The online Protestant Ethics collection aims to complement the various religious ethics collections already in the Globethics.net library, by highlighting key insights of Protestant ethics from the 16th century to the contemporary era. Through being embedded in the Globethics online library, the Protestant ethics collection also aims to be a useful tool for scholars of Protestantism by offering a unique and contemporary overview of the different traditions and their different perspectives and their historical evolution on ethics.

Recent Submissions

  • ¿Empoderamiento o Sumisión? Las estrategias de las madres cabeza de familia protestantes para la negociación entre su doctrina religiosa y su realidad familiar. Estudio de caso: Centro Misionero Bethesda, Sede Norte. Bogotá, Colombia

    Bejarano Ulloa, María Cristina; Castro Támara, Luisa Fernanda (Escuela de Ciencias Humanas, 2012-01-20)
    La doctrina cristiana protestante impone y promueve un modelo de familia nuclear (Padre-Madre e hijo)que genera un tipo de exclusión social a creyentes con familia monoparental como las madres cabeza de familia. Como consecuencia, las adeptas generan estrategias de negociación de empoderamiento o sumisión entre su doctrina y su realidad familiar.
  • Adverse Effects of Inhaled Corticosteroids in Funded and Nonfunded Studies

    Nieto, Antonio; Mazon, Angel; Pamies, Rafael; Linana, Juan J.; Lanuza, Amparo; Jiménez, Fernando Oliver; Medina-Hernandez, Alejandra; Nieto, F. Javier (2016-01-08)
    BACKGROUND: Evidence regarding the safety profile of drugs may vary depending on study sponsorship. We aimed to evaluate differences between studies funded by the pharmaceutical manufacturer of the drug (PF) and those with no pharmaceutical funding (NoPF) regarding the finding and interpretation of adverse effects of inhaled corticosteroids. METHODS: We assessed the safety reporting of inhaled corticosteroids in 275 PF and 229 NoPF studies identified by a MEDLINE search using prespecified criteria. RESULTS: Overall, the finding of statistically significant differences for adverse effects was significantly less frequent in PF (34.5%) than in NoPF (65.1%) studies (prevalence ratio, 0.53; 95% confidence interval, 0.44-0.64). This association became nonsignificant (prevalence ratio, 0.94; 95% confidence interval, 0.77-1.15) after controlling for design features (such as dose or use of parallel groups) that tended to be associated with less frequent finding of adverse effects and were more common in PF studies. Among studies finding a statistically significant increase in adverse effects associated with the study drug, the authors of PF articles concluded that the drug was "safe" more frequently than the authors of NoPF studies (prevalence ratio, 3.68; 95% confidence interval, 2.14-6.33). CONCLUSIONS: The type of funding may have determinant effects on the design of studies and on the interpretation of findings: funding by the industry is associated with design features less likely to lead to finding statistically significant adverse effects and with a more favorable clinical interpretation of such findings. Disclosure of conflicts of interest should be strengthened for a more balanced opinion on the safety of drugs.
  • Dedication Put Moller Ahead, Not Fabrication

    Moreno, Juan; Mousseau, Tim (2016-01-09)
  • Cryptomnesia = Criptomnesia

    Barcat, Juan Antonio (2016-01-08)
  • Fraud: Retracted Articles Are Still Being Cited

    Campanario, Juan Miguel (2016-01-08)
  • On Authentic Progress: From Globalization to Interconnectedness

    Vlad Toma; Centennial College - Faculty of Corporate Social Responsibility (The Centre for Global Citizenship Education & Inclusion, 2013-12-20)
    As a result of the lack of authenticity in modern standardized societies, an individual's identity and purpose are created through physical goods as opposed to the intrinsic appreciation of the individual's role in society. This creates a precise dichotomy between the affluent lifestyle of the corporate worker and human fulfillment and empathy. This paper demonstrates how a new form of education, which encompasses an existential framework of pedagogy, is able to foster empathic emotions in students leading them to make decisions that are aligned with a sustainable socio-economic model. The paper first outlines the ecological and human development problems caused by modern capitalism. Second, it analyzes the historical circumstances that have borne capitalism and explains, through sociological and anthropological theory, how the logic of capitalism has become ubiquitous, self-perpetuating and obsolete. Lastly, a transformation in education is proposed as a viable solution to overcome the mentioned cognitive trappings.
  • Restructuring University Degree Programmes: A New Opportunity for Ethics Education?

