“Paid to Endure”: Paid Research Participation,Passivity, and the Goods of Work

A growing literature documents the existence of individuals who make a living by participating in phase I clinical trials for money. Several scholars have noted that the concerns about risks, consent, and exploitation raised by this phenomenon apply to many (other) jobs, too, and therefore proposed improving subject protections by regulating phase I trial participation as work. This article contributes to the debate over this proposal by exploring a largely neglected worry. Unlike most (other) workers, subjects are not paid to produce or achieve anything but to have things done to them. I argue that this passivity is problematic for reasons of distributive justice. Specifically, it fails to enable subjects to realize what Gheaus and Herzog call “the goods of work”—a failure not offset by adequate opportunities to realize these goods outside of the research context. I also consider whether granting subjects worker-type protections would accommodate this concern.     

Reign of God,Trinity, or Promise? Alternative Missiological Keys for Engaging Religious Pluralism

The fact of religious pluralism demands a theological response. Recent models for engaging religious pluralism overcome the shortcomings of traditional models. However, they inadequately address the categories of sin and divine hiddenness, while struggling to articulate a coherent relationship between dialogue and proclamation. The classic Lutheran tradition offers three fruitful resources (the gospel as promise, the law/gospel distinction, and the hiddenness of God) for engaging religious pluralism and balancing interreligious dialogue and gospel proclamation.     

What do academics know and do about plagiarism? An interview study with Chinese university teachers of English

Previous research on plagiarism has increased awareness and knowledge of the various aspects of this issue, such as contributing factors to plagiarism, students’ and teachers’ perceptions of plagiarism, and institutional policies and regulations on plagiarism. Yet much of this research, especially on the latter two aspects, has been conducted in Anglo-American contexts or English-as-a-second-language (ESL) settings (where English is an official or important language in the larger societal context), while the diversity of English-as-a-foreign-language (EFL) contexts (where English as a foreign language is largely used only in the language classroom) remains relatively under-researched. Of those studies that did focus on EFL contexts, the majority were based on survey data that were limited in the depth of information collected. To address this relative lack of in-depth understanding of how plagiarism is understood and acted against in EFL contexts, this paper reports on an interview study with 13 EFL teachers from 12 universities in mainland China. The study focused on the teachers’ knowledge and attitudes concerning plagiarism, plagiarism-related pedagogical practices, as well as perceived stances and expectations of their institutions in plagiarism prevention. Its findings contribute to the current knowledge base of EFL academics’ views and practices regarding plagiarism, add to our understanding of EFL teachers’ experiences concerning plagiarism in specific educational settings, and inform institutions’ efforts to develop and improve strategies and policies for preventing plagiarism.     

Early lexical development of children raised in institutional care in Russia

Children abandoned to institutions display a host of developmental delays, including those involving general cognition and language. The majority of published studies focus on children over 3 years of age; little is known about whether these delays may be detected earlier when children undergo rapid lexical development. To investigate the early language development of children raised in institutional settings in the Russian Federation, we compared a group of children in institutional care (n = 36; 8–35 months) to their age-matched peers raised in biological families, who have never been institutionalized (n = 72) using the Russian version of the CDI. The results suggest that institutionalization is associated with pronounced delays in children's early language development with large and robust effect sizes. Among children with a history of institutionalization, these delays are also associated with difficulties in Daily Living skills, communication, and socialization.     

AGREEING TO DISAGREE: Indigenous Pluralism from Human Rights to Bioethics

David Hollenbach, working within the context of human rights theory, has developed the notion of "indigenous pluralism" as a means of coping with the problems that arise when different religious traditions hold distinct or incompatible interpretations of human rights. It will be argued that indigenous pluralism is a theoretically and practically useful concept for bioethics as well and hence should be incorporated into bioethical methodology and processes of bioethical policy formation. Subsequently, the notion of indigenous pluralism will be discussed in relation to determinations of death as a means of illustrating this concept's applicability to bioethical inquiry.     

Reading the Silences,Questioning the Terms: A Response to the Focus on Eighteenth-Century Ethics

It is striking that most of the essays in this Focus do not explore the specifically religious aspects of Enlightenment ethical thought. A principled reason for this may be found in a conception of religion that makes it hard for Enlightenment thinkers to seem religious at all. Neither does this conception fit anything that is likely to be a live option for most people today, and the now prevalent unpopularity of eighteenth-century piety and religious thought may blind us to important religious possibilities.     

Humanism and Theoretical Pluralism

Christian Smith's What Is a Person? calls for a normative turn in sociology—the grounding of sociology in a theory of human nature. While offering a systematic account of a thick view of personhood—what it should look like, how it can be applied, and why it is needed—the book proposes a critical realist personalism as the best metatheoretical direction for sociology. The author of this essay agrees with the main questions and direction of Smith's project. However, by historicizing the origins and sociological implications of personalist moral theory, the author problematizes the personalism that is one of the foundations of Smith's project. She contrasts personalism with humanism, suggesting that the latter might possess both the normative robustness and comparative potential needed for contemporary sociological theory and practice. She ends her response to Smith's book by raising questions about the relationship between critical realist personalism and theoretical pluralism.