which presents the best theory so far about the nature of rationality, morality, and politics. This is the first reader of MacIntyre's groundbreaking work. It includes extracts from and his own synopses of two famous books from the 1980s, After Virtue and Whose Justice? Which Rationality? (...) as well as the whole of several shorter works and two interviews. Together, these pieces constitute not only a representative collection of his work but also the most powerful and accessible presentation of his arguments yet available. The MacIntyre Reader concludes with Kelvin Knight 's clear, concise, and insightful overview of the development of MacIntyre's central ideas and how they have developed in his writings. Students will find this book a powerful and accessible introduction to one of the great thinkers of our time. "The publication of the new MacIntyre Reader--a fascinating anthology of his work from his Marxist beginnings to his Thomistic conclusions--provides an interesting opportunity for reconsidering the man's thought." --The Weekly Standard Kelvin Knight is Senior Lecturer in Politics at the University of North London. (shrink)

In medical ethics, business ethics, and some branches of political philosophy (multi-culturalism, issues of just allocation, and equitable distribution) the literature increasingly combines insights from ethics and the social sciences. Some authors in medical ethics even speak of a new phase in the history of ethics, hailing "empirical ethics" as a logical next step in the development of practical ethics after the turn to "applied ethics." The name empirical ethics is ill-chosen because of its associations with "descriptive ethics." Unlike descriptive (...) ethics, however, empirical ethics aims to be both descriptive and normative. The first question on which I focus is what kind of empirical research is used by empirical ethics and for which purposes. I argue that the ultimate aim of all empirical ethics is to improve the context-sensitivity of ethics. The second question is whether empirical ethics is essentially connected with specific positions in meta-ethics. I show that in some kinds of meta-ethical theories, which I categorize as broad contextualist theories, there is an intrinsic need for connecting normative ethics with empirical social research. But context-sensitivity is a goal that can be aimed for from any meta-ethical position. (shrink)

In this engaging study, the authors put casuistry into its historical context, tracing the origin of moral reasoning in antiquity, its peak during the sixteenth and early seventeenth century, and its subsequent fall into disrepute from the mid-seventeenth century.

Through a study of argument, science, art, and human intelligence, Louis Groarke explores and builds on a line of Aristotelian thought that traces the origins of logic and knowledge to a mental creativity that is able to leap to insightful and truthful conclusions on the basis of restricted evidence. In an Aristotelian Account of Induction Groarke discusses the intellectual process through which we access the "first principles" of human thought - the most basic concepts, The laws of logic, The universal (...) claims of science and metaphysics, And The deepest moral truths. Following Aristotle and others, Groarke situates the first stirrings of human understanding in a creative capacity for discernment that precedes knowledge, even logic. Relying on a new historical study of philosophical theories of inductive reasoning from Aristotle To The twenty-first century, Groarke explains how Aristotle offers a viable solution To The so-called problem of induction, while offering new contributions to contemporary accounts of reasoning and argument and challenging the conventional wisdom about induction. In recovering and developing philosophical ideas that have been largely overlooked or misrepresented by more recent sources, An Aristotelian Account of Induction makes a major contribution To The historical study of philosophy and to critical debate. (shrink)

The authors use the term “principlism” to refer to the practice of using “principles” to replace both moral theory and particular moral rules and ideals in dealing with the moral problems that arise in medical practice. The authors argue that these “principles” do not function as claimed, and that their use is misleading both practically and theoretically. The “principles” are in fact not guides to action, but rather they are merely names for a collection of sometimes superficially related matters for (...) consideration when dealing with a moral problem. The “principles” lack any systematic relationship to each other, and they often conflict with each other. These conflicts are unresolvable, since there is no unified moral theory from which they are all derived. For comparison the authors sketch the advantages of using a unified moral theory. (shrink)

This chapter has two objectives. The first is to clarify Aristotle’s view of the first principles of the sciences. The second is to stake out a critical position with respect to this view. The paper sketches an alternative to Aristotle’s intuitionism based in part on the use of quantitative inductive logics.