    Escámez, Juan; Garcia López, Rafaela; Jover, Gonzalo (2016-01-08)
  • How the Mind of Christ is Formed in Community: The Ecclesial Ethics of Richard Hooker

    UFFMAN, CRAIG,DAVID (2015)
    How do practices contribute to the formation of the mind of Christ in community such that the community truly becomes the body of Christ?” This dissertation demonstrates that Christ acts on his Church through a complex interaction of community and practices to generate the identity, diversity, and virtue of his body. This is a controversial claim because many hold that the matter of virtue rightly consists of adherence to cherished foundations like Scripture and tradition accompanied by calls to obedience. Nonetheless, this study seeks to identify resources to help the Church imagine a virtue ethics appropriate to a 21st century communion ecclesiology. It does so by reading Richard Hooker as an ecclesial ethicist.
 
 Examining Hooker’s accounts of Scripture, participation, and liturgical practices, the dissertation develops a Hookerian account that extends the ecclesial ethics of Stanley Hauerwas and Sam Wells on both ends. On the front end, it derives from first principles an account of how humans come to see themselves as part of the theodrama in which improvisation is required. On the back end, it grounds improvisation in a theory of mimetic virtue. Along the way it shows how a largely Barthian Christology coheres with a positive account of sacramental practices and that a Hauerwasian emphasis on practices is not sectarian. Hooker’s repudiation of appeals to timeless absolutes in ethical reasoning and his demonstration that the self-ordering of the Church is phronetic action means that contemporary “liberal accommodationism” and “postliberal traditionalism” can no longer coopt Hooker to justify their ideologies.
  • Criminological research and institutional ethics protocols : empowering the indigenous other or the academy?

    Richards, Kelly; Tauri, Juan Marcellus; Tauri, Juan Marcellus (Crime and Justice Research Centre, Queensland University of Technology, 2013)
    Indigenous commentators have long critiqued the way in which government agencies and member of academic institutions carry out research in their social context. Recently, these commentators have turned their critical gaze upon activities of Research Ethics Boards(REBs). Informed by the reflections on research processes and by Indigenous Canadian and New Zealand research participants, as well as the extant literature, this paper critiques the
 processes employed by New Zealand REBs to assess Indigenous‐focused or Indigenous‐led research in the criminological realm.
  • Tips for Avoiding Ethical Problems in Scientific Publication

    Velásquez, Juan D. (Universidad Nacional de Colombia Sede Medellín, 2014-10-23)
    The Committee on Publication Ethics (COPE) —conformed by the main scientific publishers— has warned about the increasing number of ethical problems in scientific publication and recent scandals seem to indicate that ethical misconduct is repetitive. Ethical problems in scientific publication arise when the person deviates from expected moral behavior. Misconduct may be explained, at least in part, because many postgraduate students and young researchers seem to understand that ethical problems are only related to plagiarism of complete works or duplication of publications, and because it seems to be a lack of knowledge of the ethical standards in scientific publication. However, there are many other aspects conducing to ethical problems. The objective of this paper is to discuss and spread the ethical position of the main scientific publishers and researchers with the aim of build a unified point of view. In this paper, seventeen tips for avoiding ethical problems in scientific publication are presented, explained and discussed. I hope that this work will be valuable for postgraduate students and young researchers and answers many common questions about ethics in scientific publication.
  • How the Mind of Christ is Formed in Community: The Ecclesial Ethics of Richard Hooker

