Over the past decade AIDS research has turned toward the use of pharmacology in HIV prevention, including pre-exposure prophylaxis (PrEP): the use of HIV medication as a means of preventing HIV acquisition in those who do not have it. This paper explores the contradictory reasons offered in support of PrEP—to empower women, to provide another risk-reduction option for gay men—as the context for understanding the social meaning of the experimental trials that appear to show that PrEP works in gay men (...) and heterosexual couples but not single women. The PrEP debates reveal the different ideas about “demedicalization” in the earlier gay health and women’s health movements and highlight the relationship between health activism and critique of research ethics in the context of a global pharmaceutical market. (shrink)

ObjectivesHostile attribution bias is reportedly common from non-clinical population to those with serious mental illness, such as schizophrenia, and is known to be closely related to theory of mind. This study aimed to investigate whether ToM skills mediate the relationship among neurocognitive ability, personality traits, and attribution bias.MethodsA total of 198 non-clinical youths were recruited. To assess their neurocognitive ability and ToM skills, the participants were asked to complete Raven’s Standard Progressive Matrices and the Korean version of the Reading the (...) Mind in Eyes Test. To determine their personality traits, the Eysenck Personality Questionnaire and interpersonal reactivity index were used. To evaluate hostile attribution bias, the Ambiguous Intentions Hostility Questionnaire was administered. Path analysis and bias-corrected percentile bootstrap methods were used to estimate model fit and the parameters of the mediating effects.ResultsBased on model comparison, the best model characterized two direct pathways from psychoticism and the K-RMET to hostility attribution bias and three indirect pathways, wherein SPM, perspective taking, and psychoticism influenced hostile attribution bias through K-RMET. The final model fit indices were good [x2/df = 1.126; comparative fit index = 0.996; root mean square error of approximation = 0.026; standard root mean square residual = 0.026 and Akaike information criterion = 28.251] and the K-RMET fully mediated the association between SPM, perspective taking, psychoticism, and hostile attribution bias.ConclusionThe main findings suggested that ToM skills, such as the RMET, play an important role in explaining the relationship among neurocognitive ability, personality traits, and hostile attribution bias. ToM skills and a remediation strategy may need to be developed to balance the enhanced hostility bias that underlies the paranoia. (shrink)

BackgroundAttention deficit hyperactivity disorder is clinically diagnosed; however, quantitative analysis to statistically analyze the symptom severity of children with ADHD via the measurement of head movement is still in progress. Studies focusing on the cues that may influence the attention of children with ADHD in classroom settings, where children spend a considerable amount of time, are relatively scarce. Virtual reality allows real-life simulation of classroom environments and thus provides an opportunity to test a range of theories in a naturalistic and (...) controlled manner. The objective of this study was to investigate the correlation between participants’ head movements and their reports of inattention and hyperactivity, and to investigate how their head movements are affected by different social cues of different sensory modalities.MethodsThirty-seven children and adolescents with and without ADHD were recruited for this study. All participants were assessed for diagnoses, clinical symptoms, and self-reported symptoms. A virtual reality-continuous performance test was conducted under four conditions: control, no-cue, visual cue, and visual/audio cue. A quantitativecomparison of the participants’ head movements was conducted in three dimensions using a head-mounted display in a VR classroom environment. Task-irrelevant head movements were analyzed separately, considering the dimension of movement needed to perform the VR-CPT.ResultsThe magnitude of head movement, especially task-irrelevant head movement, significantly correlated with the current standard of clinical assessment in the ADHD group. Regarding the four conditions, head movement showed changes according to the complexity of social cues in both the ADHD and healthy control groups.ConclusionChildren and adolescents with ADHD showed decreasing task-irrelevant movements in the presence of social stimuli toward the intended orientation. As a proof-of-concept study, this study preliminarily identifies the potential of VR as a tool to understand and investigate the classroom behavior of children with ADHD in a controlled, systematic manner. (shrink)

Background: Infectious disease outbreaks such as COVID-19 and MERS pose a major threat to healthcare workers' physical and mental health. Studies exploring the positive changes gained from adapting to traumatic events, known as post-traumatic growth, have attracted much attention. However, it is unclear which factors or experiences lead to PTG among HCWs. The purpose of this mixed-method study was to investigate factors associated with PTG among HCWs who experienced the MERS outbreak in South Korea, and fully describe their experience of (...) developing PTG.Methods: Quantitative data from 78 participants were collected using psychometric tools for Psychological distress, Resilience, and Support for coping, and Post-traumatic growth. Qualitative interviews were conducted with seven nurses. Data were analyzed using the qualitative content analysis method according to the sub-themes of resilience, which was the main factor associated with PTG.Results: We found resilience to have a significant impact on PTG. Thus the qualitative interviews were analyzed using the core concepts of resilience. Qualitative interviews with nurses illustrated how participants experienced the development of resilience in terms of its sub-factors: hardiness, persistence, optimism, and support.Conclusion: HCWs who endured the MERS outbreak showed high levels of PTG, and the analysis of the interview data provided a fuller understanding on the experience of remaining resilient and developing PTG. These results provide practical and pragmatic information helpful for developing intervention strategies and protocols that can help HCWs transform adversity into growth and development. (shrink)

