Social behaviors rely on the coordination of multiple effectors within one’s own body as well as between the interacting bodies. However, little is known about how coupling at the interpersonal level impacts coordination among body parts at the intrapersonal level, especially in ecological, complex, situations. Here, we perturbed interpersonal sensorimotor communication in violin players of an orchestra and investigated how this impacted musicians’ intrapersonal movements coordination. More precisely, first section violinists were asked to turn their back to (...) the conductor and to face the second section of violinists, who still faced the conductor. Motion capture of head and bow kinematics showed that altering the usual interpersonal coupling scheme increased intrapersonal coordination. Our perturbation also induced smaller yet more complex head movements, which spanned multiple, faster timescales that closely matched the metrical levels of the musical score. Importantly, perturbation differentially increased intrapersonal coordination across these timescales. We interpret this behavioral shift as a sensorimotor strategy that exploits periodical movements to effectively tune sensory processing in time and allows coping with the disruption in the interpersonal coupling scheme. As such, head movements, which are usually deemed to fulfill communicative functions, may possibly be adapted to help regulate own performance in time. (shrink)

In this essay I seek to identify and explore a type of intrapersonal division. There is, I argue, a sense in which we may speak of parts of the self, in which those parts interact much as persons do. An account of the genesis and development of parts of the self is given. A taxonomy of the various possible structures of self, based on number and interaction of parts, is used to understand ascriptions of internal harmony or discord to (...) the self. This taxonomy is then used to evaluate the traditional philosophical preference for harmony over internal discord, as well as to examine critically more recent preferences for discord over harmony. This evaluation concentrates on the extent to which images of political community and civil strife figure in philosophical attempts to understand and evaluate interactions among the parts of a person. The limits to which the analogy between interpersonal and intrapersonal relations can be pushed is used to explore the sense in which all of the parts of a person belong to that person. (shrink)

Donald Davidson has long maintained that in order to be credited with the concept of objectivity – and, so, with language and thought – it is necessary to communicate with at least one other speaker. I here examine Davidson's central argument for this thesis and argue that it is unsuccessful. Subsequently, I turn to Robert Brandom's defense of the thesis in Making It Explicit. I argue that, contrary to Brandom, in order to possess the concept of objectivity it is not (...) necessary to engage in the practice of interpersonal reasoning because possession of the concept is independently integral to the practice of intrapersonal reasoning. (shrink)

Donald Davidson has long maintained that in order to be credited with the concept of objectivity – and, so, with language and thought – it is necessary to communicate with at least one other speaker. I here examine Davidson's central argument for this thesis and argue that it is unsuccessful. Subsequently, I turn to Robert Brandom's defense of the thesis inMaking It Explicit.I argue that, contrary to Brandom, in order to possess the concept of objectivity it is not necessary to (...) engage in the practice of interpersonal reasoning because possession of the concept is independently integral to the practice of intrapersonal reasoning. (shrink)

Perception and expression are compared and contrasted as constituent parts of a semiotic system. Merleau-Ponty's phenomenological method of 1) description, 2) reduction, And 3) intentionality is analyzed as a synergic function for perception and expression. Perception is understood as the interplay of immanent and transcendent signs which signify a phenomenal presence. Expression is examined as the synthesis of "le langage," "la langue," and "la parole." then, Expression is viewed in its two modalities as 1) existential and 2) empirical speech. Finally, (...) Merleau-Ponty's theory of communication or theory of intercorporeal being is drawn from the semiotic common ground of his theories of perception and expression. Hence, A single theory of signs is advanced to explain the synergism of intrapersonal and interpersonal being. (shrink)

Despite the popularity of research on intrapersonal communication across many disciplines, there has been little attention devoted to the factors that might account for individual differences in talking to oneself. In this paper, I explore two possible explanations for who people might differ in the frequency of their self-talk. According to the “social isolation” hypothesis, spending more time alone or having socially-isolating experiences will be associated with increased self-talk. According to the “cognitive disruption” hypothesis, having self-related experiences that (...) are cognitively disruptive will be associated with increased self-talk frequency. Several studies using the Self-Talk Scale (Brinthaupt, Hein, & Kramer, 2009) are pertinent to these hypotheses. Results indicate moderate support for the social isolation hypothesis and strong support for the cognitive disruption hypothesis. I conclude the paper with a wide range of implications for future research on individual differences in self-talk and other kinds of intrapersonal communication. (shrink)

Today, the earth is an interconnected globe humming with electronic transmissions-a chattering planet nestled in the provident silence of space. The ethical question is whether this is contributing to authentic human development and helping individuals and peoples to be true to their transcendent destiny. The new media are powerful tools for education, cultural enrichment, commercial activity, political participation, intercultural dialogue and understanding. They also can serve the cause of religion. Yet the new information technology needs to be informed and guided (...) by solidarity in the service of the common good bridging the digital divide within and among nations. The value-laden message of Western secular culture to people and traditional societies in many cases ill-prepared to evaluate it leads to widespread crisis, for example, in regard to marriage and family life. This technology can be a means for solving human problems, promoting the integral development of persons, creating a world governed by justice, peace, and love. It also can help men and women in their age-old search for self-understanding. Like today's world itself, the world of media, including the Internet, has been brought by Christ, inchoately yet truly, within the boundaries of the kingdom of God and placed in service to the word of salvation. (shrink)