    UFFMAN, CRAIG,DAVID (2015)
    How do practices contribute to the formation of the mind of Christ in community such that the community truly becomes the body of Christ?” This dissertation demonstrates that Christ acts on his Church through a complex interaction of community and practices to generate the identity, diversity, and virtue of his body. This is a controversial claim because many hold that the matter of virtue rightly consists of adherence to cherished foundations like Scripture and tradition accompanied by calls to obedience. Nonetheless, this study seeks to identify resources to help the Church imagine a virtue ethics appropriate to a 21st century communion ecclesiology. It does so by reading Richard Hooker as an ecclesial ethicist. Examining Hooker’s accounts of Scripture, participation, and liturgical practices, the dissertation develops a Hookerian account that extends the ecclesial ethics of Stanley Hauerwas and Sam Wells on both ends. On the front end, it derives from first principles an account of how humans come to see themselves as part of the theodrama in which improvisation is required. On the back end, it grounds improvisation in a theory of mimetic virtue. Along the way it shows how a largely Barthian Christology coheres with a positive account of sacramental practices and that a Hauerwasian emphasis on practices is not sectarian. Hooker’s repudiation of appeals to timeless absolutes in ethical reasoning and his demonstration that the self-ordering of the Church is phronetic action means that contemporary “liberal accommodationism” and “postliberal traditionalism” can no longer coopt Hooker to justify their ideologies.
  • Religions and Fundamentalisms

    Team, IERS (Intercultural Education in Religious Studies (IERS), 2015-01-22)
    Maria Bombardieri. Ca' Foscari University of Venice (Italy): "Fundamentalism is a term used to refer the faith in an absolutist and literalist manner. Fundamentalist interpretation entails a self‐conscious effort to avoid compromise, adaptation or critical reinterpretation of sacred scriptures of belief. For the first time, the term “Fundamentalism” was applied to a specific Protestant Christian experience that emerged as a response to the development of Christian “modernism” in the nineteenth century in the United States. By the 1970s the term began to be applied to movements of religious revival in a wide variety of contexts. When applied to non‐Christians, the term most denoted individuals and movements in the Islamic revival of the final quarter of the twentieth century in Muslim and Arab countries. The phrase “Muslim fundamentalism” or “Islamic fundamentalism” is widely used in both scholarly and journalistic literature. This module presents three cases of Fundamentalims: Christian Fundamentalism in America, Jewish Fundamentalism in Israel, finally Fundamentalism for Islam in Egypt. A special case is the one of Cultural Fundamentalism against Islam and multiculturalism in Norway. Nowadays some radical fundamentalist groups can approve and justify violent actions (jihad) against people opposing the religious fundamentalist view. This is the matrix of terrorist actions based on the religion. Terrorism is the systematic use of violence generating fear as a means to achieve socio-political aims. Minority groups and Muslims themselves are often a target of Islamic terrorism. "
  • An exploratory study on new technology and associated psychosocial risks in adolescents : can digital media literacy programmes make a difference

    Nel, Juan Adriaan; Van der Merwe, Petro (2014-02-04)
    This study centres on the psychological effects new digital media, like the internet and cellphones, have on adolescents. Although the internet has enormous benefits, it also poses a host of risks that can make adolescents vulnerable to victimisation and/or developing associated psychosocial problems. Characterisations of adolescents’ social relationships in the internet medium, as well as the investigation of the continuity between digital media literacy and online social behaviours, carry high relevance for developmental psychology. It is during the adolescent period that peer interactions arguably hold the greatest importance for individuals’ social and behavioural functioning. Using a logic model for evaluation, the researcher conducted an exploratory research study on digital media use among adolescent learners aged 13 to 15 years to determine whether schools could guide them to think critically for themselves about the entire realm of these new media. The data were gathered from school principals, teachers, parents and learners from three secondary schools in Gauteng Province, which were purposely selected to represent different socio-economic circumstances. A total of 230 people (n=230) participated in the research. Mixed research methods were employed in this study. The quantitative research methods supported the qualitative research methods. The literature review suggested that current media literacy education, which forms part of the Life Orientation curriculum, does not enable learners to think critically or make informed choices about their behaviour in the digital world – because it incorporates neither ethics nor responsibility. One of the main aims of the study therefore was to investigate the importance of expanding existing media literacy education, namely by incorporating two additional learning categories in the curriculum: Digital Safety and Security, and Digital Citizenship. These additional learning categories were introduced in the form of lessons by the teachers participating in the study. A think aloud strategy was used whereby learners verbalise what they were doing and learning while engaging in the digital media literacy lesson activities. The learners’ verbalisations were used to ascertain what learning was occurring in the classroom. The experimental group demonstrated an increase in critical thinking from pre- to post-evaluation. This research therefore proposes that the signature element of intervention strategies for inappropriate online behaviour be to create a “culture of critical thinking”. This implies greatly reducing the risks cyberspace pose, and at the same time enhancing adolescents’ abilities to use it in ways that create and deepen healthy relationships – in the digital as well as the real world.
  • ¿Empoderamiento o Sumisión? Las estrategias de las madres cabeza de familia protestantes para la negociación entre su doctrina religiosa y su realidad familiar. Estudio de caso: Centro Misionero Bethesda, Sede Norte. Bogotá, Colombia

