COMMENTS ON SIX RESPONSES TO DEMOCRACY AND TRADITION

This paper is a rejoinder to papers by Sabina Lovibond, Nicholas Wolterstorff, Sumner B. Twiss, G. Scott Davis, M. Cathleen Kaveny, and John Kelsay on the author's recent book Democracy and Tradition. The argument covers a host of topics, ranging from epistemology and methodology to human rights, the common law, and Islamic ethics.     

THE SCIENCE AND RELIGION FORUM DISCUSS INFORMATION AND REALITY: QUESTIONS FOR RELIGIONS AND SCIENCE

The Science and Religion Forum (SRF) promotes discussion on issues at the interface of science and religion. The forum membership is diverse and it holds an annual conference to encourage exploration of issues that arise at the interface of science and religion. This article provides an overview of the hybrid conference that took place at the Woodbrooke Centre in Birmingham in May 2022. The conference addressed the issue of information and reality for religions and science across two broad themes. The first focused on metaphysical matters and the impact of the idea that information (quantum, biological, digital) are the fundamental building blocks of the universe, on our theological discourse. The second took a more ethical turn focusing on the issues raised by the interaction of information (biological, personal, digital) and science in society. This thematic section includes articles that span both strands of the conference including the public Gowland Lecture and the winning essay from the Peacocke Prize.     

EDUCATING ABOUT WOMEN AND GENDER

This study assesses the multiple effects of planned exposure to gender and women's issues on graduate student development. Students in a gender-aware Counseling Psychology program (n = 63) were compared to those in two other graduate psychology programs (total n = 38) on five scales that measured exposure to gender issues, social constructivist views, feminist identity development, performance self-esteem, and endorsement of feminist therapy goals and strategies. Results supported the hypotheses that all outcome measures were significantly correlated with the extent of academic experiences related to women and gender. Program of concentration and level of graduate training were differentially related to social construction views and stages of feminist identity development. We discuss these findings in terms of their implications for gender-aware education in the development of student identity, attitudes, and professional practice.     

平等与民主

当我们思考公共空间和语言时,会发现有一种不可忽视的关联似乎将它们连结在一起,倘若我们同意从民主角度来看待它们。汉娜·阿伦特告诉我们,在基督教贬低古代之后,现代革命是与古希腊人重新获得联系的一种方式,在古希腊人看来,政治平等是参与的平等以及被统治者和统治者之间没有分歧、共同生活的能力。但是,新的情况是公共领域不再为一小部分不为生活必需品所累的人保留。     

JEFFREY STOUT ON DEMOCRACY AND ITS CONTEMPORARY CHRISTIAN CRITICS

Jeffrey Stout addresses two of the main criticisms of liberal democracy by its contemporary neotraditionalist Christian critics: that liberal democracy is destructive of social tradition, and thereby of virtue in the citizenry, and that liberal democracy is inherently secular, committed to expunging religious voices from the public arena. I judge that Stout effectively answers these charges: liberal democracy has its own tradition, it cultivates the virtues relevant to that, and it is not inherently hostile to piety. What Stout does not do, I suggest, is take the next step of showing, positively, that Christianity can and should affirm the substance of liberal democratic society. This is due, in good measure, to the fact that Stout never tells us, except in off‐hand comments, what he takes the substance of liberal democracy to be. And this, in turn, is due to his way of employing pragmatism: he uses pragmatism to give an account of human society generally, not of liberal democratic society. I raise some questions about the general account that pragmatism gives of human society, and thus about the account that it would give of liberal democracy.     

INTRODUCTION: GLOBAL DEMOCRACY AND EXCLUSION

Abstract: Does democracy or popular sovereignty imply exclusion and drawing borders? And if so, what type of exclusion and borders, and what kind of justification can we give for them? Moreover, if democracy really requires some kind of exclusion, is global democracy then a paradoxical union of two contradictory ideals? Can we create a demos on the global level? The focus of this collection of essays is on this potential conflict and its underlying values.     

EDUCATING PHYSICIANS FOR MORAL EXCELLENCE IN THE TWENTY-FIRST CENTURY

Medical professionals are a community of highly educated individuals with a commitment to a core set of ideals and principles. This community provides both technical and ethical socialization. The ideal physician is confident, empathic, forthright, respectful, and thorough. These ideals allow us to define broadly "the excellence" of being a physician. At the core of these ideals is the ability to be empathic. Empathy exhibits itself in attributes of an individual's moral character and also in actions that actualize and support communal life. Empathy, however, can be diminished or even lost and must be nurtured on an ongoing basis. The development of ethical physicians is strongly linked to experiences in the training period. Moral traits are situation-sensitive psychological and behavioral dispositions. The clinical environment of medical training programs can be so intense as to lead to conditions that may actually deprofessionalize trainees. Creating a clinical environment that is ethically nurturing and sustaining is an indispensable component of practicing medicine.     

THE INADEQUACY OF ROLE MODELS FOR EDUCATING MEDICAL STUDENTS IN ETHICS WITH SOME REFLECTIONS ON VIRTUE THEORY

Persons concerned with medical education sometimes argued that medical students need no formal education in ethics. They contended that if admissions were restricted to persons of good character and those students were exposed to good role models, the ethics of medicine would take care of itself. However, no one seems to give much philosophic attention to the ideas of model or role model. In this essay, I undertake such an analysis and add an analysis of role. I show the weakness in relying on role models exclusively and draw implications from these for appeals to virtue theory. Furthermore, I indicate some of the problems about how virtue theory is invoked as the ethical theory that would most closely be associated to the role model rhetoric and consider some of the problems with virtue theory. Although Socrates was interested in the character of the (young) persons with whom he spoke, Socratic education is much more than what role modeling and virtue theory endorse. It -- that is, philosophy -- is invaluable for ethics education.