This volume provides a comprehensive account of Wilhelm Röpke as a liberal political economist and social philosopher. Wilhelm Röpke was a key protagonist of transatlantic neoliberalism, a prominent public intellectual and a gifted international networker. As an original thinker, he always positioned himself at the interface between political economy and social philosophy, as well as between liberalism and conservatism. Röpke’s endeavors to combine these elements into a coherent whole, as well as his embeddedness in European and American intellectual networks of (...) liberal and conservative thinkers, are a central theme throughout the book. The volume includes papers by international experts from a conference in Geneva on the occasion of the 50th anniversary of Röpke’s passing. The first part focuses on new biographical insights into his exile years in Istanbul and Geneva, while the second part discusses his business cycle theory in the context of the Great Depression, and the third part elaborates on his multifaceted social philosophy. Wilhelm Röpke was among the most important thinkers within the classical liberal revival post-WWII, with intriguing tensions between liberalism and conservatism. A highly recommended volume. –– Peter J. Boettke, 2016-2018 President of the Mont Pèlerin Society and Professor of Economics and Philosophy, George Mason University This important collection of papers provides an in-depth assessment of Wilhelm Röpke’s contributions, placing him in the context of his time. A fine contribution. –– Bruce J. Caldwell, Director of the Center for the History of Political Economy and Research Professor of Economics, Duke University. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Books ReceivedThe Ambitions of Curiosity: Understanding the World in Ancient Greece and China. By G.E.R. Lloyd. Cambridge: Cambridge University Press, 2002. Pp. xvi + 175. Price not given.The Art of the Han Essay: Wang Fu's Ch'ien-Fu Lun. By Anne Behnke Kinney. Tempe: Center for Asian Studies, Arizona State University, 1990. Pp. xi + 154. Paper $10.00.The Autobiography of Jamgön Kongtrul: A Gem of Many Colors. By Jamgön Kongtrul Lodrön (...) Thayé and translated by Richard Barron (Chökyi Nyima). Ithaca, New York: Snow Lion Publications, 2003. Pp. xxii + 549. Price not given.Awesome Nightfall: The Life, Times, and Poetry of Saigyō. By William R. LaFleur. Boston: Wisdom Publications, 2003. Pp. xiii + 173. Paper $14.95.Becoming the Compassion Buddha: Tantric Mahamudra for Everyday Life. By Lama Thubten Yeshe, edited by Robina Courtin, and foreword by Geshe Lhundub Sopa. Boston: Wisdom Publications, 2003. Pp. xi + 194. Paper $14.95.Between Two Worlds East and West: An Autobiography. By J. N. Mohanty. New Delhi: Oxford University Press, 2002. Pp. ix + 134. Hardcover RS 525.00.The Chinese Face of Jesus Christ. Edited by Roman Malek, S.V.D. Sankt Augustin, Germany: Institut Monumenta Serica and China-Zentrum; and Nettetal, Germany: Steyler Verlag, 2002. Pp. 391. EUR 40.00.Chinese Medicine in Contemporary China: Plurality and Synthesis. By Volker Scheid. Durham and London: Duke University Press, 2002. Pp. xiv + 407. Hardcover $69.95. Paper $23.95.Confucian Feminist: Memoirs of Zeng Baosun (1893-1978). Translated and adapted by Thomas L. Kennedy. Philadelphia: American Philosophical Society, 2002. Pp. xxi + 170. Price not given.Consciousness Studies: Cross-Cultural Perspectives. By K. Ramakrishna Rao. Jefferson (North Carolina) and London: McFarland and Company, 2002. Pp. 367. Hardcover $65.00.Constituting Communities: Theravāda Buddhism and the Religious Cultures of South and Southeast Asia. Edited by John Clifford Holt, Jacob N. Kinnard, and Jonathan S. Walters. Albany: State University of New York Press, 2003. Pp. viii + 224. Hardcover $65.50. Paper $21.95.Developments in Indian Philosophy from Eighteenth Century Onwards: Classical and Western. By Daya Krishna. Volume X Part 1 of History of Science, Philosophy and Culture in Indian Civilization, edited by D. P. Chattopadhyaya. New [End Page 110] Delhi: Centre for Studies in Civilizations, 2001. Pp. xxiii + 417. Hardcover RS 1200.East and West: Identità e dialogo interculturale. By Giangiorgio Pasqualotto. Venezia: Marsilo Editori, 2003. Pp. 210. EUR 16.00.Effortless Action: Wu-wei as Conceptual Metaphor and Spiritual Ideal in Early China. By Edward Slingerland. New York: Oxford University Press, 2003. Pp. xii + 352. Price not given.Encountering Kā lī: In the Margins, at the Center, in the West. Edited by Rachel Fell McDermott and Jeffrey J. Kripal. Berkeley and Los Angeles: University of California Press, 2003. Pp. xviii + 321. Hardcover $55.00, £37.95. Paper $21.95, £15.95.Encyclopedia of Chinese Philosophy. Edited by Antonio S. Cua. New York and London: Routledge, 2003. Pp. xx + 1020. Hardcover $150.00.Essays on Indian Philosophy. By J. N. Mohanty and edited by Purushottama Bilimoria. New Delhi: Oxford University Press, 2002. Pp. xxxvii + 347. Paper RS 525.00.Faith, Humor, and Paradox. By Ignacio L. Götz. Westport, Connecticut: Praeger Publishers, 2002. Pp. 136. Hardcover $61.95.Four Illusions: Candrakīrti's Advice for Travelers on the Bodhisattva Path. Translated by Karen C. Lang. New York: Oxford University Press, 2003. Pp. xv + 240. Price not given.The Great Awakening: A Buddhist Social Theory. By David R. Loy. Boston: Wisdom Publications, 2003. Pp. 223. Paper $16.95.The Hidden History of The Tibetan Book of the Dead. By Bryan J. Cuevas. New York: Oxford University Press, 2003. Pp. xi + 328. Price not given.Huang Di nei jing su wen: Nature, Knowledge, Imagery in an Ancient Chinese Medical Text. By Paul U. Unschuld. Berkeley and Los Angeles: University of California Press, 2003. Pp. xii + 520. Hardcover $75.00, £52.00.In Dewey's Wake: Unfinished Work of Pragmatic Reconstruction. Edited by William J. Gavin. Albany: State University of New York Press, 2003. Pp. vi + 249. Hardcover $71.50. Paper $23.95.Knowledge and Freedom in Indian Philosophy. By Tara Chatterjea. Lanham, Maryland: Lexington Books, 2002. Pp. xvi + 159. Hardcover... (shrink)

