The ideal of trust pervades nursing. This article uses empirical material from acute psychiatry that reveals that it is distrust rather than trust that is prevalent in this field. Our data analyses show how distrust is expressed in the therapeutic environment and in the relationship between nurse and patient. We point out how trust can nonetheless be created in an environment that is characterized by distrust. Both trust and distrust are exposed as `fragile' phenomena that can easily `tip over' towards (...) their opposites. Trust is not something that nurses possess or are given; it is rather something that they earn and have to work hard to achieve. Regarding themselves as potential causes of distrust and active wielders of power can contribute to nurses developing a more realistic view of their practice. Assuming a realistic middle-way perspective can help to manoeuvre between the extremities of excellence and resignation, which in turn can lead to processes that create trust between psychotic patients and nurses. (shrink)

Informed consent represents a cornerstone of the endeavours to make health care research ethically acceptable. Based on experience of qualitative research on power dynamics in nursing care in acute psychiatry, we show that the requirement for informed consent may be practised in formalistic ways that legitimize the researcher's activities without taking the patient's changing perception of the situation sufficiently into account. The presentation of three patient case studies illustrates a diversity of issues that the researcher must consider in each situation. (...) We argue for the necessity of researchers to base their judgement on a complex set of competencies. Consciousness of research ethics must be combined with knowledge of the challenges involved in research methodology in qualitative research and familiarity with the therapeutic arena in which the research is being conducted. The article shows that the alternative solution is not simple but must emphasize the researcher's ability to doubt and be based on an awareness of the researcher's fallibility. (shrink)

The content and boundaries of moral education the state may require schools to offer is a matter of contention. This article investigates whether the state may obligate schools to promote the pursuit of moral ideals. Moral ideals refer to (a cluster of) characteristics of a person as well as to situations or states that are believed to be morally excellent or perfect and that are not yet realised. Having an ideal typically means that the person is dedicated to realising the (...) type of situation or person to which the ideal refers. Therefore generating student enthusiasm for moral ideals may be an effective way to realise a morally excellent society. This article defends the position that schools may be required to promote the recognition of ideals that all reasonable citizens endorse. Reasonable citizens will not, however, accept that the state obligates schools to promote the pursuit of moral ideals. (shrink)

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

Various authors see human flourishing as the overarching aim to which education should contribute. We ask whether fostering _wonder_ can help education attain this aim. We discuss two possibilities: firstly, it may be that having a sense of wonder as adults (possibly fostered by and/or refined due to education) contributes to flourishing itself. Secondly, it may be that fostering wonder in education increases the likelihood that education promotes flourishing, which it might do simply by increasing children’s intrinsic interest in what (...) they learn. We argue that there are many plausible connections between wonder and human flourishing (relating to its epistemic and aesthetic dimensions, among others), and that we have reason to believe that early experiences can influence adults’ capacity for wonder. Furthermore, wonder increases the likelihood that education ‘succeeds’; and it supports people’s ability to live well by heightening their appreciation for the world, helping to uncover baseless beliefs, and increasing their awareness of possible goods. In sum, while having a sense of wonder may not be a constitutive element of human flourishing, it is hard to imagine education for human flourishing that is not also wonder-full education. (shrink)

This article is an attempt to evaluate the Oregon plan from the perspective of a Scandinavian national health care system. The Nordic welfare states are marked by a strong emphasis on equality. As an example of an egalitarian system we present the Norwegian health care model in part one. In part two, the arguments in favor of a one tier system in Norway are presented and compared to Oregon's two tier system. Although we argue, in part three, that a comparison (...) of the degree of explicitness in the prioritization process shows that Norway has much to learn from Oregon, we do believe that the Norwegian system has some attractive elements that may function as an important corrective. In part four we present the Norwegian Guidelines for priority-setting and discuss the weight assigned to the severity of disease criterion. It is argued that the exclusion of information about the severity of disease partly explains the counterintuitive ranking of treatment-condition pairs in Oregon's initial method based on the principle of health maximization. A normative analysis of the conflicting norms of efficiency and equality of results is called for. The final part of the paper is devoted to the problem of rigidity. Henry J. Aaron has argued that the Oregon system is insensitive to inter-individual variations within each diagnosis-treatment pair. This objection is a severe one, since the system might end up treating patients unfairly on the individual level. To overcome this problem, we suggest a selection rule that should be more capable of dealing with the problem of rigidity. (shrink)