    Bejarano Ulloa, María Cristina; Castro Támara, Luisa Fernanda; Profesional en Sociología; castro.luisaf@gmail.com (SociologíaEscuela de Ciencias HumanasUniversidad Colegio Mayor del Rosario, 2012-01-20)
    The Protestant Christian doctrine imposes and promotes a nuclear family model (Father-Mother-Son)that excludes a monoparental family believer as female head of household. Consequently they creates stretegies of negociation between the doctrine and the family reality.
  • Development and transformation within protestant fundamentalism : Bible institutes and colleges in the U.S., 1925-1991 /

    Flory, Richard W. (2003)
    Includes bibliographical references. Also available on the Internet.
  • WHEN ALL THINGS ARE NOT CONSIDERED: ETHICAL ISSUES IN A WELFARE-TO-WORK PROGRAM

    Wright, Ursula; Covas, Juan; Watson, Carmen; Rocco, Tonette S; Ianinska, Silvana (2005-10-13)
    Employing an ethical perspective to viewing problems as well as regard for participants’ socio-cultural context will help providers apply a constructive approach to program planning, curriculum design, and in implementing welfare-to-work programs. This paper explores the impact of a lack of sensitivity to the ethical issues that surfaced in a specific welfare-to-work program on participants’ perceptions, self-esteem, and motivation. Ethical issues in four areas were identified and discussed: 1) professional competence and accountability issues; (2) participant-provider relationships; (3) interagency issues and conflicts of interest; and (4) curriculum design issues. Actual and desired program outcomes were compared to identify gaps between them in terms of provider’s ethical behavior. Findings revealed that providers lacked functional, behavioral, and ethical competence; and this contributed to participants feeling stereotyped, degraded, and unmotivated to complete the program.
  • International Missionary Council and Conference of British Missionary Societies: Africa

