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Applied ethics work seems to me to be of three main kinds. There is participatory work, where a person whose specialism is ethics participates in a process leading to ethical judgments or decisions. And there are two kinds of teaching work where the teaching objective is to make learners better placed to participate in such processes; one kind of teaching work relates to matters which are specific to the future occupation of the learner, the other kind relates to matters which are not specific to it.
1 Caplan, (1982/1983) 314Google Scholar; MacIntyre, (1984) 498–9.Google Scholar
2 Cf. O'Neill, (1984).Google Scholar
3 O'Neill, (1984).Google Scholar
4 Cf. O'Neill, (1986) 25–6.Google Scholar
5 Caplan, (1982/1983) 318Google Scholar; see also Maxwell, (1980).Google Scholar
6 Cf. Thompson, et al. (1983) 16–20.Google Scholar
7 Baier, (1985a) 240.Google Scholar
8 Williams, (1985) 117.Google Scholar
9 Feyerabend, (1968) 14–15.Google Scholar
10 Baier, (1985b).Google Scholar
11 For a good example, see the paper by Barrie Paskins in this volume (pp. 95–116).
12 Maxwell, (1984)Google Scholar has argued that the exclusion of value-articulation and value-scrutiny from natural science has cost science dearly in rigour and self-understanding.
13 The present paper restores some material (mainly in section III) omitted from the version read at the Belfast conference, and also makes some minor changes from that version, some in response to comments by the conference participants and subsequently by my colleague Terence McKnight and, more recently, by the editor of the present volume, for which I am very grateful.