Illustrations: 24 B/w Illustrations Description: In the Hindu tradition Kapila is admired and worshipped as a philosopher, a divinity, an avatara of Visnu and as a powerful ascetic. This book is the first monographic study of this important figure. The book deals with Kapila in the Veda, the Sramana traditions, the Epics and the Puranas, in the Samkhya system of religious thought and in the ritual traditions of many contemporary Hindu traditions. Kapila is an important figure in the sacred geography (...) of India and the study of the rituals and narrative traditions of the tirthas of Kapila is an important contribution of this book. The book also contains a translation into English of the text Kapilasuri-samvada, Kapila's teaching of Asuri, found in a few manuscripts of the Southern recension of the Mahabharata. Kapila refers to a pluralistic phenomenon. The Kapilas in the Hindu tradition connot be reduced to a single figure. In general, pluralism characterises the religious traditions and religious life in South Asia, ancient, medieval, modern as well as contemporary. Openness for the greatest possible plurality is therefore often a good way to approach religion in South Asia. This is the case also with the study of Kapila. The approach of the book therefore is pluralistic. Contents Preface Chap. I : Kapila in the Hindu Tradition Chap. II : Kapila in the Veda, the Sramana-tradition, and the Mahabharata Chap. III : Kapila in Samkhya and Samkhya-Yoga Chap. IV : Kapila in the Puranas : The Visnu Avatara Chap. V : Kapilasurisamvada : Sanskrit Text and Translation Chap. VI : The Sacred Geography of Kapila Chap. VII : Worship of Kapila : Sanskrit Hymns Chap. VIII : Competing Interpretations of Kapila in the Hindu Tradition. (shrink)

On the traditional approach to metaethics, theories are expected to be faithful to ordinary normative discourse – or at worst (if we think the ordinary discourse is metaphysically unsound) to deviate from it as little as possible. -/- This paper develops an alternative, “conceptual engineering” approach to metaethical enquiry, which is not in this way restricted by our present discourse. On this approach, we will seek to understand the psychology, semantics, metaphysics and epistemology, not just of our present concepts, but (...) also of other possible normative concepts. The ultimate point of the enquiry is to choose between the available alternatives: to decide what kinds of normative concepts to use, going forward. -/- The paper aims to make this suggestion precise, in a way that a) answers worries about circularity, b) answers worries about “changing the subject”, c) retains metaethics as a truth-seeking enquiry, and d) leads to an independently plausible methodology. (shrink)

The article argues that it is important to offer children ideals. Ideals are defined as imagined excellences, which are so desirable that people will try to actualise them. These characteristics show the importance of ideals for people: ideals give direction and meaning to their lives. The motivating power of ideals can, however, also lead to fanaticism. Education should therefore involve several worthy ideals that children can commit themselves to as well as critical reflection on the ways in which people are (...) committed to and try to actualise them. (shrink)

Things and Their Place in Theories Our talk of external things, our very notion of things, is just a conceptual apparatus that helps us to foresee and ...

This paper defends moral realism against Sharon Street’s “Darwinian Dilemma for Realist Theories of Value” (this journal, 2006). I argue by separation of cases: From the assumption that a certain normative claim is true, I argue that the first horn of the dilemma is tenable for realists. Then, from the assumption that the same normative claim is false, I argue that the second horn is tenable. Either way, then, the Darwinian dilemma does not add anything to realists’ epistemic worries.

Contrary to popular opinion, non-natural realism can explain both why normative properties supervene on descriptive properties, and why this pattern is analytic. The explanation proceeds by positing a subtle polysemy in normative predicates like “good”. Such predicates express slightly different senses when they are applied to particulars (like Florence Nightingale) and to kinds (like altruism). The former sense, “goodPAR”, can be defined in terms of the latter, “goodKIN”, as follows: x is goodPAR iff there is a kind K such that (...) x is a token of K, and K is goodKIN. Now if x and y are descriptively exactly similar, then they are tokens of exactly the same kinds, so x is a token of a goodKIN kind if and only if y is. Therefore, by the definition, x is goodPAR if and only if y is. Supervenience just falls out of the definition of “goodPAR”. (shrink)

In this article we aim to open a new line of debate about religion in public schools by focusing on religious ideals. We begin with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Islam, because these religions have most adherents (...) in Western liberal democracies that are the focus of this article. The fifth and most important section ‘‘Reasonable pluralism and the inclusion of religious ideals in public secondary schools’’ provides three arguments for our claim that public schools should include religious ideals, namely that they are important to religious people, that they are conducive for the development of pupils into citizens of a liberal democracy, and that the flourishing of pupils as adults is advanced by encountering religious ideals. We also offer a more practical reason: religious ideals can more easily be included within public education than religious dogmas and rules. (shrink)