Issues of communication and the possibilities for the transformation of perspectives through an experimental dialogue resulting in a mutual, open, receptive, and non-judgmental consideration of the other are addressed in this paper from transdisciplinary theoretical and conceptual standpoints. The warrant for cultivating this type of communicative ability is based on arguments resulting from the assumption of widespread confusion and conflict in intrapersonal, interpersonal, intergroup, and ecological relations across the globe. I argue that there are two distinct classes of (...) “reasons” for this proposed practice of dialogue. First is recognition of the need for human individuals to engage in a regular and systematic “social maintenance” of embodied consciousness to forestall the continuous colonization of the past/future on the living present that embodied consciousness entails. Second is the teaching of a skill to creatively and respectfully engage with others in a mutual transformation of perspectives. This paper addresses the general problem of perspectives and reflexivity at the root of the communication phenomenon and by extension – to its scale and to its pathologies in individuals and collectives. It is argued that suspension of judgment, assumption, and habit helps interlocutors to recognize the possibility of holding one's history in a tensional abeyance and to focus on the living present independent of habitualized and reified identities and the embodied manner in which we unconsciously carry ourselves as social or “universalized selves” in social situations. (shrink)

Issues of communication and the possibilities for the transformation of perspectives through an experimental dialogue resulting in a mutual, open, receptive, and non-judgmental consideration of the other are addressed in this paper from transdisciplinary theoretical and conceptual standpoints. The warrant for cultivating this type of communicative ability is based on arguments resulting from the assumption of widespread confusion and conflict in intrapersonal, interpersonal, intergroup, and ecological relations across the globe. I argue that there are two distinct classes of (...) “reasons” for this proposed practice of dialogue. First is recognition of the need for human individuals to engage in a regular and systematic “social maintenance” of embodied consciousness to forestall the continuous colonization of the past/future on the living present that embodied consciousness entails. Second is the teaching of a skill to creatively and respectfully engage with others in a mutual transformation of perspectives. This paper addresses the general problem of perspectives and reflexivity at the root of the communication phenomenon and by extension – to its scale and to its pathologies in individuals and collectives. It is argued that suspension of judgment, assumption, and habit helps interlocutors to recognize the possibility of holding one's history in a tensional abeyance and to focus on the living present independent of habitualized and reified identities and the embodied manner in which we unconsciously carry ourselves as social or “universalized selves” in social situations. (shrink)

Over the past 12 years, I’ve had the good fortune of collaborating with others to create a project which challenges and complicates the dominant biopsychiatric model of mental illness. The Icarus Project, founded in 2002, not only critiqued the terms and practices central to the biopsychiatric model, it also inspired a new language and a new community for people struggling with mental health issues in the 21st century. The Icarus Project believes that humans are meaning makers, that meaning is created (...) through developing intrapersonal and interpersonal narratives, and that these narratives are important sites of creativity, struggle, and growth. The Icarus counter narrative and the community it fostered has been invaluable for people around the world dealing with psychic diversity—particularly for people alienated by mainstream approaches. But, despite the numbers of people who have been inspired by this approach, the historical background of the Icarus Project is hard to find. It exists primarily in oral history, newspaper articles, unpublished or self-published Icarus documents, and in internet discussion forums. As the co-founder of the Icarus Project, I use this article to make my understanding of that history and its key documents more widely available. (shrink)

What sense could it make to describe your life as ‘unlivable’? What is it not only to be alive but to have a life that you live or lead? I answer by developing a social understanding of the pursuit of meaning in life. True to other uses of ‘meaning,’ I propose, meaning in a life is communicative. If you experience your life as ‘unlivable,’ recovery can lie in this communicative dynamic: you regain the experience of leading your life by letting (...) others remind you of meanings you have communicated to them in leading it. My argument develops an analogy between two dimensions in which you project an investment – a care, concern, love, or the like – when you form an intention or plan. Intrapersonally, you project your investment as communicatively intelligible to your own future self at ‘plan’s end.’ Interpersonally, you project it as communicatively intelligible to others who might come to love this thing that you love simply because you love it, as an expression of love for you. The normativity of meaning in your life puts rational pressure on you not only to abandon investments that you cannot communicate but to experience the meaning in investments that you retain. (shrink)

Maintenance and promotion of patient dignity is an ethical responsibility of healthcare workers. The aim of this study was to investigate patient dignity and related factors in patients with heart failure. In this qualitative study, 22 patients with heart failure were chosen by purposive sampling and semi-structured interviews were conducted until data saturation. Factors related to patient dignity were divided into two main categories: patient/care index and resources. Intrapersonal features (inherent characteristics and individual beliefs) and interpersonal interactions (communication, (...) respect, enough information, privacy, and authority) were classified as components of the patient/care index category. Human resources (management and staff) and environmental resources (facilities and physical space) were classified as components of the resources category. The results will increase healthcare staff's understanding of patient dignity and its related factors, and provide information regarding the development of systems and processes that support patients in ways that are consistent with these values. (shrink)