Book reviewed in this article: Principles of Biomedical Ethics. By Tom L. Beauchamp and James F. Childress.

Biomedical ethics is an essential part of the medical curriculum because it is thought to enrich moral reflection and conduce to ethical decisionmaking and ethical behavior. In recent years, however, the received idea that competency in moral reasoning leads to moral responsibility “in the field” has been the subject of sustained attention. Today, moral education and development research widely recognize moral reasoning as being but one among at least four distinguishable dimensions of psychological moral functioning alongside moral motivation, moral character, (...) and moral sensitivity. In a reflection of this framework, medical educators and curriculum planners repeatedly advance the idea that educators should be concerned with supporting empathy, and this, very often, as a means of improving on and broadening medical ethics education’s traditional focus on moral reasoning. (shrink)

In this engaging study, the authors put casuistry into its historical context, tracing the origin of moral reasoning in antiquity, its peak during the sixteenth and early seventeenth century, and its subsequent fall into disrepute from the mid-seventeenth century.

As the gateway to scientific thinking, an understanding of the scientific method is essential for success and productivity in science. This book is the first synthesis of the practice and the philosophy of the scientific method. It will enable scientists to be better scientists by offering them a deeper understanding of the underpinnings of the scientific method, thereby leading to more productive research and experimentation. It will also give scientists a more accurate perspective on the rationality of the scientific approach (...) and its role in society. Beginning with a discussion of today's 'science wars' and science's presuppositions, the book then explores deductive and inductive logic, probability, statistics, and parsimony, and concludes with an examination of science's powers and limits, and a look at science education. Topics relevant to a variety of disciplines are treated, and clarifying figures, case studies, and chapter summaries enhance the pedagogy. This adeptly executed, comprehensive, yet pragmatic work yields a new synergy suitable for scientists and instructors, and graduate students and advanced undergraduates. (shrink)

The objective of this article is to analyse and compare four methods of ethical case deliberation. These include Clinical Pragmatism, The Nijmegen Method of ethical case deliberation, Hermeneutic dialogue, and Socratic dialogue. The origin of each method will be briefly sketched. Furthermore, the methods as well as the related protocols will be presented. Each method will then be evaluated against the background of those situations in which it is being used. The article aims to show that there is not one (...) ideal method of ethical case deliberation, which fits to all possible kinds of moral problems. Rather, as each of the methods highlights a limited number of morally relevant aspects, each method has its strengths and weaknesses as well. These strengths and weaknesses should be evaluated in relation to different types of situations, for instance moral problems in treatment decisions, moral uneasiness and residue, and the like. The suggestion arrived at on the basis of the findings of this paper is a reasonable methodological plurality. This means that a method can be chosen depending on the type of moral problem to be deliberated upon. At the same time it means, that by means of a method, deliberation should be facilitated. (shrink)

The chapter discusses the various ways in which ethical theory and moral practice relate to one another. Various proposals are discussed and evaluated, such as that the relation is a deductive one, that the relation is one of norm-specification, or that the theory provides multiple moral principles that must be balanced against one another. The author makes some suggestions on how the relation between theory and practice should be understood.

Part I The Imperative Mood 'Virtue, then, is a disposition governing our choices '. ARISTOTLE, Eth. Nic. 36 Prescriptive Language. ...

Recent discussion has focused on whether or not to teach moral theories, and, if yes, to what extent. In this piece the author argues that the criticisms of teaching moral theories raised by Rob Lawlor should lead us to reconsider not whether but how to teach moral theories. It seems that most of the problems Lawlor identifies derive from an uncritical, theory-led approach to teaching. It is suggested that we might instead start by discussing practical cases or the desiderata of (...) a successful moral theory, and then build up to comparing theories such as consequentialism, deontology, and so on. In this way, theories are taught but students do not take them to be the alpha and omega of moral thinking. (shrink)