Researchers sometimes engage in various forms of dishonesty and unethical behavior, which has led to regulatory efforts to ensure that they work according to acceptable standards. Such regulation is a difficult task, as research is a diverse and dynamic endeavor. Researchers can disagree about what counts as good and acceptable standards, and these standards are constantly developing. This paper presents and discusses recent changes in research integrity and ethics regulation in Norway, Denmark, and Sweden. Recognizing that research norms are developed (...) through practice and are therefore unsuited for comprehensive national regulation, the Scandinavian countries focus on empowering the research community to regulate itself instead, except for the most severe cases of misconduct. This empowerment takes the form of giving research institutions tools and investigatory powers while also holding them responsible for ensuring that both the institution and individual researchers are up to date on relevant norms. In this way, the Scandinavian governments seek to avoid some of the challenges found in more legalistic approaches, which risk lagging behind the continuous development of research norms and can be insensitive to the fact that different disciplines have different norms. While the new approach in Scandinavian has several potential benefits, it also involves potential trade-offs and limitations. The new laws can create confusion about what researchers are allowed to do. Another issue is that it only addresses the fundamental drivers of misconduct to a limited extent. (shrink)

The article defends a mild form of pessimism about moral deference, by arguing that deference is incompatible with authentic interaction, that is, acting in a way that communicates our own normative judgment. The point of such interaction is ultimately that it allows us to get to know and engage one another. This vindication of our intuitive resistance to moral deference is upheld, in a certain range of cases, against David Enoch’s recent objection to views that motivate pessimism by appealing to (...) moral autonomy or understanding. Enoch is right to point out that the value of autonomy or understanding cannot provide reason not to defer, if deferring would reduce the risk of treating others wrongly. But in the kind of case where we would want other people to act authentically towards us, even at the cost of a greater risk of wrongdoing, we should do the same towards them. (shrink)

Fora human being, intimacy is relevant for bis self-conception, bis relationships with others, with material objects and with god. Intimacy proves its glamour and its susceptibility to trouble in these four perceptional areas. The essay covers positive and negative aspects of some changes in perceptions of intimacy that result from social change and the introduction of new technologies. Theological ethics serves to limit and protect intimacy. At the same time, theological ethics has to emphasise and to substantiate the meaning of (...) christian commandment of love beyond the human close-up range. (shrink)

There is an increasing interest in publications about the sources of meaning in life; books about the art of living are immensely popular. This article discusses whether one of the ancient predecessors of current 'art of living' theories, the Stoa and more particularly Seneca, can be of interest to educators today. Seneca's explicit writings on education are relatively few, but in his letters to his friend Lucilius we find several ideas as to how educators can assist students to become wise (...) and virtuous adults. The main characteristic of the virtuous sage is his ability to maintain tranquillity of mind. While we disagree with the radicalism of Seneca's view on the extirpation of emotions, we have discovered insights that we believe can be a valuable source for educators and students in their reflections on the meaning of education for the business of life. (shrink)

The article aims to provide a justification for the claim that optimal development and becoming an optimiser are educational ideals that parents should pursue in raising their children. Optimal development is conceptualised as enabling children to grow into flourishing persons, that is persons who have developed their given possibilities to the full and optimally fulfil the domains that can be said to be objectively good for all people. This also comprises the development of children into persons who want to become (...) optimisers and pursue excellent aims in life, i.e. who pursue ideals. Optimal development is not only an ideal, it requires ideals too. With excellent examples of the objective goods that are good for all people, children are given examples of what it means to strive for the best and are thereby enabled to develop themselves to the full. Two main points of critique, namely that it leads to elitism and to neurotic perfectionism are discussed and rebutted. This leads to a defence of a form of realistic perfectionism. The article ends with a description of the way in which parents could aspire towards the ideal aim of realistic perfectionism. (shrink)

This article seeks to cause trouble for a brand of consequentialism known as ‘desertarianism’. In somewhat different ways, views of this kind evaluate outcomes more favourably, other things equal, the better the fit between the welfare different people enjoy and the welfare they each deserve. These views imply that we can improve outcomes by redistributing welfare to fit desert, which seems plausible enough. Unfortunately, they also imply that we can improve outcomes by redistributing desert to fit welfare: in other words, (...) by making happy people more deserving, at the cost of making unhappy people less deserving. Extant versions of desertarianism predict that such ‘deservingness transfers’ are improvements and that we ought to carry them out. Even worse, they will sometimes rank deservingness transfers higher than simply benefitting deserving people who are poorly off. (shrink)