Background: Moral distress is an important and well-studied phenomenon among nurses and other healthcare providers, yet the conceptualization of parental moral distress remains unclear. Objective: The objective of this dimensional analysis was to describe the nature of family moral distress in serious pediatric illness. Design and methods: A dimensional analysis of articles retrieved from a librarian-assisted systematic review of Scopus, CINAHL, and PsychInfo was conducted, focusing on how children, parents, other family members, and healthcare providers describe parental moral distress, both (...) explicitly through writings on parental moral experience and implicitly through writings on parental involvement in distressing aspects of the child’s serious illness. Ethical considerations: To promote child and family best interest and minimize harm, a nuanced understanding of the moral, existential, emotional, and spiritual impact of serious pediatric illness is needed. The cases used in this dimensional analysis come from the first author’s IRB approved study at the Children’s Hospital of Philadelphia and subsequent published studies; or have been adapted from the literature and the authors’ clinical experiences. Findings: Three dimensions emerged from the literature surrounding parent moral distress: an intrapersonal dimension, an interpersonal dimension, and a spiritual/existential dimension. The overarching theme is that parents experience relational solace and distress because of the impact of their child’s illness on relationships with themselves, their children, family, healthcare providers, their surrounding communities, and society. Discussion: Elucidating this concept can help nurses and other professionals understand, mitigate, or eliminate antecedents to parental moral distress. We discuss how this model can facilitate future empirical and conceptual bioethics research, as well as inform the manner in which healthcare providers engage, collaborate with, and care for families during serious pediatric illness. Conclusion: Parent moral distress is an important and complex phenomenon that requires further theoretical and empirical investigation. We provide an integrated definition and dimensional schematic model that may serve as a starting point for future research and dialogue. (shrink)

Ethics is of vital importance to the Swedish educational system, as in many other educational systems around the world.Yet, it is unclear how ethics should be dealt with in school, and prior research and evaluations have found serious problems regarding ethics in education.The field of moral education lacks clear and widely accepted definitions of key concepts, and these ambiguities negatively impact both research and educational practice. This thesis draws a distinction between three approaches to ethics in school – the descriptive (...) ethics approach, the value transmission approach, and the inquiry ethics approach – and studies in what way (if at all) they are prescribed by the national curriculum for the Swedish compulsory school, how they relate to students’ moral reasoning about technology choices and online behaviour, and what pedagogical merits and disadvantages they have. Hopefully, this both contributes to reducing the ambiguities of the field, and to answering the question of how ethics should be dealt with in education. The descriptive ethics approach asserts that school should teach students empirical facts about ethics, such as what views and opinions people have. The value transmission approach holds that school should mediate some set of predefined values to the students and make sure the students come to accept these values.The inquiry ethics approach is the view that school should teach students to reason and think critically about ethics and to engage in ethical inquiry. The role of ethics in the curriculum has not been studied in light of the above distinction, in prior research,and such an investigation is undertaken here.The results suggest that ethics has a prominent, but complicated, role in the Swedish national curriculum. Although no explicit distinction is drawn or acknowledged in the curriculum, all three approaches are prescribed throughout the curriculum, albeit to different degrees. In the general section of the curriculum, the value transmission and inquiry ethics approaches are more extensively prescribed than the descriptive ethics approach. It was found that most of the syllabi contained explicit references to ethics, while some only contained implicit references to ethics, and two syllabi lacked references to ethics altogether. In the syllabi, the inquiry ethics approach is the most dominant, both in the sense of being present in the most syllabi, and in the sense of being more strongly prescribed in many of the syllabi where several approaches occur.The value transmission approach has the weakest role in the syllabi. In total, the inquiry ethics approach is the approach most strongly prescribed by the curriculum. But prior research has shown that inquiry ethics is very rarely implemented in the classroom. In this thesis, it is found that the inquiry ethics and the value transmission approaches are incompatible, given certain reasonable interpretations, which makes the finding that inquiry ethics is rarely implemented less surprising, since value transmission is practiced in schools. Some possible causes, and some consequences, of this is discussed. The students, in their moral reasoning about technology choices, reasoned in accordance with several classical normative theories – including consequentialism, deontological ethics and virtue ethics – and in doing so, they expressed reasoning that in the discussion is found to be in conflict with the values of the value foundation in the curriculum. These findings complement earlier findings, for example that students in their actions contradict the value foundation, by adding that such conflicts also exist in their reasoning. The existence of these conflicts is found to be problematic for a value transmission approach. Many of the students defended very restrictive views on disclosing personal information online, and prior research as well as the present data has shown that adults typically hold views that are very similar to these, concerning how they think that young people ought to act online. On the other hand, youths’ actual online behaviour, as reported in earlier studies, differs considerably from this. In line with this, the students also seemed to endorse a form of private morals view, according to which moral choices are simply up to one’s own taste, which would yield an escape exit from the restrictive views mentioned above, and permit any behaviour. In the discussion, it is argued that this is the result of an attempt at value transmission from the grown-up community, probably including teachers, which might seem to work, since the students claim to hold certain views, but which likely instead constitutes a false security, since these values are not actually accepted, but only paid lip service to, and the adults are therefore wrong in their belief that the students are protected by a certain set of values (that they think the students are upholding), since the students in fact do not uphold, and therefore do not act based upon, these values. This situation risks making the students more vulnerable than had no value transmission attempt been taken in the first place. Hence, the attempted value transmission runs the risk of counteracting its purpose of helping the students acquire a safe online behaviour. Throughout the moral reasoning mentioned above, extensive variations in the students’ reasoning were found, both interpersonally and intrapersonally, both in the decision method and in the rightness criterion dimensions, as well as in between the dimensions.The existence of such variations is a novel finding, and while possible applications in future research are discussed, it is also noted that this existence constitutes a reason to question the successfulness of both the value transmission and the inquiry ethics endeavours of the educational system. The results and discussions described above highlight the importance of investigating the merits of the different approaches. Several arguments that arise from the material of this thesis are presented, evaluated and discussed. The ability of each approach to fulfil some alleged key aims of ethics education is scrutinised; their abilities to educate for good citizenship, to educate for quality of life of the individual, and to facilitate better educational results in other subjects are all investigated, as well as the ability of each approach to help counteract the influence from online extremist propaganda aimed at young people and to promote safe online behaviour in general. It is concluded that the inquiry ethics approach has the strongest support from the material of this thesis. Some consequences for school practice are discussed, and it is concluded that changing the role of ethics in the curriculum would be beneficial, downplaying the role of value transmission and further increasing, and making more explicit and clear, the role of inquiry ethics. It is also shown that there are strong reasons for the inclusion of a new subject in the Swedish compulsory education with special focus on ethics. (shrink)

