• Common genetic variants in the CLDN2 and PRSS1-PRSS2 loci alter risk for alcohol-related and sporadic pancreatitis
    with D. C. Whitcomb, J. LaRusch, A. M. Krasinskas, L. Klei, J. P. Smith, R. E. Brand, J. P. Neoptolemos, M. M. Lerch, M. Tector, B. S. Sandhu, N. M. Guda, L. Orlichenko, S. Alkaade, S. T. Amann, M. A. Anderson, J. Baillie, P. A. Banks, D. Conwell, G. A. Coté, P. B. Cotton, J. DiSario, C. E. la FarrerForsmark, M. Johnstone, T. B. Gardner, A. Gelrud, W. Greenhalf, J. L. Haines, D. J. Hartman, R. A. Hawes, C. Lawrence, M. Lewis, J. Mayerle, R. Mayeux, N. M. Melhem, M. E. Money, T. Muniraj, G. I. Papachristou, M. A. Pericak-Vance, J. Romagnuolo, G. D. Schellenberg, S. Sherman, P. Simon, V. P. Singh, A. Slivka, D. Stolz, R. Sutton, F. U. Weiss, C. M. Wilcox, N. O. Zarnescu, S. R. Wisniewski, M. R. O'Connell, M. L. Kienholz, K. Roeder, M. M. Barmada, D. Yadav, B. Devlin, Albert M. S., R. L. Albin, L. G. Apostolova, S. E. Arnold, C. T. Baldwin, R. Barber, L. L. Barnes, T. G. Beach, G. W. Beecham, D. Beekly, E. H. da BennettBigio, T. D. Bird, A. Boxer, Burke Jr, J. D. Buxbaum, N. J. Cairns, L. B. Cantwell, C. Cao, R. M. Carney, S. L. Carroll, H. C. Chui, and D. Clark
    Pancreatitis is a complex, progressively destructive inflammatory disorder. Alcohol was long thought to be the primary causative agent, but genetic contributions have been of interest since the discovery that rare PRSS1, CFTR and SPINK1 variants were associated with pancreatitis risk. We now report two associations at genome-wide significance identified and replicated at PRSS1-PRSS2 and X-linked CLDN2 through a two-stage genome-wide study. The PRSS1 variant likely affects disease susceptibility …Read more
  • Sources for a Philosophical Critique of Technology in Education
    Dissertation, University of Illinois at Urbana-Champaign. 1994.
    This dissertation seeks to establish general criteria for what counts as educative in educational technology. There has been much ink spilled over how technology might be used in schools and other learning environments, whether there is enough or too little of it, whether it is equitably distributed, and what it might promise us in the future. But ironically, the amount of scholarship concerning technology in these senses seems almost inversely proportional to the amount of serious thinking rega…Read more
  •  12
    The institutional autonomy of education
    Journal of Philosophy of Education 34 (2). 2000.
    This paper develops a liberal contextualist account of schooling that balances institutional autonomy with public accountability under conditions of reasonable pluralism. First a conceptual obstacle is discussed: the tendency to conceive educational autonomy according to the false dilemma of instrumentalism versus non‐instrumentalism. Then an alternative is advanced—the contextualist picture—that places education's institutional autonomy in its proper light. The conclusion raises and then respon…Read more
  •  2
    An Optimistic Response
    Educational Theory 65 (3): 317-324. 2015.
  •  1
    The Institutional Autonomy of Education
    Journal of the Philosophy of Education 34 (2): 229-246. 2000.
    This paper develops a liberal contextualist account of schooling that balances institutional autonomy with public accountability under conditions of reasonable pluralism. First a conceptual obstacle is discussed: the tendency to conceive educational autonomy according to the false dilemma of instrumentalism versus non‐instrumentalism. Then an alternative is advanced—the contextualist picture—that places education's institutional autonomy in its proper light. The conclusion raises and then respon…Read more
  •  16
    An unreasonable argument against student free speech
    Educational Theory 59 (2): 123-143. 2009.
    The U.S. Supreme Court’s recent opinion in Morse v. Frederick , perhaps better known as the “Bong Hits 4 Jesus” case, contains a widely reported concurrence by Justice Clarence Thomas. Challenging well‐established precedent, Thomas argues that students should have no constitutional rights in school. In this essay David Blacker argues that, while philosophically interesting, Thomas’s argument is unreasonable on legal hermeneutic grounds and should therefore be rejected, even by those who may be s…Read more
  •  6
    This is the third of the four essays in Part II of the book on liberalism and traditionalist education; all four are by authors who would like to find ways for the liberal state to honour the self-definitions of traditional cultures and to find ways of avoiding a confrontation with differences. David Blacker’s essay on civic friendship and democratic education develops a Rawlsian conception of civic friendship, the scaffolding of which is necessarily provided by the wide range of comprehensive c…Read more