BackgroundAlthough the Life-Sustaining Treatment (LST) Decision Act was enforced in 2018 in Korea, data on whether it is well established in actual clinical settings are limited. Hospital-acquired pneumonia (HAP) is a common nosocomial infection with high mortality. However, there are limited data on the end-of-life (EOL) decision of patients with HAP. Therefore, we aimed to examine clinical characteristics and outcomes according to the EOL decision for patients with HAP.MethodsThis multicenter study enrolled patients with HAP at 16 referral hospitals retrospectively from (...) January to December 2019. EOL decisions included do-not-resuscitate (DNR), withholding of LST, and withdrawal of LST. Descriptive and Kaplan–Meier curve analyses for survival were performed.ResultsOf 1,131 patients with HAP, 283 deceased patients with EOL decisions (105 cases of DNR, 108 cases of withholding of LST, and 70 cases of withdrawal of LST) were analyzed. The median age was 74 (IQR 63–81) years. The prevalence of solid malignant tumors was high (32.4% vs. 46.3% vs. 54.3%, P = 0.011), and the ICU admission rate was lower (42.9% vs. 35.2% vs. 24.3%, P = 0.042) in the withdrawal group. The prevalence of multidrug-resistant pathogens, impaired consciousness, and cough was significantly lower in the withdrawal group. Kaplan–Meier curve analysis revealed that 30-day and 60-day survival rates were higher in the withdrawal group than in the DNR and withholding groups (log-rank P = 0.021 and 0.018). The survival of the withdrawal group was markedly decreased after 40 days; thus, the withdrawal decision was made around this time. Among patients aged below 80 years, the rates of EOL decisions were not different (P = 0.430); however, mong patients aged over 80 years, the rate of withdrawal was significantly lower than that of DNR and withholding (P = 0.001).ConclusionsAfter the LST Decision Act was enforced in Korea, a DNR order was still common in EOL decisions. Baseline characteristics and outcomes were similar between the DNR and withholding groups; however, differences were observed in the withdrawal group. Withdrawal decisions seemed to be made at the late stage of dying. Therefore, advance care planning for patients with HAP is needed. (shrink)

In this paper I argue that Confucius’ view of learning in the Analects entails critical thinking. Although he neither specified the logical rules of good reasoning nor theorised about the structure of argument, Confucius advocated and emphasised the importance of critical thinking. For Confucius reflective thinking of two sorts is essential to learning: (1) reflection on the materials of knowledge, in order to synthesise and systemise the raw materials into a whole, and to integrate them into oneself as wisdom; (2) (...) reflection on oneself, (a) in order to ensure that such synthesis, systemisation, and integration proceed in an open-minded, fair and autonomous way, and (b) in order to integrate knowledge with the self, that is, to internalise it until it becomes oneself. (shrink)

Kant points out the pleasure of the universal communicability of the judgment of taste in the 7th passage of § 9 in the Critique of Judgment. He promises to discuss the subject in a transcendental context further after discussing the Deduction of Pure Aesthetic Judgments. However, he seems to limit his discussion only in an empirical context, neglecting his own commitment. I differentiate the kind of pleasure (which Kant mentioned in the 7th passage) from the intrinsic pleasure of the pure (...) judgment of taste. The latter refers the pleasure in 'the harmonious play of the cognitive powers' stimulated by 'the merely formal purposiveness of a representation of an object'. It seems to have been overlooked that the pleasure of the universal communicability is independent from the intrinsic pleasure of the pure judgment of taste. My goal is to define the another feeling of pleasure by focusing on the analysis of the § 42 where Kant discussesthe possibility of one's interest combined with a pure judgment of taste. I come to the conclusion that another feeling of pleasure is a sort of practical pleasure. It is an interested pleasure in fulfilling the notion of generalizability of one’s state of mind, which is relevant to a moral judgment. Therefore, such pleasure is not actually common to everyone, as Kant insists in § 42, but restricted to those who have already developed the moral interest. (shrink)