<b>Objectives:</b> To gather empirical data on how gender and educational level influence bioethical reasoning among medical students by analyzing their use of care versus justice arguments for reconciling a bioethical dilemma. <b>Setting:</b> University Departments of Medical Ethics, Social and Communication Psychology in Germany. Participants: First and fifth year medical students. Design and method: Multidisciplinary, empirical, 2-segment study of ethics in action: In intrapersonal Segment 1, the students were presented with a bioethical dilemma and then administered a 13-item questionnaire (...) to survey their individual preferences for care versus justice arguments in resolving the conflict. The survey questioned 6 justice, 6 care-related items and 1 socially critical item. Data were analysed by gender and year of medical school. In interpersonal Segment 2, the bioethical dilemma from Segment 1 was discussed in gender-mixed and gender-homogeneous groups. Coded transcripts were evaluated to identify prevalences in care versus justice reasoning. <b>Results:</b> Data on 462 medical students were evaluable (n=338 in Segment 1, n=168 in Segment 2, n=44 overlap). Gender and level of education had no effect on moral reasoning in intrapersonal Segment 1, but significantly affected reasoning in interpersonal Segment 2, where women significantly tended to use more care-orientated arguments. Justice arguments predominated the group discussions. <b>Conclusion:</b> Interpersonal contexts affect moral reasoning in medical students, probably by amplifying the socialisation relating to gender and educational level. Care orientation is associated with the female gender. Professional socialisation tends to reduce the diversity and richness of moral reasoning towards a more justice-weighted orientation. Medical ethics should teach both justice and care reasoning modes in order to broaden physicians' ability to reconcile bioethical dilemmas. (shrink)

Some say that consent is essentially just a state of mind. Others say it is essentially just a communication. Many say it is both. I say it is neither. Instead it is an act, or rather a pair of acts—an internal mental act in the first instance, an external performative act in the second. Each of those acts is an act of commitment, intrapersonally in the first case and interpersonally in the second. The content of the commitment is, familiarly (...) enough, to give permission to someone else to do something that it would be wrong for them to do without your permission. The novelty lies in seeing consent as an act of commitment in those two dimensions and in seeing those as commitments that persist until and unless undone by an act of a similar sort. (shrink)

Certain critical accounts of conventional research practices in business and the social sciences are explored in this essay. These accounts derive from alternative social paradigms and their underlying assumptions about appropriate social inquiry and knowledge construction. Among these alternative social paradigms, metatheories, mindscapes, or worldviews are social constructionist, critical, feminist, and postmodern or poststructural thinking. Individuals with these assumptions and values for knowledge construction are increasingly challenging conventional scholarship in what has been referred to as paradigm debates or wars. Issues (...) of incommensurability or cross-paradigmatic communication potentials, as well as reflexivity, are raised in terms of moral education and development potentials for applied social science fields. Barriers and suggestions for increased moral development in academic and professional communities are discussed. In particular, moral forums in which participants have enhanced intrapersonal and interpersonal communication skills appear to be needed to surface and share often taken-for-granted assumptions concerning moral knowledge construction. (shrink)

BackgroundLarge-scale, centralized data repositories are playing a critical and unprecedented role in fostering innovative health research, leading to new opportunities as well as dilemmas for the medical sciences. Uncovering the reasons as to why citizens do or do not contribute to such repositories, for example, to population-based biobanks, is therefore crucial. We investigated and compared the views of existing participants and non-participants on contributing to large-scale, centralized health research data repositories with those of ex-participants regarding the decision to end their (...) participation. This comparison could yield new insights into motives of participation and non-participation, in particular the behavioural change of withdrawal.MethodsWe conducted 36 in-depth interviews with ex-participants, participants, and non-participants of a three-generation, population-based biobank in the Netherlands. The interviews focused on the respondents’ decision-making processes relating to their participation in a large-scale, centralized repository for health research data.ResultsThe decision of participants and non-participants to contribute to the biobank was motivated by a desire to help others. Whereas participants perceived only benefits relating to their participation and were unconcerned about potential risks, non-participants and ex-participants raised concerns about the threat of large-scale, centralized public data repositories and public institutes, such as social exclusion or commercialization. Our analysis of ex-participants’ perceptions suggests that intrapersonal characteristics, such as levels of trust in society, participation conceived as a social norm, and basic societal values account for differences between participants and non-participants.ConclusionsOur findings indicate the fluidity of motives centring on helping others in decisions to participate in large-scale, centralized health research data repositories. Efforts to improve participation should focus on enhancing the trustworthiness of such data repositories and developing layered strategies for communication with participants and with the public. Accordingly, personalized approaches for recruiting participants and transmitting information along with appropriate regulatory frameworks are required, which have important implications for current data management and informed consent procedures. (shrink)

