There are so many ways to present the fascinating curatorial work, teaching and original research of Finn Brunton, Assistant Professor of Information at the University of Michigan School of Information, and author of the forthcoming book--Spam: A Flood, A Theory, A History (MIT Press).
Before A2Ethics talked with Darlene Wahlberg, an IRB administrator for St. Joseph Mercy Health Care System, we had to get her informed consent. We thought it meant getting her to talk with us about her responsibility for managing and documenting the work of one of St. Joseph Mercy's Institutional Review Boards. Institutional Review Boards, more commonly known as IRBs, have been part of the structure of health care and foundations of medical ethics for forty years.
Education continues to command political and public attention; elementary and secondary school reform is frequently mentioned when Americans are asked about what changes are necessary to ensure America's place in the world.
Even so, amidst all the interest in educational reform, very little has been said about its ethics: that is, whether the most popular reforms offer principled approaches that serve individual students' best interests and the common good of schools and communities.
Rich Robinson, Executive Director of the Michigan Campaign Finance Network has spent the last twelve years investigating the massive infusion of money into politics and its influence not only on politicians and politics, but on how it has changed who governs and holds political power in our state.
There are many centers doing ethics work and contributing to the growing global "ethics economy." As far as we know, however, there is only one center which combines study of bioethical issues with the social sciences in medicine. Notably, it is in Michigan--at the University of Michigan Medical School--and known as CBSSM, a felicitous acronym for The Center for Bioethics and the Social Sciences in Medicine.
In America, we rely on multiple institutions and as many pathways to train new educators in the fundamentals of the teaching craft. Reformers have routinely called for more systematic approaches, prominent among them transforming teacher education to model the clinical training, research practices and mentoring of doctors.