Video news releases (VNRs) have been criticized when they are used within a newscast without source disclosure because they violate ethical codes related to transparency and consumers' “right to be informed” by whom they are being persuaded. In an experiment, we show how increased persuasion knowledge about VNRs is positively related to beliefs in news commercialization, beliefs in VNR inappropriateness without disclosure, and support for disclosure of VNR material. We suggest that increased knowledge about VNRs without source disclosure measures might (...) harm messages that are not employing the tactic (“false positives”) and lead to a general distrust of all media. (shrink)

A common view is that relativism requires tolerance. We argue that there is no deductive relation between relativism and tolerance, but also that relativism is not incompatible with tolerance. Next we note that there is no standard inductive relation between relativism and tolerance—no inductive enumeration, argument to the best explanation, or causal argument links the two. Two inductive arguments of a different sort that link them are then exposed and criticized at length. The first considers relativism from the objective point (...) of view ‘of the universe’, the second from the subjective point of view of the relativist herself. Both arguments fail. There is similarly no deductive relation between absolutism and tolerance—neither entails the other—and no inductive connection of any sort links the two. We conclude that tolerance, whether unlimited or restricted, is independent of both relativism and absolutism. A metaethical theory that says only that there is one true or valid ethical code, or that there is a plurality of equally true or valid ethical codes, tells us nothing about whether we should be tolerant, much less how tolerant we should be. (shrink)

What Aristotle's main concern is in Metaphysics H 6 has long puzzled commentators. In this paper I argued for a novel, deflationary interpretation of that chapter: Aristotle's main concern is to argue for the causeless unity of the definitions of form and of composite substance. The problem he is grappling with arises from a combination of speaking about the parts of form and the parts of composite substances, and the principle that parts of a whole need a unifying cause in (...) order to be one and not many. If both form and composite particulars need a unifying cause, form cannot be primary substance, and composite substances, as composites of form and matter, cannot be true unities, but must be mere heaps of material parts which need a third unifying cause. Aristotle argues that although and seemingly threaten his theory of substance with incoherence, the problem can be easily solved if the unity of definitions of form and of composite substance are properly seen as causeless. In the course of clarifying and defending this reading of H6, a number of alternative interpretations are exposed and criticized. (shrink)

The concept of guilt in relation to conscience and anxiety is not referred to as a feeling or an emotion in existential philosophy. Rather, the phenomenon of guilt is analyzed through the structure of existence. In Being and Time, Heidegger interprets guilt in the context of Dasein’s understanding of its own Being. The nature of Dasein as a finite entity permeates the analysis of guilt, which is based on the analysis of negation and the time structure of Dasein. An existential (...) interpretation of guilt, conscience, and anxiety offers a new dimension of the study of emotions with regard to the understanding of human Being. (shrink)

ABSTRACT The received view is that Yunjidang’s feminist philosophy focuses on female sagehood, drawing on the theory of the equal human nature of women and men. I argue that there is much more to it than that, and that her views are anchored in and a development of Mengzi’s philosophy. She creatively interpreted and extended his philosophy, adopting the neo-Confucian metaphysics of the One and the Many. She argued not just for the potential but for the actual gender equality of (...) women and men. In addition, she laid the groundwork for a gender inclusive virtue ethics. Showing as much requires understanding the historical place of Yunjidang in Joseon dynasty, the neo-Confucian metaphysics that informs her arguments, and her views on gender essentialism and virtue ethics. This article exposes and explains Yunjidang’s comprehensive feminist philosophy and her bold theses: the actual gender equality of embodied women and men and a gender inclusive virtue ethics. (shrink)

In this article I argue that in H 6 Aristotle's main concern is to explain both the unity of form and the unity of composite substance. Commentators have taken H 6 as concerned with either the unity of form or the unity of the composite substance, but not with both. But there is no exclusive "either/or". The correct position is "both/and". I argue that proper identification of the aim of the inquiry of H 6 indicates that Aristotle is concerned with (...) both the unity of form and the unity of composite substance. On my interpretation, Aristotle's intention is to defend the theory of substance-as-cause by dealing with a possible problem. The possible problem arises from a combination of (a) speaking about the parts of form and the parts of composite substances and (b) the principle that parts of a whole need a unifying cause in order to be one and not many. Aristotle has (a') spoken about the parts of form and the parts of composite substance. He has also (b') claimed that the parts of a whole have to have a unifying cause in order to be one and not many. Do form and composite substance, then, have a unifying cause for their unity? Aristotle sees a possible problem arising from thinking that they do. If both form and composite particulars need a unifying cause, form cannot be substance, and composite substances, as composites of form and matter, cannot be unities, but must be mere heaps of matter. The problems of theunity of form and the unity of composite substance are similar, then; and the unity of each must be accounted for. Not surprisingly, the problems being similar, the solutions to those problems, the accounts of the unity of form and composite substance, are similar as well. The two are thus discussed together in H 6. It is there that Aristotle provides such accounts. H 6, then, concerns both the unity of form and the unity of composite substance. (shrink)