The target article fails to disentangle the functional description from the structural description of the two somatosensory streams. Additional evidence and thorough reconsideration of the evidence cited argue for a functional distinction between the how processing and the what processing of somatosensory information, while questioning the validity and usefulness of the equation of these two types of processing with structural streams. We propose going one step further: to investigate how the distinct functional streams are coordinated via attention.

Name der Zeitschrift: Neue Zeitschrift für Systematische Theologie und Religionsphilosophie Jahrgang: 56 Heft: 4 Seiten: 473-488.

Name der Zeitschrift: Neue Zeitschrift für Systematische Theologie und Religionsphilosophie Jahrgang: 60 Heft: 1 Seiten: 44-57.

Evil should be characterised as a specific constellation, which results from destructive connections between individual activities and systemic influences. The article shows some important aspects of the structure of evil and prefers the terms of wickedness and obscene coincidences to describe its own character. Therefore, also the division between rationality and affectivity appears as inadequate, because evil has on the one side an intrinsic attractiveness for individuals and is on the other side in modern societies more and more a product (...) of a rationality, which is free from passion. Especially the emotional impoverishment is responsible for the increase of evil, which is demonstrated by two examples. Based on Paul Ricoeur, the evolution of malum can be developed by a short analyse of the relationship between Ethics and Emotions. (shrink)

This article describes the intrinsic ambivalence of the face-to-face communication and gives examples to support its thesis, that there is no reason for preferring a concept of human understanding, which ignores the medial influences for personal communication in modern societies. The remembrance ofGod's invisibility also gives- especially for theological ethics - some further aspects to transform the traditional opinion, that only the visibility and authentic presentation of persans can be a good foundation formoral acting.

Nach Auschwitz -- Vom Sich-Zeigen und Sich-Entziehen des Bösen -- Indikatoren der Wirksamkeit des Bösen und Fokussierung des Gemeinen -- Zur Epigenese des Bösen -- Zum Aufbau der Untersuchung -- Provokationen: Epigenese, Banalität und Attraktivität des Bösen -- Systematisierungen: Zur Erkenntnis und Hermeneutik des Bösen -- Typologien: Theologisches Denken des Bösen -- Schlussbetrachtung: Dialektik und Epigenese des Bösen.

In Norway, research ethics committees in medicine are organized as interdisciplinary regional committees. Since 1999, Norway requires that one member of each ethics committee be a psychologist. Competence in psychology is considered relevant not only when evaluating psychology projects. As discussed in this article, a competence in psychology is also relevant for evaluating a number of issues common to all research involving human subjects as well as in the evaluation of protocols where other professionals have employed psychological methodologies.

The Dutch education system relies upon a large number of publicly-subsidized, denominational schools. The authors defend the importance of schools that educate children within a specific — including denominational — conception of the good by arguing for the importance of such a conception for the development of the child's identity. An essential component of this developmental process is critical reflection, conceived as crucial to the formation of moral autonomy.

Der weit gereiste Henrik Steffens schildert im vierten Band seiner zehnbändigen Autobiographie Was ich erlebte eine Begegnung mit Fichte gegen Ende des Jahres 1793.

Der weit gereiste Henrik Steffens schildert im vierten Band seiner zehnbändigen Autobiographie Was ich erlebte eine Begegnung mit Fichte gegen Ende des Jahres 1793.

Ethical notions such as good and bad, are often treated as though they were ?symmetric? in the sense of having the same moral ?weight?, one in a positive the other in a negative sense. I argue that they are in fact ?asymmetric? and that the negative members of such pairs of notions are more fundamental and definite, logically speaking, and operationally more important than the positive members. Detailed arguments are given to show this for some non?moral notions, such as life (...) and death, health and illness; some semi?moral notions such as pleasure and pain; and finally for the moral notions of happiness, benevolence, right, and good and their negative counterparts. One of the intentions of the article is to show that a systematic view of such asymmetries may have consequences for one's view of the proper or desirable structure of a general theory of ethics: norms stating prohibitions and norms stating permissions will be seen to be, in a sense defined in the text, more fundamental and important than norms stating ('positive') obligations. (shrink)