Despite widespread interest in the topic of moral repair in the business ethics literature and in the workplace, little is currently known about moral repair with regard to the self—i.e., how and why individuals repair themselves in the aftermath of harming others within workplace contexts and what factors may influence the success of self-repair. We conducted a qualitative study in the context of health care organizations to develop an inductive model of self-repair in the workplace. Our findings reveal a set (...) of factors, including reactions to the harm incident, motivating factors, and methods of self-repair that involve intrapersonal (e.g., self-compassion) and interpersonal (e.g., seeking feedback and support from co-workers and managers) actions. We discovered that self-repair, or what we characterize as “moral self-repair” is a complex process characterized by important ethical, emotional, and social dimensions and that the effectiveness of self-repair actions is moderated by the actions of those within the organization (e.g., co-workers, managers) and outside the organization (e.g., families, friends, counselors). These social actors can promote self-repair by offering encouragement and support, or undermine self-repair by communicating a lack of trust and respect that reinforces self-blame. This model of self-repair is intended to guide future ethics research on the topic of moral self-repair and offers insight to practicing managers. (shrink)

In this paper we distinguish two competing conceptions of dignity, one recognizably Hobbesian and one recognizably Kantian. We provide a formal model of how decision-makers committed to these conceptions of dignity might reason when engaged in an economic transaction that is not inherently insulting, but in which it is possible for the dignity of the agent to be called into question. This is a modified version of the ultimatum game. We then use this model to illustrate ways in which the (...) Kantian evaluative standpoint enjoys a kind of internal stability that the Hobbesian framework lacks. Our interpersonal argument shows that, under certain conditions, Hobbesians prefer to cultivate Kantian commitments in others and promote the presence of Kantians in the population. Our intrapersonal argument shows that agents who are conflicted between Kantian and Hobbesian commitments have powerful reasons not to resolve this commitment in favour of Hobbesian values. Our emulation argument illustrates that in repeated versions of the ultimatum game, the Hobbesian chooses to behave like a Kantian, including publicly repudiating her Hobbesian commitments. Here again, however, the Hobbesian is able to achieve a desired benefit only on the condition that there are genuine Kantians in the population. Finally, our social planning argument explores the reasons why a community of Hobbesians would opt to enshrine a Kantian conception of dignity into law. The paper concludes with some remarks about the policy implications of this work. The value or worth of a man is, as for all other things, his price, that is to say, so much as would be given for the use of his power; and therefore is not absolute, but a thing dependent on the need and judgement of another... The public worth of a man, which is the value set on him by the Common-wealth, is that which men commonly call DIGNITY. Hobbes, _Leviathan X_, 16. (shrink)

Moral injury signifies an enduring moral anguish experienced as betrayal, shame, confusion, futility, and distrust, entailing intrapersonal, interpersonal, and transpersonal dimensions. This essay proposes a taxonomy of moral injury informed by the ripple effects of harm caused by clergy sexual abuse and its concealment in the Catholic Church. These five categories distinguish between the moral distress endured by perpetrators and victims as well as bystanders and other implicated subjects, the moral fallout caused by a specific event in comparison to (...) exposure to a toxic environment, and as a spectrum that spans from acute to diffuse symptoms of moral violation. This typology illuminates how moral injury impacts conscience, which means “to know together,” indicating that healing moral injury is both a personal and communal endeavor. (shrink)

How can teacher development be characterised? In this paper we offer a conceptualisation of teacher development as the enhancement of knowledge and capabilities to function in the activity of a teacher and illustrate with a case study. Our analytic focus is on the development of a science teacher, David, as he engaged in an innovative, collaborative project on learning photonics at a metropolitan secondary school in Australia. Three dimensions of development emerged: technical confidence and competence, pedagogical development and personal agency. (...) We explore the transformative effects of intrapersonal tensions within the teacher’s constitution of his role in the emerging community of enquiry — positioning him in turn as learner, instructor and facilitator. We view the context for David’s actions as a complex and dynamic system and interpret David’s development as arising from his responses to the differences in his emerging roles in the project. (shrink)

We build a model of the reflective equilibrium method to better understand under what conditions a community of agents would achieve a shared equilibrium. We find that, despite guaranteeing that agents individually reach equilibrium and numerous constraints on how agents deliberate, it is surprisingly difficult for a community to converge on a small number of equilibria. Consequently, the literature on reflective equilibrium has underestimated the challenge of coordinating intrapersonal convergence and interpersonal convergence.

