Kamm on Inviolability and Agent-Relative Restrictions

Agent-relative restrictions prohibit minimizing violations: that is, they require us not to minimize the total number of their violations by violating them ourselves. Frances Kamm has explained this prohibition in terms of the moral worth of persons, which, in turn, she explains in terms of persons’ high moral status as inviolable beings. I press the following criticism of this account: even if minimizing violations are permissible, we need not have a lower moral status provided other determinants thereof boost it. Thus, Kamm’s account is incomplete at best. And when, to address this incompleteness, it is insisted that our moral worth derives from specific moral statuses, the inviolability account comes to seem deficient because it begs the question against those who are not initially persuaded that minimizing violations are impermissible.

Interagency Collaboration

Abstract

Child welfare, education, health, juvenile justice, and mental health systems have simultaneously initiated movements to reform services to troubled children during the past ten years. Recently, these agencies have shown increased interest in bringing their change efforts together for a more unified system of care. This paper describes essential components of systems of care and interagency collaboration. A case illustration describes a setting in which special service providers in schools, particularly special education administrators and school psychologists, played major roles in the conceptualization and implementation interagency collaboration for a system of care.     

Campbell协作网——循证的社会、心理和教育决策与实践

1　Ｃａｍｐｂｅｌｌ协作网成立的背景Ｃａｍｐｂｅｌｌ协作网是以美国著名的心理学家和思想家ＤｏｎａｌｄＣａｍｐｂｅｌｌ的姓氏命名的。他注意到 ,社会和教育方面的决策和实践涉及社会各方面 ,从学前教育到高等教育 ,从犯罪司法到社会福利 ,从精神健康到就业培训 ,从住房到交通运输……深刻影响着人们的生活、工作和学习。因此亟需对这些决策和实践的结果做出更加严格的评估 ,以提高政府工作效率和决策与实践质量。此外 ,1992年在英国成立的Ｃｏｃｈｒａｎｅ协作组织发展迅速 ,但由于所涉及的领域局限以及自身面临许多问题 ,已远远超出…     

Collaboration in young children

Humans accomplish much of what they do in collaboration with others. In ontogeny, children's earliest abilities to collaborate develop in two basic steps. First, 1- and 2-year-olds learn to form with others joint goals and joint attention--which include an understanding of the individual roles and perspectives involved. Second, as they approach their third birthdays, children's collaborative interactions with others take on a more normative dimension involving obligations to the partner. In addition, their cognitive abilities to conceptualize simultaneously both their own role and perspective along with those of the other develop considerably as well. This form of collaborative interaction is underlain by species-unique skills and motivations for shared intentionality that make possible, ultimately, such things as complex cultural institutions.     

Collaboration and Guided Discovery

Collaboration and guided discovery, collectively described as collaborative empiricism, are two primary features of Aaron T. Beck’s Cognitive Therapy (CT) that remained central to his work throughout his long and productive career. This commentary highlights how collaboration and guided discovery were described during the early development of CT. In addition, conversations with Beck are cited that reveal how his own life may have influenced their inclusion and importance in his therapy.     

Interdisciplinary Collaboration in Philosophy

Many philosophers would, in theory, agree that the methods and tools of philosophy ought to be supplemented by those of other academic disciplines. In practice, however, the sociological data suggest that most philosophers fail to engage or collaborate with other academics, and this article argues that this is problematic for philosophy as a discipline. In relation to the value of interdisciplinary collaboration, the article highlights how experimental philosophers can benefit the field, but only insofar as they draw from the distinctive methods of philosophy and overcome the charge of “amateur psychology” by more consistently collaborating with the scientists they seek to emulate. It concludes that philosophers ought to collaborate with other academics in order to gain an experience‐based understanding of the methods of other disciplines in addition to an understanding of the content of these disciplines.     

Collaboration during visual search

Two experiments examine how collaboration influences visual search performance. Working with a partner or on their own, participants reported whether a target was present or absent in briefly presented search displays. We compared the search performance of individuals working together (collaborative pairs) with the pooled responses of the individuals working alone (nominal pairs). Collaborative pairs were less likely than nominal pairs to correctly detect a target and they were less likely to make false alarms. Signal detection analyses revealed that collaborative pairs were more sensitive to the presence of the target and had a more conservative response bias than the nominal pairs. This pattern was observed even when the presence of another individual was matched across pairs. The results are discussed in the context of task-sharing, social loafing and current theories of visual search.     

Beyond Collaboration: Embodied Teacher Learning and the Discourse of Collaboration in Education Reform

In this paper I highlight the significance of Maurice Merleau-Ponty??s contribution to the study of teacher learning. I particularly draw on his notion of embodiment to show that professional knowledge is embodied knowledge and that teachers make sense of their professional world through their embodied action. I contrast my interpretation with a professional learning model that has been influential in Canada, the US, the UK, Australia and other countries. I suggest that policy makers interested in education reform initiatives would benefit from interrogating the nature of professional practices in education.     

Counselor Credentialing and Interprofessional Collaboration

The history and development of counselor credentialing are presented, including the dimensions of standards, accreditation, certification, and licensure. Unresolved issues critical to the success of interprofessional collaboration are analyzed. The authors offer predictions for the future of the nonmedical mental health professions, based on their assessment that collaboration is an essential but often neglected ingredient.     

Collaboration facilitates abstract category learning

We examined the effects of collaboration (dyads vs. individuals) and category structure (coherent vs. incoherent) on learning and transfer. Working in dyads or individually, participants classified examples from either an abstract coherent category, the features of which are not fixed but relate in a meaningful way, or an incoherent category, the features of which do not relate meaningfully. All participants were then tested individually. We hypothesized that dyads would benefit more from classifying the coherent category structure because past work has shown that collaboration is more beneficial for tasks that build on shared prior knowledge and provide opportunities for explanation and abstraction. Results showed that dyads improved more than individuals during the classification task regardless of category coherence, but learning in a dyad improved inference-test performance only for participants who learned coherent categories. Although participants in the coherent categories performed better on a transfer test, there was no effect of collaboration.     

F. M. Kamm,Morality, Mortality. Volume II: Rights,Duties, and Status

Theoretical Medicine and Bioethics -