In recent years, the educational-system development specialization of the MA program in the University of Haifa’s Faculty of Education has held an annual seminar on Philosophy for/with Children (P4wC). Under my guidance, Jewish, Muslim, Christian, Druze, and Circassian students have formed a group embodying a living and breathing dialogical space. Despite the global spread of P4wC principles following the emergence of the P4C movement promoted by the International Council of Philosophical Inquiry and its practice in dozens of national (...) and regional centers, neither approach is formally taught in Israeli universities and colleges. Both thus remain outside the pedagogical mainstream, the University of Haifa—where I teach—being the only institution at which they can be studied at an MA level. I have also established the Israeli Academic Forum for Philosophy with Children, which conducts seminars and offers professional development, etc. (shrink)

Rethinking Biblical Scholarship. By Philip R. Davies, Copenhagen International Seminar. Changing Perspectives, vol. 4. Durham, UK: Acumen Publishing, 2014. Pp. xv + 253. $99.95. [Distributed by ISD, Bristol, Conn.].

PIATS 7: Proceedings of the 7th Seminar of the International Association for Tibetan Studies, Graz 1995. 7 volumes. General Editor Ernst Steinkellner, Verlag der Österreichischen Akademie der Wissenschaften, Vienna 1997-98. ISBN 3-7001-2657-3/2658-1/2659-X/2712-X/2748-0/2749-9.

Contributed articles on Yogavāsiṣṭharāmāyaṇa, work expounding early Vedantic approach in Hindu philosophy; seminar organized by Maharshi Valmiki Chair, Punjabi University, Patiala.

Papers presented by three scholars from Asia, Africa and Europe, at a seminar held at the Hague Academy of International Law, Netherlands.

This baseline study was conducted to find out the knowledge, attitudes and practices of medical ethics among the undergraduate medical interns who did not have structured ethics curriculum in their course. A descriptive, cross-sectional study was carried out using a self-administered structured questionnaire among the medical undergraduate interns of Maharajgunj Medical Campus, the pioneer medical college of Nepal which enrols 60 students in a year. A total of 46 interns participated in the study. The most common source of knowledge on (...) ethics was lectures/seminars (35.7%) followed by experience at work (24.5%), training (21.4%) and own reading (17.3%). The main contents of Hippocratic Oath were known to 98.8% while 60.9% knew the main contents of Nepal Medical Council (NMC) code of ethics. Great majority (91.3%) regard ethics as very important in medical profession. “Doctors know the best irrespective of patients’ opinion” was disagreed by only 39.1% indicating the paternalistic attitude. However, 78.3% were in favour of adhering to the patient’s wish. None of the participant agreed to abandon confidentiality. Only about one-fourth (26.1%) claim to encounter ethical dilemma every day while the highest number (43.5%) had once in a month. To deal with the situation of ethical dilemma, majority approached to immediate supervisor followed by head of the department and colleagues. Eighty-seven percent of participating interns were involved in research activities involving human subjects. Only one of the participants had encountered the ethical issue on end-of-life and it was do-not-resuscitate consent in a terminally ill patient. On implementation of the curriculum on medical ethics focus should be - principles of biomedical ethics, sensitive ethical dilemmas like end-of-life care and practical experiences with participation in deliberations of the ethics committee. (shrink)

For anyone concerned about students’ moral development, academic dishonesty presents a pervasive problem but also a promising possibility. The present paper describes the theoretical and empirical underpinnings of process-oriented, four-component model approach to promoting students’ “moral functioning” related to academic integrity, and the research project currently underway that is providing Web-based professional development to teachers for using the model in their high school classrooms. In doing so, we hope to develop a scalable approach that offers teachers an opportunity to be (...) the primary agents of change in transforming the problem of academic dishonesty into a possibility for positive youth development. (shrink)

The Roberta Kevelson Seminar on Law and Semiotics is integrated in the regular program of a US Law School and student enrollment is honored with credit points. Hitherto, the study of Legal Semiotics has mainly been located outside the Law Schools in the US and the Faculties of Law in the EU. Two important questions within the more general theme of Legal Semiotics and Legal Education arose: (1) the program requirements in an education context, and (2) the attention and (...) interests of the students. This IJSL issue offers essays presented during the Round Table which closed the Seminar, provides some experience-based suggestions for a Seminar program and discusses how to deal with the pragmatic attitude of law students. It interests how those topics relate to legal and semiotic literature and how they focus globally important viewpoints, as can be concluded in the example of the legal semiotics of family structures. (shrink)

In Seminar XI, Lacan begins by saying that the seminar will be a response to the question of ontology posed at the close of Seminar X. What emerges from this question is a new priority given to thinking the Real, as well as his famous myth of the lamella and his clearest writings on the death drive. This paper proposes that the metaphysical works of both Žižek and Badiou aim to answer the same question posed by Jacques-Alain (...) Miller, “What is Lacan’s ontology?” While both are indebted to Lacan, their responses to this question of ontology show clear differences in their interpretations of the Real. The Real is perhaps one of the most difficult concepts to grasp since it is by definition that which cannot be symbolized, that which voids all symbolization thrust upon it. It will be argued that Badiou’s work clearly emphasizes the negative aspect of the Real, that which is really “nothing;” central here are Badiou’s writings on the Void and the Event, those punctuated instances where nothingness punches through Being and forces its way into the world. Žižek instead maintains that the Real shows itself both in lack as well as in excess/surplus . By working through Žižek’s work on German Idealism and subjectivity, as well as Badiou’s metaphysics of mathematics and the Void, we will better understand both their respective readings of Lacan, as well as understand more clearly the import of Lacan’s work for contemporary metaphysics. (shrink)