•  7
    Surrogacy: Exploitation or Violation of Intimacy?
    The Paideia Archive: Twentieth World Congress of Philosophy 14 51-57. 1998.
    In this paper, I argue that if the debate about the morality of surrogacy is couched in terms of respect due to other human beings and the paramount importance of their intimate relationships with one another, then it may be shown that most ordinary instances of surrogacy are morally wrong. Human flourishing cannot be separated from one’s relationships with others and any circumstance which is destructive of such relationships must be considered immoral. The surrogate, unless she is treated as a…Read more
  •  2
    Teachers and Learners
    The Proceedings of the Twenty-First World Congress of Philosophy 4 111-115. 2006.
    This paper revives the idea that what is central to education is not facilitating the acquisition of information or skills to use in the marketplace, but the encounter between teacher and learner which enables the student to acquire a richer and deeper appreciation of the human world which he or she inhabits. Knowledge is a human artefact which is created in the initiation of a learner into a common form of life, and this is not something which can be carried out without the involvement of other…Read more
  • Bodily Rights and Abortion: A Response to Drum
    Ethics Education 4 (1). 1998.
  •  9
    The world is beset by what seem to be an interminable set of problems. Many of these, increasingly, are transnational, which is to say, that they transcend the borders of individual nations. Issues such as climate change and apparent global warming are fiercely debated, with many arguing that without a change in the way in which human beings abuse the environment, we are all doomed. The crisis surrounding the destruction of the nuclear reactor in Fukuyama, Japan as a result of the devastation wr…Read more
  • Sovereignty and Just War
    Ethics Education 9 (1). 2003.
  • Human Embryos as Persons
    Ethics Education 8 (3). 2002.
  • The Magisterium
    Ethics Education 3 (2). 1997.
  •  48
    Suffering: Valuable or just useless pain?
    Sophia 42 (2): 53-77. 2003.
    It is a commonly held view, buttressed by utilitarian considerations, that pain and suffering are valueless and not to be borne. Moreover, it is this thought, that they are valueless, which is often deployed in arguing for euthanasia for the terminally ill or those with mental or physical disability. This essay argues that suffering is inextricably part of the human condition and that it is our response to it that determines whether we are ennobled or degraded by it. While it is not sought for i…Read more
  •  34
    Teachers and Learners
    The Proceedings of the Twenty-First World Congress of Philosophy 4 111-115. 2006.
    This paper revives the idea that what is central to education is not facilitating the acquisition of information or skills to use in the marketplace, but the encounter between teacher and learner which enables the student to acquire a richer and deeper appreciation of the human world which he or she inhabits. Knowledge is a human artefact which is created in the initiation of a learner into a common form of life, and this is not something which can be carried out without the involvement of other…Read more
  • Port Arthur Massacre
    Ethics Education 2 (2). 1996.
  • Kant and Deontological Ethics
    Ethics Education 5 (2). 1999.
  • Business and Social Responsibility
    Ethics Education 7 (1). 2001.
  •  2
    Theories of Rights ‐ Edited by Ten, C. L
    Educational Philosophy and Theory 39 (3): 326-330. 2007.
  • Spirituality: A Conceptual Analysis
    Ethics Education 13 (1). 2007.
  • Life and Death Decisions: Teach Yourself Ethics (review)
    Ethics Education 3 (4). 1997.
  • Ethics and the Obligations of the State
    Ethics Education 5 (4). 1999.
  •  1
  • The Ethics of Logging
    Ethics Education 1 (1). 1995.