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Advances in genetics research, largely, though not entirely, spawned by the Human Genome Project, have led to a broad array of new technologies that promise to revolutionize life as we have known it. Medicine and agriculture are already starting to utilize new technologies to greatly improve disease prevention and treatment and food production. Yet, these “improvements” often raise ethical questions that are not easy to untangle. Some have gone as far to as to argue that certain applications, such as embryonic stem cell research, threaten the very fiber of our moral compass. While the application of scientific advances to better mankind has always raised thorny ethical issues, the ethical impact of genetic advances arguably reaches a new height because the applicability of advances is exceptionally broad, deep, and potentially irreversible. To utilize such technologies could mean saving thousands of lives, but where and how do we draw the line? Here, Barash sheds light on the actual ethical concerns surrounding various types of genetic technologies, introducing readers to the competing issues at stake in the arguments about the scientific application of the new technologies available and those on the horizon. She begins by illustrating the history of genetic advances, their societal applications, and the ethical issues that have arisen from those applications. Using case studies and examples throughout, she walks readers through the various considerations involved in a variety of areas related to the application of genetic technologies currently available and possible in the future. Covering topics ranging from stem cell research to genetically modified food, genetic mapping to cloning, this book offers a thoughtful approach to the complex issues at play in the various fields of genetic technologies.
Educational policy and discussion, in Britain and the USA, are increasingly dominated by the confused ideology of egalitarianism. David E. Cooper begins by identifying the principles hidden among the confusions, and argues that these necessarily conflict with the ideal of educational excellence – in which conflict it is this ideal that must be preserved. He goes on to criticize the use of education as a tool for promoting wider social equality, focussing especially on the muddles surrounding ‘equal opportunities’, ‘social mix’ and ‘reverse discrimination’. Further chapters criticize the ‘new egalitarianism’ favoured, on epistemological grounds, by various sociologists of knowledge in recent years and ‘cultural egalitarianism’ according to which standard criteria of educational value merely reflect parochial and economic interests.
Nietzsche was not interested in the nature of art as such, or in providing an aesthetic theory of a traditional sort. For he regarded the significance of art to lie not in l’art pour l’art, but in the role that it might be play in enabling us positively to “revalue” the world and human experience. This volume brings together a number of distinguished figures in contemporary Anglo-American Nietzsche scholarship to examine his views on art and the aesthetic in the context of this wider philosophical project. All of the major themes of Nietzsche’s aesthetics are discussed: art and the affirmation of life, the relationship between art and truth, music, tragedy, the nature of aesthetic experience, the role of art in Nietzsche’s positive ethics, his critique of romanticism, and his ambivalent attitude towards Richard Wagner.–
ما از اخلاق چه انتظاری داریم؟ این سوال شاید تاحدودی برای عموم مردم و یا متخصصان این رشته قابل پاسخ باشد؛ اینکه خوب بودن را به ما بیاموزد و در تنظیم روابط فردی م...
جشن کتاب تهران به ایستگاه سی و یکم رسیده است. حال و احوال نشر کتاب خوب نیست و باید فرهنگدوستان را به خرید و هدیه دادن کتاب ترغیب نمود. خانه اخلاقپژوهان جوان ب...
بنیاد کتابهای اخلاق اسلامی عمدتا پالایش جان از آلودگیها و آراستن آن به زیباییها است. اندیشه محوری این قبیل کتابها آن است که انسان فعلی آنی نیست که باید باشد...
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