    International Missionary Council <br/>Conference of British Missionary Societies (School of Oriental and African Studies, 2003-03-24)
    <p>Joint archive, largely dating from 1910-1945, of the International Missionary Council and Conference of British Missionary Societies, relating to co-operative missionary endeavours in Africa (chiefly British Africa, but also including areas under Belgian, Portuguese and French control). </p><p>General files on Africa include records on missionary work and related issues including land rights, colonial administration, diet, co-operative organizations, customs including polygamy, initiation, and witchcraft, medical work, and alcohol traffic; the IMC and its relation to African mission councils; International Institute of African Languages and Cultures; population and health in Africa; Africa Education Group, relating to educational policy, provision and finance, including women's education, training of educational missionaries, African marriage customs and their relation to Christian practice, adult education, and missionary work in rural areas; High Leigh (Hoddesdon, Hertfordshire) Conference (1924) on educational missionary work in Africa; Le Zoute Conference (1926) on missionary work in Africa; educational policy; Advisory Committee on Education in the Colonies, relating to Colonial Office policy (including British colonies outside Africa), the topics including women's education, use of the vernacular and bilingualism, teacher training, language teaching, social and economic development, finance, indigenous art, biology, superannuation, English examinations, and higher education teaching materials, with sections relating to particular African colonies.</p> <p>Files on East Africa include general records on British colonial policy and administration, agriculture, and Swahili; and education in East Africa. Files on Kenya include records on the Kenya Missionary Council and Christian Council of Kenya; the political situation and land question; indigenous labour and slavery; Indian population; and educational policy, practice, finance, the conscience clause in religious education, women's education, and educational advisor; and correspondence on missionary work and related issues. Files on Tanganyika include records on the Tanganyika Missionary Council, relations between different missionary societies, indigenous life, colonial administration, German and other missions; Tanganyika Mission Property Trust; and education in Tanganyika. Files on Uganda include records on land tenure, education, including women's education, and Swahili; and missionary societies in Ruanda-Urundi. Files on Abyssinia comprise records on missionary work and religious freedom, including the Italian occupation.</p> <p>Files on West Africa include general records on education, including the Phelps Stokes Commission. Files on the Gold Coast include records on education, colonial administration, the Basel Mission, the Bremen Mission and other missionary societies, the Christian Council of the Gold Coast, medical and educational missionary work. Files on Sierra Leone include records on education. Files on Nigeria include records on the Christian Council of Nigeria and other Christian and missionary organisations and on education. Files on the Cameroons include records on various missionary societies. Files on French Africa include records on education.</p> <p>Files on French West & Equatorial Africa include records on missionary activity and education. Files on the Congo include records on the Congo Protestant Council, missionary activity and conferences, religious freedom and interdenominational relations including Roman Catholicism; Belgian government policy regarding missions and the Brussels Bureau representing Belgian missions; education; and missionary work of various nations.</p> <p>Files on Portuguese Africa include records on missionary work, including medical work, and interdenominational relations; religious liberty, Portuguese government policy, and the Lisbon Centre for liaison. Files on Portuguese West Africa include records on the Angola Evangelical Alliance, Portuguese colonial administration, and various missionary societies. Files on Portuguese East Africa include records on the Portuguese East Africa Evangelical Missionary Association, work of various missionary societies, religious liberty and Portuguese government policy.</p> <p>Files on Central Africa and Nyasaland include records on colonial administration, work of missionary societies, land tenure, indigenous labour and slavery, and on colonial educational policy in Nyasaland. Files on Northern Rhodesia include records on the General Missionary Conference of Northern Rhodesia, colonial administration, mining, and education; and on the United Missions in the Copperbelt, including its foundation, policy, annual reports, finance, miners' unrest, property, education policy, women's work, social welfare, literature and literacy, British Committee, correspondence with other societies, reorganisation, Team/Field Committee, and personnel. Files on Southern Rhodesia include records on the South Rhodesia Missionary Conference, indigenous affairs including land tenure, education, indigenous preachers, and colonial administration. Files on South Africa include records on the General Missionary Conference of South Africa and the Christian Council of South Africa, missionary work, indigenous affairs including land tenure, interethnic relations, and education. Files on South and South West Africa includes records on German missions and indigenous affairs. Files on the protectorates of Swaziland, Basutoland and Bechuanaland include records on education and the transfer of the protectorates to South Africa.</p> <p>There are also files on the Egypt Mission Property Trust.</p>
  • Adaptación y validación al español del Institutional Review Board Researcher Assessment Tool (IRB-RAT)