The aim of this paper is to contribute to debate on Hegel's conception of the relationship between religion and philosophy by proposing that it can be a read as a division of labour between Christian religion and speculative philosophy. This reading allows us to understand better Hegel's idea that religion and philosophy have the same content in two different forms. I distinguish between the institutional and the intrapersonal dimensions of Hegel's claim of a division of labour between religion and (...) philosophy. I then turn to a critique of Hegel's philosophy of religion by showing how David Friedrich Strauss's concluding dissertation from The Life of Jesus, Critically Examined can call our attention to some internal tensions within Hegel's conception. Although Strauss's interpretation does not present an insurmountable objection against Hegel's conception of a division of labour, it can help to illuminate to what extent Hegel oversimplified the practical implications that his conception might have for the priest's attempt to continue his instruction to the members of his community. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Still Life Is Really a Moving LifeThe Role of Mirror Neurons and Empathy in Animating Aesthetic ResponseCarol S. Jeffers (bio)IntroductionIn the Western aesthetic canon, the still life enjoys a certain prestige; its place in the museum and on the pages of the art history text is secure. Art aficionados who appreciate the character of Cezanne's apples help to ensure the lofty standing of the still life, as do (...) students who admire the dewdrops still glistening on flowers picked and painted in the nineteenth century. For some students, however, it is difficult to understand such veneration. Despite the coaxing of dedicated art or museum educators, these students find apples nestled among drapery folds or translucent petals in a spring bouquet to be "boring." No matter how compelling the apples, how exquisitely rendered the blossoms, the still life is much too static, offering little more than the lifelessness of inanimate objects.In my experience, even the most unappreciative of students can be persuaded to take a closer look at the inanimate—not by me or any strategies I may have devised but rather by classmates who have chosen still life paintings to serve as their personal metaphors. When shared during the courses I teach, these still lifes and their depicted objects acquire special meanings that are uniquely associated with the individual students who chose them. Reflecting on these class presentations, converted students offered these thoughts: "I related myself with the metaphors and the way my classmates felt"; and "What really stayed with me were the stories and the way my classmates connected with their paintings—how they connected to the art emotionally." Still another wrote: "I really liked the way their presentations went because I got to know [my classmates] a little bit more." Through these connections to still life and other genres, students explored [End Page 31] their concepts of self within a community of others and began to experience the power of empathy.Empathy, typically defined as "the intellectual or emotional identification with another,"1 is a human capacity that, according to the noted neuroscientist Vittorio Gallese, allows us to understand the world of objects as well as the world of others.2 With the recent discovery of the mirror neuron system in the human brain, Gallese and other investigators around the world have identified the neurological basis of empathy.3 Subsequent studies of the remarkable properties of mirror neurons have yielded potent new understandings of the connections between empathy, objects of art and material culture, and intrapersonal relationships among human beings. Interestingly, these twenty-first-century findings tend to confirm a nineteenth-century connection between aesthetics and empathy, or more precisely, Einfuhlung ("in-feeling," or "feeling into"), a term coined by the philosopher Robert Vischer in 1873 to describe the projection of human feeling onto art objects.4 As Vischer himself described this phenomenon, "I transport myself into the inner being of an object and explore its formal character from within, as it were."5These insights, whether gained through the use of state-of-the-art brain imaging technologies or dusty volumes in a German library, have led Gallese to consider some interesting implications, such as, for example, those involving the still life—its bottles, apples, even its brushstrokes—and to claim that "a still life is really a moving life" when understood from the perspective of neuroscience.6 To explore this claim and its relevance to classroom and museum practices, this article examines the relationship between mirror neurons, empathy, and aesthetic response as it developed among preservice teachers who presented metaphorical works of art in two teacher education courses. A brief synopsis of research results highlighting the workings of the mirroring mechanism is presented and then applied to two student presentations: one given by Molly about Cezanne's Still Life with Apples (1893-94) and the other by Deborah about Fantin-Latour's White and Pink Mallows in a Vase (1895). The stories told by Molly, Deborah, and their classmates allow additional insights with implications for art and museum education.Mirror Neurons: Some Research ResultsSome fifteen years ago, what Gallese characterizes as a "strange class" of neurons was discovered, first... (shrink)

IntroductionOne in three adolescents frequently consume unhealthy snacks, which is associated with negative developmental outcomes. To date, it remains unclear how intrapersonal factors account for food choices in adolescents. Guided by the dual-pathway model, the current study aimed to: (1) examine the joint contribution of inhibitory control and attentional bias in predicting unhealthy food choices in adolescents, and (2) determine whether this mechanism is more pronounced in adolescents who experience loss of control over eating (LOC).Materials and MethodsA community sample (...) of 80 adolescents (65% female; 10–17 years old,Mage= 13.28,SD= 1.94) was recruited. Based on a self-report questionnaire, 28.7% of this sample reported at least one episode of LOC over the past month. Food choice was assessed using a computerized food choice task. Both inhibitory control and attentional bias were measured with behavioral tasks (go/no-go and dot probe task, respectively). Binary logistic regressions were conducted to address the research questions.ResultsInhibitory control and attentional bias did not significantly interact to predict unhealthy food choices. However, there was a significant three-way interaction between inhibitory control, attentional bias and LOC. For adolescents without LOC, the combination of poor inhibitory control and low attentional bias was significantly associated with unhealthy food choice. Surprisingly, for adolescents with LOC, there was no significant association between unhealthy food choice and inhibitory control or attentional bias.DiscussionDual-pathway processes do not seem to add to the explanation of food choice behavior for adolescents with LOC. For adolescents who do not experience LOC, those with poor inhibitory control combined with low attentional bias might be at particular risk for making unhealthy food choices. (shrink)

The interdisciplinary spring school “Language, music, and cognition: Organizing events in time” was held from February 26 to March 2, 2018 at the Institute of Musicology of the University of Cologne. Language, speech, and music as events in time were explored from different perspectives including evolutionary biology, social cognition, developmental psychology, cognitive neuroscience of speech, language, and communication, as well as computational and biological approaches to language and music. There were 10 lectures, 4 workshops, and 1 student poster session. (...) Overall, the spring school investigated language and music as neurocognitive systems and focused on a mechanistic approach exploring the neural substrates underlying musical, linguistic, social, and emotional processes and behaviors. In particular, researchers approached questions concerning cognitive processes, computational procedures, and neural mechanisms underlying the temporal organization of language and music, mainly from two perspectives: one was concerned with syntax or structural representations of language and music as neurocognitive systems (i.e., an intrapersonal perspective), while the other emphasized social interaction and emotions in their communicative function (i.e., an interpersonal perspective). The spring school not only acted as a platform for knowledge transfer and exchange but also generated a number of important research questions as challenges for future investigations. (shrink)

