WHOSE RIGHTS,AND WHAT's THE DIFFERENCE? A CRITIQUE OF BETH SINGER'S “HUMAN RIGHTS: SOME CURRENT ISSUES”

Abstract: In this article I argue against the rights‐based framework defining the abortion debate, and do so by considering the views of Beth Singer, a philosopher whose work conveys a broadly pragmatist formulation of traditional rights‐based language. Although Singer's schema presents a fruitful vantage point from which to consider the abortion question through the discourse of rights, even Singer's use of the language of rights ultimately fails adequately to address the subject. I challenge Singer's view by taking up John Dewey's concept of reflective morality, elucidated in his 1932 Ethics.     

When thinking is beneficial and when it is not: The effects of thin and round advertising models

This study addresses the advertising effectiveness of round and thin models. Integrating previous findings and theories, the authors predict and find that impulsive and reflective product evaluations as responses to thin and round advertisement models diverge. Specifically, four experiments indicate that impulsive product evaluations follow a priming logic, such that the beauty of the model spills over directly onto product evaluations; thin models thus produce more favorable implicit responses than do round models. For reflective product evaluations however, this pattern appears reversed. Moreover, these explicit product evaluations are mediated by campaign liking.     

SOSA ON EPISTEMIC CIRCULARITY AND REFLECTIVE KNOWLEDGE

Abstract: Ernest Sosa has done important work on epistemic circularity, epistemic virtue, and reflective knowledge. He holds that epistemic circularity need not be vicious and need not prevent us from knowing that our ways of forming beliefs are reliable. In this article, I briefly explore Sosa's defense of this view and raise some questions about what is required for reflective knowledge.     

Postfoundationalism and Interdisciplinarity: A Response to Jerome Stone

Abstract. In my recent work I argued that the religion and sciencedialogue is most successful when done locally and contextually. However, I also argued against theology's epistemic isolation in a pluralist, postmodern world, and for a postfoundationalist notion of human rationality that reveals the interdisciplinary, public nature of all theological reflection. I now want to explore the possibility that, when we look at what the prehistory of thehuman mind reveals about the biological roots of all human rationality, some forms of contemporary evolutionary epistemology may actually hold the key to understanding the kind of cognitive fluidity that enables true interdisciplinary reflection. Philosophically the religion and science dialogue benefits from this move when a postfoundationalist notion of rationality redescribes the dynamic interaction of our various disciplinary dialogues with one another as aform of transversal reasoning. Transversality in this sense justifies and urges an acknowledgment of multiple patterns of interpretation as one moves across the borders and boundaries of different disciplines.     

Mindful Parenting: a group approach to enhancing reflective capacity in parents and infants

In this paper, the process of ending therapy is likened to the ordinary developmental task of ‘letting go’ that parents have to undertake, to help their child to grow up. ‘Letting go’ is contrasted with the process of ‘holding’ the child in mind that is so central to the therapeutic and parental task Following thoughts about some of the external issues that play a part in the decision to end a child's treatment, this developmental perspective of psychoanalytic psychotherapy is discussed through a clinical illustration of the ending of a 5-year-old boy's treatment. Different strands of the therapeutic relationship as highlighted during the ending phase of therapy are distinguished and attention is drawn to the role of the ‘new relationship’ between therapist and child and how this differs from the transference relationship. Countertransference issues in their broadest form are also considered.     

New Beginnings–an experience-based programme addressing the attachment relationship between mothers and their babies in prisons

Data about the quality of attachment between infants and parents in high-risk populations suggests that early intervention may be advantageous for positive developmental outcomes for the child. Mothers in prison represent a high-risk parenting population in terms of both attachment histories and economic and social risk factors. New Beginnings was constructed as a short term, experience-based programme for mothers and infants in the Mother and Baby Units of two UK women's prisons. It is based on the early intervention model developed at the Anna Freud Centre. The programme was piloted in 2004–5, with 27 participating dyads. This paper presents an overview of the pilot stage. Our aim is to introduce the thinking that went into the programme and to present initial observations concerning the effect of the programme. We describe the development of a framework for the programme and its preliminary evaluation using pre- and post-interview protocols concerning the mothers' thoughts and feelings about their babies. We used the Parent Development Interview, for both a qualitative analysis of the major themes in connection to child rearing and quantitative measures of reflective capacity in relation to the child on the part of mother-participants.     

Turning a Blind Eye: A Study of Peer Reporting in a Business School Setting

This article examines student peer reporting by extending the findings from the business ethics and higher education literature. In the conceptual model we propose that reflective moral attentiveness, subjective knowledge of the code of ethics, and academic dishonesty beliefs antecede ethical judgment of peer reporting, which impacts intentions to report peers’ unethical behavior. The relationships are tested using structural equation modeling. The findings indicate that moral attentiveness significantly influences ethical judgment, which in turn affects intention. The relationship between beliefs about academic dishonesty and ethical judgment is partially supported. Based on these results, suggestions for higher education institutions are provided.     

The Circle of Security Parenting Program (COS-P): A Randomized Controlled Trial of a Low Intensity,Individualized Attachment-Based Program With at-Risk Caregivers

The Circle of Security–Parenting Intervention (COS-P; Cooper et al., 2009) is a psychoeducational program for caregivers of young children that has been widely disseminated. The program is founded in attachment theory and relies on computer-delivered content and parent reflection and discussion to teach concepts of safety and security to promote better caregiver-child relationships and child wellbeing. The present study is a randomized controlled trial of COS-P, individually delivered to 85 Australian caregivers (51 COS-P, 34 waitlist control) who reported parenting distress and child disruptive behaviors. Caregivers completed a baseline assessment and repeated the assessment after completion of COS-P or 8 weeks on the waitlist. Caregivers completed surveys to report child symptoms, and parenting stress, anxious and avoidant attachment, reflective functioning, parenting practices, and depressive symptoms. No differences in COS-P vs. waitlist participants were found at baseline. Analyses of complete data (35 COS-P, 25-26 waitlist) revealed a greater decline in caregivers’ attachment anxiety and negative parenting relative to waitlist, but only attachment anxiety in intent-to-treat analyses. Other improvements were found, but these extended to both the COS-P and waitlist conditions and did not differ between conditions. Overall, effects of COS-P were small and rarely significant, suggesting the need to consider alternative programs that have evidence of effectiveness when providing services to at-risk families.     

Mentoring in-service chemistry teachers: acquirements as mentees

The aim of this study is to identify a group of chemistry teachers’ (mentees) acquirements of mentoring program by analyzing their reflective journals. Four mentees participated in this study and they met with their mentors once a week for eight consecutive weeks. The mentees devised lesson plans as well as activities during the mentoring sessions. After each mentoring session, the mentees were asked to reflect the process and their gains to their journals. The journals were analyzed in two stages; content analysis of the journals and the analysis of the mentees level of reflections. The analysis of the mentees’ journals showed that the mentorship program supported the mentees to improve their pedagogical content knowledge; allow them to utilize various methods, techniques, and materials in their lessons. Besides, the mentees indicated that they performed chemistry courses more effectively with the help of the acquirements from the mentoring sessions. The result of this study showed also that mentors can play key roles in supporting professional developments of teachers. It is suggested that rehearsing lesson plans before going into the classroom would make the mentoring sessions more beneficial.