In this paper I argue that Confucius' view of learning in the Analects entails critical thinking. Although he neither specified the logical rules of good reasoning nor theorised about the structure of argument, Confucius advocated and emphasised the importance of critical thinking. For this thesis, I argue that a close examination of Confucius' pronouncements on learning reveals that he takes critical thinking to be essential to learning. For Confucius critical thinking refers to reflective thinking: reflection on the materials of knowledge, (...) in order to synthesise and systematise the raw materials into a whole, and to integrate them into oneself as wisdom. (shrink)

This paper examines the phenomenon of music in relation to time and time-consciousness based on the philosophies of Augustine, Brentano and Husserl. They analyzed music, or more precisely, the melody of tones and rhythm in their theories of time and time-consciousness, because the process of perceiving music uncloaks the phenomenon of time-understanding.

In this paper I argue that Confucius' view of learning in the Analects entails critical thinking. Although he neither specified the logical rules of good reasoning nor theorised about the structure of argument, Confucius advocated and emphasised the importance of critical thinking. For Confucius reflective thinking of two sorts is essential to learning: (1) reflection on the materials of knowledge, in order to synthesise and systemise the raw materials into a whole, and to integrate them into oneself as wisdom; (2) (...) reflection on oneself, (a) in order to ensure that such synthesis, systemisation, and integration proceed in an open-minded, fair and autonomous way, and (b) in order to integrate knowledge with the self, that is, to internalise it until it becomes oneself. (shrink)

In our modern time of division, who belongs to the we is an important and underexamined area of philosophical investigation. This book offers another way of understanding we-ness by adopting diverse linguo-cultural traditions in a philosophical investigation of selfhood.

In this article I argue that in H 6 Aristotle's main concern is to explain both the unity of form and the unity of composite substance. Commentators have taken H 6 as concerned with either the unity of form or the unity of the composite substance, but not with both. But there is no exclusive "either/or". The correct position is "both/and". I argue that proper identification of the aim of the inquiry of H 6 indicates that Aristotle is concerned with (...) both the unity of form and the unity of composite substance. On my interpretation, Aristotle's intention is to defend the theory of substance-as-cause by dealing with a possible problem. The possible problem arises from a combination of (a) speaking about the parts of form and the parts of composite substances and (b) the principle that parts of a whole need a unifying cause in order to be one and not many. Aristotle has (a') spoken about the parts of form and the parts of composite substance. He has also (b') claimed that the parts of a whole have to have a unifying cause in order to be one and not many. Do form and composite substance, then, have a unifying cause for their unity? Aristotle sees a possible problem arising from thinking that they do. If both form and composite particulars need a unifying cause, form cannot be substance, and composite substances, as composites of form and matter, cannot be unities, but must be mere heaps of matter. The problems of theunity of form and the unity of composite substance are similar, then; and the unity of each must be accounted for. Not surprisingly, the problems being similar, the solutions to those problems, the accounts of the unity of form and composite substance, are similar as well. The two are thus discussed together in H 6. It is there that Aristotle provides such accounts. H 6, then, concerns both the unity of form and the unity of composite substance. (shrink)

The central question in Aristotle' Metaphysics Zeta- Eta is "What is substance?" and Aristotle answers that substance is essence or substantial form. But it is not clear what in Zeta-Eta Aristotle is inquiring and what the conclusion implies. ;In this study I argue that in Zeta-Eta Aristotle advances a new theory of substance: he establishes a new criterion for substance and identifies substantial form as primary substance. ;The criteria for substance which I take Aristotle to offer are these two. A (...) thing is a substance if and only if its formula of essence is a definition. A thing is a substance if and only if it has no cause other than itself. The former criterion is derived from a consideration of essence and substance from the formulaic point of view, while the latter is derived from a consideration of essence and substance from the metaphysical point of view. ;However, Aristotle recognizes a problem in the logical or formulaic criterion. The difficulty is that the definition of substantial form doesn't seem to be different from the definition of a concrete particular in the composite structure of the formula. The definitions of substantial form and a concrete particular are all composed of parts. I claim that such dissatisfaction with the logical criterion is the main reason why Aristotle declares a new beginning in Zeta 17. ;In Zeta 17 Aristotle claims that it is impossible to identify the cause of the being of substantial form in the same way as the cause of the being of a concrete particular, since the thing asked about is ontologically simple. The cause of the being of a simple thing is itself. Aristotle claims that substantial form, which is the cause of the being of a concrete particular, does not have any cause other than itself. Substantial form is, therefore, primary substance on the metaphysical criterion. ;This interpretation implies that a concrete particular is not to be ranked as primary substance and that this revision can be taken as "a return to, or a renewal of sympathy with, Plato" as G. E. L. Owen described. (shrink)

