Chris Higgins

Inflammation, Oxidative Stress, and Repair Capacity of the Vascular Endothelium in Obstructive Sleep Apnea

Background— Indirect evidence implicates endothelial dysfunction in the pathogenesis of vascular diseases associated with obstructive sleep apnea (OSA). We investigated directly whether dysfunction and inflammation occur in vivo in the vascular endothelium of patients with OSA. The effects of continuous positive airway pressure (CPAP) therapy on endothelial function and repair capacity were assessed. Methods and Results— Thirty-two patients with newly diagnosed OSA and 15 control subjects were studied. Proteins that regulate basal endothelial nitric oxide (NO) production (endothelial NO synthase [eNOS] and phosphorylated eNOS) and inflammation (cyclooxygenase-2 and inducible NOS) and markers of oxidative stress (nitrotyrosine) were quantified by immunofluorescence in freshly harvested venous endothelial cells before and after 4 weeks of CPAP therapy. Vascular reactivity was measured by flow-mediated dilation. Circulating endothelial progenitor cell levels were quantified to assess endothelial repair capacity. Baseline endothelial expression of eNOS and phosphorylated eNOS was reduced by 59% and 94%, respectively, in patients with OSA compared with control subjects. Expression of both nitrotyrosine and cyclooxygenase-2 was 5-fold greater in patients with OSA than in control subjects, whereas inducible NOS expression was 56% greater. Expression of eNOS and phosphorylated eNOS significantly increased, whereas expression of nitrotyrosine, cyclooxygenase-2, and inducible NOS significantly decreased in patients who adhered to CPAP ≥4 hours daily. Baseline flow-mediated dilation and endothelial progenitor cell levels were lower in patients than in control subjects, and both significantly increased in patients who adhered to CPAP ≥4 hours daily. Conclusions— OSA directly affects the vascular endothelium by promoting inflammation and oxidative stress while decreasing NO availability and repair capacity. Effective CPAP therapy is associated with the reversal of these alterations.

MacIntyre's Moral Theory and the Possibility of an Aretaic Ethics of Teaching

In this paper, I reconstruct Alasdair MacIntyres aretaic, practical philosophy, drawing out its implications for professional ethics in general and the practice of teaching in particular. After reviewing the moral theory as a whole, I examine MacIntyres notion of internal goods. Defined within the context of practices, such goods give us reason to reject the very idea of applied ethics. Being goods for the practitioner, they suggest that the eudaimonia of the practitioner is central to professional ethics. In this way, MacIntyres moral theory helps us recover the untimely question, how does teaching contribute to the flourishing of the teacher?

Dewey’s conception of vocation: existential, aesthetic, and educational implications for teachers

I offer a close reconstruction of John Dewey’s account of vocation in Democracy and Education, bringing out the existential and aesthetic dimensions of Dewey’s idea that vocations constitute perceptual environments for their practitioners. Although Dewey offers this idea to teachers only as an insight about student development, I contend that its most powerful educational implication concerns the growth of teachers. Picking up where Dewey left off, I investigate to what extent teaching constitutes an educative environment for teachers. I conclude that, while the environment of teaching is an exceedingly rich one, the basic working conditions of teachers and the ethos of education often frustrate their attempts to interact with this environment. I conclude with a critique of some of the forces that narrow the range of what teachers notice, feel, and learn in the course of their work.

The Promise, Pitfalls, and Persistent Challenge of Action Research.

Abstract Action research began as an ambitious epistemological and social intervention. As the concept has become reified, packaged for methodology textbooks and professional development workshops, it has degenerated into a cure that may be worse than the disease. The point is not the trivial one that action research, like any practice, sometimes shows up in cheap or corrupt forms. The very idea that action research already exists as a live option is mystifying, distracting us from the deep challenge that action research ultimately represents. Though Joseph Schwab is sometimes credited as a forerunner of action research, it is likely that he would see the new talk of ‘the teacher as researcher’ as indicative of the very epitomization of which he warned. Dewey’s new conception of knowledge, action, and communication – and the vision of the teacher as learner it entails – requires nothing short of a radical rethinking of teaching and inquiry, schooling and teacher education. This essay recalls the promise of action research, exploring its pitfalls, and attempts to get clear on the ongoing challenge it represents.

The Discourse of Management and the Management of Discourse

Discourse is a pervasive tool of management; one might even say that discourse is what managers do. A widespread assumption among managers is that discourse is not only a pervasive tool, but an effective one for precise communication of information, for making decisions, and for enlisting action, essentially a transmission tool. This paper maintains that the transmission view is a limited conception of language use, one which leads to a faulty conception of what managers do. It ignores the need for an ethics of communication and misjudges the creative aspects of language use. Management discourse is a far more complex and fluid phenomenon, one requiring not just effective use, but management itself. In other words consideration of the discourse of management leads us to the need for the management of discourse.

The Public and Private in Education

This chapter traces some of the shifting meanings of the public and private in educational thought from Plato to the present, with special reference to the United States and the idea of the common school. It identifies two distinct lines of debate: one concerning the nature of public educational goods and the other concerning the fate of individuation and self-cultivation. Reconstructing these debates side by side leads to a surprising conclusion. What looks like ‘public schooling’ can be shown to be the pursuit of merely overlapping private goods. At the same time, what looks like a system prioritizing the individual’s private purposes can be shown in fact to largely stifle individual self-formation. Modern schooling is best described as an expression of what Arendt calls the ‘social’ and thus falls short of cultivating either public or private life.

Schwab’s Challenge and the Unfulfilled Promise of Action Research

Action research began as an ambitious epistemological and social intervention. As the concept has become reified, packaged for methodology textbooks and professional development workshops, it has degenerated into a cure that may be worse than the disease. The point is not the trivial one that action research, like any practice, sometimes shows up in cheap or corrupt forms. The very idea that action research already exists as a live option is mystifying, distracting us from the deep challenge that action research ultimately represents. Though Joseph Schwab is sometimes credited as a forerunner of action research, it is likely that he would see the new talk of ‘the teacher as researcher’ as indicative of the very epitomization of which he warned. Dewey’s new conception of knowledge, action, and communication—and the vision of the teacher as learner it entails—requires nothing short of a radical rethinking of teaching and inquiry, schooling and teacher education. This essay recalls the promise of action research, exploring its pitfalls, and attempts to get clear on the ongoing challenge it represents.