    Joel Christian Roque-Henriquez; Juan Carlos Bazo-Alvarez; Agueda Muñoz del Carpio Toia; Wilfredo Mormontoy-Laurel
    RESUMEN Objetivo. Evaluar la confiabilidad y validez del Institutional Review Board Researcher Assessment Tool (IRB-RAT) traducido y adaptado culturalmente para los comités de ética en investigación (CEI) peruanos. Materiales y métodos. El IRB-RAT es un instrumento que determina como son percibidos los CEI por los investigadores en función a ocho factores, mediante dos formatos: 1) importancia en el trabajo del investigador y 2) descriptivo del CEI evaluado. Su versión original en inglés se tradujo y adaptó culturalmente al español, con el apoyo de expertos y representantes de la población objetivo. Luego, según las respuestas de 113 usuarios, se identificaron y eliminaron los ítems heterogéneos hasta obtener una versión final de 29 ítems. La confiabilidad de esta versión se revisó mediante α de Cronbach y coeficiente omega, su validez de estructura interna mediante un análisis factorial confirmatorio con el método de mínimos cuadrados no ponderados. Resultados. La traducción y adaptación cultural cumplió con los pasos recomendados internacionalmente. La confiabilidad a nivel de los ocho factores fue moderada para el formato 1 (0,67&lt;α&lt;0,89; 0,71&lt;ω&lt;0,89) y alta para el formato 2 (0,83&lt;α&lt;0,92; 0,85&lt;ω&lt;0,92). La validez de contenido fue alta a nivel de ítems y moderada para los factores. La validez de estructura interna fue buena para el formato 1 (AGFI=0,97, GFI=0,97, NFI=0,97, RMR=0,04) y moderadamente buena para el formato 2 (AGFI=0,99, GFI=0,99, NFI=0,99, RMR=0,10). Conclusión. Nuestra adaptación al español del IRB-RAT tiene confiabilidad y validez suficientes para asistir en la mejora continua de los CEI del medio peruano y otros similares de habla hispana.
  • Competencias de los estudiantes de la facultad de psicología de la universidad de buenos aires

    Navés, Flavia Andrea; Pesino, Carolina Ruth; Pereyra Zorroarín, Ezequiel María; Loza, Julieta; Esteva, Pablo; Pena, Federico; Brunetti, Juan; Ormart, Elizabeth Beatriz (DIALNET OAI Articles, 2013)
    This paper presents the data obtained in the framework of the research project UBACyT 2011-2014: “Attitudes regarding professional ethics of the university undergraduate and graduate students, Universidad de Buenos Aires’ School of Psychology. A descriptive exploratory study based on a qualitative and quantitative research method. ” This project, directed by PhD. Elizabeth B. Ormart, aims to survey the attitudes regarding professional ethics of the undergraduate students of the Psychology Program, Universidad de Buenos Aires. It is stated that based only on the students’ attitudes is where we can think about what kind of adjustments are needed to educate professionals ethically committed to their profession. To achieve the goal of the investigation, the Ethical Attitudes Scale Hirsch et al. -originally developed in Spanish and validated with Spanish university population was adapted and put into practice. This scale, which is based on the model of the theory of reasoned action by Fishbein and Ajzen (Escámez, 1988 and 1991) is composed of 55 statements referred to four skills: cognitive, social, ethical and affective-emotional. The sample consists of 781 students, of both genders, who belong to the University of Buenos Aires’ School of Psychology. Their ages range from 25 to 53 years. The survey results show that students of psychology of the UBA value primarily cognitive and technical skills, secondly, ethical competences, thirdly affective-emotional skills and, finally, social skills. 
  • La formación ética y axiológica en el futuro profesional de ingeniería en contabilidad y auditoría, una mirada hacia la universidad

    Gamarra Cano, Israel Alfonso; Reyes Pérez, Juan José; Fabricio Tinajero Jiménez, Cristian; Salazar Arias, Juan Pío; Orbea Jiménez, Edgar Marcelo; López Bustamante, Ringo John (DIALNET OAI Articles, 2016)
    The engineer in accounting and auditing, whose ethical exercise of work activity requires high professional competence and responsibility in meeting the specific job functions, reasons that emerge from the daily obligation to meet the needs of financial information and be responsible for compliance tax obligations, should guide an operational, comprehensive, full and deep application of any treatment manner, taking as a starting point values like humanism, ethics, accountability, social dignity and skills inherent to his profession; tool from the Interdisciplinary Action provides answers to the dialectical relationship between the professional performance as human fulfillment and responsible for their actions in society engagement. This paper aims to describe the theoretical positions on ethics and axiological professional training of future engineering in accounting and auditing in the present University. The counter in its social function has to compromise their values, as far as humanly enforceable on the maxim that the profession involves constant externalization of personality. Axiological ethics and engineer training in accounting and auditing implies a commitment to the institution, teachers and the entire education community, as well as the active role of the student as the subject of his own training.

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