Research with Human Subjects as a Paradigm in Teaching

Katz Jay , Experimentation with Human Beings: The Authority of the Investigator, Subject, Professions, and the State in the Human Experimentation Process (New York: Russell Sage Foundation, 1972); I wrote a commentary on this book. see Palmer , “The High Priests Questioned or at Least Cross-Examined, A Comment on Jay Kan's Experimentation With Human Beings: The Authority of the Investigator, Subject, Professions, and the State in the Human Experimentation Process,” Rutgers Camden Law Journal, 5 (1974): 237.

It may be strange to think about institutions as having the capacity to learn, particularly from institutional experiments. I rely heavily on the work of Chris Argyris and Donald Schön for the notion of organizational learning. See Argyris Chris and Schön Donald , Organizational Learning: A Theory of Action Perspective (Reading, Mass.: Addison-Wesley Publishing Company, 1978); Donald Schön, The Reflective Practitioner (New York: Basic Books, Inc., 1983); see also Cornell University, Proceedings of the Conference on: Professionalism, Vocationalism & Liberal Education (Ithaca, New York: Cornell University, 1988).

Katz Jay , The Silent World of Doctor and Patient (New York: The Free Press, 1984).

Whether there is a crisis in higher education might be debated, but it is apparent that the media and the general public are tremendously attracted to the pronouncements of the critics of higher education such as Secretary Bennett and Allan Bloom. Most recently, Bennett attacked Stanford University for changing its Western culture course to include works by “women, minorities and persons of color.” Bennett, quoted in James Atlas, ‘The Battle of the Books’ New York Times, June 5, 1988, sec. 6; Schön illustrates a different aspect of the crisis as he points to a loss of confidence in the professions since the mid- 1970's. See Schön, supra note 2, at 39.

See Morgan Gareth , Images of Organization (Beverly Hills, Ca.: Sage Publications, 1986), Ch. 2. This is only one view of organizations that we might have derived from science and technology. Morgan has also suggested that we might view the organization as a biological organism. See Id.: Ch. 3.

Katz , supra note 1, at 9–65.

Palmer, supra note 1, at 237. In my commentary on Katz's book, I noted that: “Doctors, biological researchers, and technocrats, however, are not the only modern day high priests challenged in the book. To this order of high priests belongs any definable group that is given authority, because of its expert knowledge, to investigate other human beings or act in their behalf.”

Katz , supra note 1, at 523; See also Palmer, supra note 1, at 248.

Katz Jay , “Informed Consent—A Fairy Tale? Law's Vision”, University of Pittsburgh Law Review, 39 (1977): 137.

Katz , supra note 3, at Ch. 7.

Palmer Larry , “Confronting Medical Ethics”, 109 Cambridge Review, 728 (1988): In press.

Katz , supra note 1, at 799.

See Schön, supra note 2, 21–30.

See Custody of A Minor, 379 NE 2d 1053 (1978).

Palmer , supra note 1, at 254.

The person from our writing program was present because this course was part of our attempts to increase the amount of writing in the upper class undergraduate curriculum and thus is part of a larger institutional experiment that we are conducting at Cornell.

Schön Donald , “Cornell: Marrying Science, Technology, Artistry, the Humanities, and Professional Practice”, Cornell University Conference Proceedings, supra note 2, at 4.

Schön , supra note 2.

Morgan , supra note 5.

See Palmer Larry , Law, Medicine, and Social Justice. (Philadelphia: Westminster Press, forthcoming).

See May William , The Physician's Covenant: Images of the Healer in Medical Ethics, (Philadelphia: Westminster Press, 1983).

See Palmer , supra note 11.

Palmer , supra note 1.

Katz , supra note 3.

Schön , supra note 2, at 141.

Palmer Larry , “Introduction to Proceedings”, Cornell Undergraduate Apprenticeship Program Proceedings (Ithaca, New York: Cornell University, 1988).

See Allan Bloom, The Closing of the American Mind (New York: Simon and Schuster, 1987).

Schön , supra note 18.

See, e.g., Atlas, supra note 4.

See, e.g., Derek Bok, Higher Learning (Cambridge: Harvard University Press, 1986).

Geiger Roger L. , To Advance Knowledge: The Growth of the American Research Universities (New York: Oxford University Press, 1986), 5.