On the politics of policy development.
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Critically examining what most people take for granted is central to philosophical inquiry. Philosophers who accept positions on policy making commissions, tasks forces, or committees cannot, however, play the same uncompromisingly critical role in this capacity as they do in the classroom or in their personal research or writing. Still, philosophers have much to contribute to such bodies, and they can do so without compromising their integrity or betraying themselves as philosophers.
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The statistical evidence on the relationship between education and health is impressively strong, but a causal link remains to be established. Despite this weakness, however, the evidence is much more solid than that on which policy decisions concerning health and education are normally made. Although further research is needed, the findings currently available are adequate to support advocacy of a higher priority to education in development and health improvement strategies.
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