The COVID-19 pandemic poses an unprecedented threat to global human wellbeing, and the proliferation of online misinformation during this critical period amplifies the challenge. This study examines consequences of exposure to online misinformation about COVID-19 preventions. Using a three-wave panel survey involving 1,023 residents in Singapore, the study found that exposure to online misinformation prompts engagement in self-reported misinformed behaviors such as eating more garlic and regularly rinsing nose with saline, while discouraging evidence-based prevention behaviors such as social distancing. This (...) study further identifies information overload and misperception on prevention as important mechanisms that link exposure to online misinformation and these outcomes. The effects of misinformation exposure differ by individuals’ eheath literacy level, suggesting the need for a health literacy education to minimize the counterproductive effects of misinformation online. This study contributes to theory-building in misinformation by addressing potential pathways of and disparity in its possible effects on behavior. (shrink)

In this paper I argue that Confucius' view of learning in the Analects entails critical thinking. Although he neither specified the logical rules of good reasoning nor theorised about the structure of argument, Confucius advocated and emphasised the importance of critical thinking. For this thesis, I argue that a close examination of Confucius' pronouncements on learning reveals that he takes critical thinking to be essential to learning. For Confucius critical thinking refers to reflective thinking: reflection on the materials of knowledge, (...) in order to synthesise and systematise the raw materials into a whole, and to integrate them into oneself as wisdom. (shrink)

In light of the dramatic growth of Chinese learners worldwide and a need for cross-linguistic research on Chinese literacy development, this study drew upon theories of visual complexity effect (Su & Samuels, 2010) and dual-coding processing (Sadoski & Paivio, 2013) and investigated a) the effects of character properties (i.e., visual complexity and radical presence) on character acquisition and b) the relationship between individual learner differences in radical awareness and character acquisition. Participants included adolescent English-speaking beginning learners of Chinese in the (...) U.S. Following Kuo et al. (2014), a novel character acquisition task was used to investigate the process of acquiring the meaning of new characters. Results showed that a) characters with radicals and with less visual complexity were easier to acquire than characters without radicals and with greater visual complexity; and b) individual differences in radical awareness were associated with the acquisition of all types of characters, but the association was more pronounced with the acquisition of characters with radicals. Theoretical and practical implications of the findings were discussed. (shrink)

One of the most salient objections against paternalism is that it is motivated by a negative judgment about other people’s capacity to advance their own goals and interests. Such a negative judgment, according to this objection, is morally wrong because it denies others the status of moral equals who can rationally set and pursue their own conception of the good. Despite the popularity of this objection, I argue that it misfires because rendering a negative judgment about others’ capacities does not (...) deny them equal moral status when there is sufficient _evidence_ for that judgment. However, I argue that in order to determine if there is sufficient evidence of the agent’s incapacity, we must understand the agent’s reasons for action through a rational discursive exchange with them, instead of taking perceived facts about their behavior as sufficient grounds for a negative (or positive) judgment of their capacities. In fact, I argue that if the outcome of the discursive exchange supports a negative judgment of the agent’s capacities, there is a _pro tanto_ case in favor of paternalistic interference. (shrink)

This book engages in cross-tradition scholarship, investigating the processes associated with cultivating or nurturing the self in order to live good lives. Both Ancient Chinese and Greek philosophers provide accounts of the life lived well: a Confucian junzi, a Daoist sage and a Greek phronimos. By focusing on the processes rather than the aims of cultivating a good life, an international team of scholars investigate how a person develops and practices a way of life especially in these two traditions. They (...) look at what is involved in developing practical wisdom, exercising reason, cultivating equanimity and fostering reliability. Drawing on the insights of thinkers including Plato, Confucius, Han Fei and Marcus Aurelius, they examine themes of harmony, balance and beauty, highlight the different concerns of scepticism across both traditions, and discuss action as an indispensable method of learning and, indeed, as constitutive of self. The result is a valuable collection opening up new lines of inquiry in ethics, demonstrating the importance of philosophical ideas from across cultural traditions. (shrink)