AN INCLUSIVE ETHICS FOR THE TWENTY-FIRST CENTURY: IMPLICATIONS FOR STEM CELL RESEARCH

An important contribution of Christian ethics in the pluralistic world of the twenty‐first century is to emphasize inclusivity. Rather than promoting the interests of certain groups at the expense of the most vulnerable, society does well to prioritize ways forward that benefit all. For stem cell research, inclusivity entails benefiting or at least protecting the beneficiaries of treatment, the sources of materials, and the subjects of research. Adult stem cells are already benefiting many ill patients without causing harm, and select adult cells may prove even more beneficial in the future. Other types of stem cells require other bodily materials such as eggs and somatic cells that should be obtained without unduly harming those who provide them. Research subjects, especially the most vulnerable, require protection as well. Should human embryos be included among them? Considerations of location, formation, individuation, and intention are here examined. Ultimately, for safety reasons as well as workability, pluripotency, and compatibility, relatively new types of pluripotent stem cells, especially induced pluripotent stem cells, warrant special priority according to an inclusive ethics.     

老年人智力与年龄关系研究述评

介绍关于老年人智力发展的三种理论观点，以及影响老年人智力发展的因素。讨论了三种常见的研究方法。最后，指出了当前老年人智力研究领域中存在的一些问题，并对将来的研究进行了展望。     

Religion and children’s perceptions of bullying in multicultural schools in Estonia,Finland and Sweden

ABSTRACT

The paper explores children and youths’ perceptions of the reasons for bullying in multicultural schools. How do their different backgrounds explain the variations in those perceptions? The questions will be answered based on data gathered from 9 to 10, 12 to 13 and 15 to 16-year-old students (N = 2781) in Estonia, Finland and Sweden. A survey and in-depth interviews were used in the study. About half of the students have been frequently or occasionally bullied. According to the data, the reasons for bullying were frequently attributed to visible external features, such as physical appearance or clothing, but also to the bullied students’ choice of friends and language use. The most vulnerable students are those with a migration background, those who speak a different language at home that is not the language of the national majority, or who have been raised in more religiously observant families.