Background Speaking up to safeguard patients is a crucial ethical and moral obligation for nurses, but it is also a difficult and potentially dangerous component of nursing work. Health advocacy is gaining impetus in the medical literature, despite being hampered by barriers resulting in many nurses in Ghana remaining mute when faced with advocacy-required situations. We explored situations that thwart nurses from performing their health advocacy role. Research question What would cause nurses to take no action when they witness situations (...) that require them to act as health advocates for their clients or communities? Research Design An inductive, descriptive qualitative design was used to collect and analyse data on barriers that prevent nurses from practising their health advocacy role in Ghana. Individual one-on-one in-depth interviews were conducted using a semi-structured interview guide. The data were analysed using qualitative content analysis. Participants and research context Twenty-four professional nurses and midwives registered with the Nursing and Midwifery Council were recruited from three regional hospitals in Ghana. These public hospitals were chosen from the upper, middle and coastal regions. Ethical considerations The UKZN Ethics Review Committee in South Africa and the GHS Ethics Review Committee in Ghana both gave their approval for this study. Findings Intrapersonal barriers, interpersonal barriers, and structural barriers emerged as major obstacles that nurses experience when performing their health advocacy role. Conclusions Barriers to health advocacy have undermined nurses' ability to function as health advocates and are preventing them from utilising their health advocacy position in nursing practise. Giving nursing students positive role models in the classroom and in the clinic can help them become more effective health advocates. (shrink)

How can thinking be effective in enabling us to meet our goals? If we answer this in terms of representation relations between thoughts and the world, then we are challenged to explain what representation is, which no one has been able to do. If we drop the appeal to representation, then it is hard to explain why certain inferences are good and others are not. This paper outlines a strategy for a nonrepresentationalist account of the way in which the structure (...) of reality may drive cognition. It begins by restricting our attention to certain paradigm cases of linguistically-mediated cooperative exchange. Second, it introduces a kind of nonconceptual thinking -- thinking in mental images. Third, in terms of imagistic cognition, the nonnormative conditions under which sentences are asserted and accepted is explained. Fourth, in terms of these conditions, the possibility of successful linguistic exchange in the paradigm cases is to be explained. Fifth, the strategy calls for an explanation how a language can be internalized and become a medium of intrapersonal thought. Finally, the norms of discourse can be conceived as norms that supervise the processes of linguistic exchange so explained. In this paper only the first three steps of the overall strategy will be carried out in any detail. But a strategy for completing the last three steps will be sketched. (shrink)

I present a new argument for the repugnant conclusion. The core of the argument is a risky, intrapersonal analogue of the mere addition paradox. The argument is important for three reasons. First, some solutions to Parfit’s original puzzle do not obviously generalize to the intrapersonal puzzle in a plausible way. Second, it raises independently important questions about how to make decisions under uncertainty for the sake of people whose existence might depend on what we do. And, third, it (...) suggests various difficulties for leading views about the value of a person’s life compared to her nonexistence. (shrink)

It is commonly accepted that what we ought to do collectively does not imply anything about what each of us ought to do individually. According to this line of reasoning, if cooperating will make no difference to an outcome, then you are not morally required to do it. And if cooperating will be personally costly to you as well, this is an even stronger reason to not do it. However, this reasoning results in a self-defeating, yet entirely predictable outcome. If (...) everyone is rational, no one will cooperate, resulting in an aggregate outcome that is devastating for everyone. This dismal analysis explains why climate change and other collective action problems are so difficult to ameliorate. The goal of this paper is to provide a different, exploratory framework for thinking about individual reasons for action in collective action problems. I argue that the concept of commitment gives us a new perspective on collective action problems. Once we take the structure of commitment into account, this activates requirements of diachronic rationality that give individuals instrumental reasons to cooperate in collective action problems. (shrink)

In response to the so-called “paradox of deontology,” many have argued that the agent-relativity of deontological constraints accounts for why an agent may not kill one in order to prevent five others from being killed. Constraints provide reasons for particular agents not to kill, not reasons to minimize overall killings. In this paper, I tease out the significance of an underappreciated aspect of this agent-relative position, i.e. it provides no guidance as to what an agent ought to do when faced (...) with the prospect of killing one in order to prevent herself from killing five. After rejecting mere agent-relativity, the view that agents are morally permitted to violate constraints in order to minimize their overall violations, I offer a view that this is both agent- and time-relative, and show how this view exemplifies the underlying motivations for deontological constraints while successfully responding to both the inter- and intra-personal paradoxes of deontology. (shrink)

Examining intrapersonal factors theorized to influence ethics reporting decisions, the relation of self-efficacy as a predictor of propensity for internal whistleblowing is investigated within a US and Canadian multi-regional context. Over 900 professionals from a total of nine regions in Canada and the US participated. Self-efficacy was found to influence participant reported propensity for internal whistleblowing consistently in both the US and Canada. Seasoned participants with greater management and work experience demonstrated higher levels of self-efficacy while gender was also (...) found to be influential to self-efficacy. These individual traits, although related to self-efficacy, did not directly relate to propensities for internal whistleblowing. The findings demonstrate that self-efficacy could represent an important individual trait for examining whistleblowing issues. Internal whistleblowing is becoming an important organizational consideration in many areas of North America, yet there is relatively little research on the topic. Organizations seeking effective internal reporting systems should consider the influence of self-efficacy along with its potential reporting influence. By empirically testing an under-examined component of theory related to internal whistleblowing, this effort contributes to management literature, extending the knowledge beyond a US context, and provides recommendation for managing individual bias with internal reporting systems. (shrink)

Permissivism is the view that there are evidential situations that rationally permit more than one attitude toward a proposition. In this paper, I argue for Intrapersonal Belief Permissivism (IaBP): that there are evidential situations in which a single agent can rationally adopt more than one belief-attitude toward a proposition. I give two positive arguments for IaBP; the first involves epistemic supererogation and the second involves doubt. Then, I should how these arguments give intrapersonal permissivists a distinct response to (...) the toggling objection. I conclude that IaBP is a view that philosophers should take seriously. (shrink)

Telling a patient that the outcome of his illness is not good, or even hopeless, requires sensitivity and the ability to communicate with him in the setting of a hospital which is an unnatural environment divorced from family and friends. It is a task which must be taught and learned by doctors and nurses.