Discussions of education are rather like the old tale of the blind villagers who, after grasping different parts of an elephant, make vain attempts to describe.

In this review I describe research conducted in my laboratory concerning implicit mood-congruent memory (MCM) bias in clinical depression. MCM is the tendency for depressed individuals to retrieve more unpleasant information from memory than nondepressed controls, and may be an important maintenance mechanism in depression. MCM has been studied frequently with explicit memory tests, but relatively few studies have investigated MCM using implicit memory tests. I describe several implicit memory studies which show that: (a) an implicit MCM bias does not (...) appear to exist when perceptually driven tests are used; (b) implicit memory bias can be found when conceptually driven tests are used, but (c) not all conceptually driven tests show implicit MCM bias. I conclude that conceptual processing is necessary, but is not sufficient for demonstrating implicit memory bias in depression. Future studies should investigate specific components of conceptual elaboration that support implicit memory bias in depression. (shrink)

Many of the features that distinguish the vertebrates from other chordates are derived from the neural crest, and it has long been argued that the emergence of this multipotent embryonic population was a key innovation underpinning vertebrate evolution. More recently, however, a number of studies have suggested that the evolution of the neural crest was less sudden than previously believed. This has exposed the fact that neural crest, as evidenced by its repertoire of derivative cell types, has evolved through vertebrate (...) evolution. In this light, attempts to derive a typological definition of neural crest, in terms of molecular signatures or networks, are unfounded. We propose a less restrictive, embryological definition of this cell type that facilitates, rather than precludes, investigating the evolution of neural crest. While the evolutionary origin of neural crest has attracted much attention, its subsequent evolution has received almost no attention and yet it is more readily open to experimental investigation and has greater relevance to understanding vertebrate evolution. Finally, we provide a brief outline of how the evolutionary emergence of neural crest potentiality may have proceeded, and how it may be investigated. BioEssays 30:530–541, 2008. © 2008 Wiley Periodicals, Inc. (shrink)

The malign figure of the Antichrist endures in modern culture, whether religious or secular; and the spectral shadow he has cast over the ages continues to exert a strong and powerful fascination. Philip C. Almond tells the story of the son of Satan from his early beginnings to the present day, and explores this false Messiah in theology, literature and the history of ideas. Discussing the origins of the malevolent being who at different times was cursed as Belial, Nero (...) or Damien, the author reveals how Christianity in both East and West has imagined this incarnation of absolute evil destined to appear at the end of time. For the better part of the last two thousand years, Almond suggests, the human battle between right and wrong has been envisaged as a mighty cosmic duel between good and its opposite, culminating in an epic final showdown between Christ and his deadly arch-nemesis. (shrink)

Much has been written about Wilfred Cantwell Smith's account of the nature of religion, particularly by those who, broadly speaking, may be called Religionswissenschaftler. Surprisingly little, though, has been written about his theology. In part at least, this can be attributed to the incipience of his theological thought within the broad parameters of his studies of religion. Theological ideas have been more imbedded in the wealth of materials aimed at the elucidation of the nature of belief, faith, religious truth, and (...) cumulative tradition than presented in any overt and systematic way. But the recent appearance of the third volume of his trilogy, Towards a World Theology, enables us to concentrate more directly on his theological thought and, in light of this, to reflect upon the theological nuances of his earlier work. (shrink)

In her groundbreaking book, Epistemic Injustice, renowned moral philosopher and social epistemologist Miranda Fricker coined the term epistemic injustice to draw attention to the pervasive impact of epistemic oppression on marginalized social groups. Fricker’s account spurred a flurry of scholarship regarding the discriminatory impact of epistemic injustice and gave birth to a domain of philosophical inquiry that has extended far beyond the disciplinary boundaries of philosophy. In this interview, Fricker responds to questions posed by A. C. Nikolaidis and Winston C. (...) Thompson that address the ways in which epistemic injustice intersects with education as a human endeavour and social institution. In doing so, Fricker reflects on her motivations in writing her book more than fifteen years ago and explicitly addresses some of the most significant contributions of the concept of epistemic injustice as a tool for analysing issues in education. She also offers insights on the purpose of education, outlines educational manifestations of epistemic injustice, and discusses the virtues that educators must exhibit and inculcate in their students in order for epistemic justice to obtain. (shrink)

Fossil organisms offer our only direct insight into how the distinctive body plans of extant organisms were assembled. However, realizing the potential evolutionary significance of fossils can be hampered by controversy over their interpretation. Here, as a guide to evaluating palaeontological debates, we outline the process and pitfalls of fossil interpretation. The physical remains of controversial fossils should be reconstructed before interpreting homologies, and choice of interpretative model should be explicit and justified. Extinct taxa lack characters diagnostic of extant clades (...) because the characters had not yet evolved, because of secondary loss, or because they have rotted away. The latter, if not taken into account, will lead to the spurious assignment of fossils to basally branching clades. Conflicting interpretations of fossils can often be resolved by considering all the steps in the process of anatomical analysis and phylogenetic placement, although we must accept that some fossil organisms are simply too incompletely preserved for their evolutionary significance to be realized. (shrink)

In this paper, I shall be concerned to show: that Winch believes that there can be different conceptions of ‘agreement with reality’; that Wittgenstein agrees with this, but emphasizes the difficulty of understanding such conceptions; that Winch realizes this difficulty, and yet still tries to gain understanding of primitive social institutions in terms of their sense of the significance of human life, in terms of the limiting notions of birth, death and sexual relations; that such a notion of the significance (...) of human life cannot be made sense of without an understanding of the concept of agreement with reality which undergirds it; that Winch's position is internally incoherent. (shrink)

BackgroundPatient autonomy is a fundamental, yet challenging, principle of professional medical ethics. The idea that individual patients should have the freedom to make choices about their lives, including medical matters, has become increasingly prominent in current literature. However, this has not always been the case, especially in communist countries where paternalistic attitudes have been interwoven into all relationships including medical ones. Patients’ expectations and the role of the doctor in the patient-physician relationship are changing. Croatia, as a transitional country, is (...) currently undergoing this particular process.MethodsQualitative research was conducted by means of six focus group discussions held in the years 2012 and 2013 in Croatia. Focus groups were held separately with each of the following: first year and final year medical students, physicians engaged in medical ethics education, physicians practicing in a clinical hospital, family medicine residents and individuals representing patients with chronic disease. This research specifically addresses issues related to patient autonomy, in particular, the principles of truth telling, confidentiality, and informed consent. All focus group discussions were audio taped and then transcribed verbatim and systematized according to acknowledged qualitative analysis methods.Results and discussionPatient autonomy is much more than a simple notion defined as the patient’s right to make treatment decisions independently. It has to be understood in context of the broader socio-cultural setting. At present, both patients and medical doctors in Croatia are increasingly appreciating the importance of promoting the principle of autonomy in medical decision-making. However, the current views of medical students, physicians and patients reveal inconsistencies.Conclusions Knowing how to respect the various facets of patients’ autonomy should be part of physician’s professional duties, and also be reflected in his or her core clinical competencies. For this reason greater importance should be dedicated to patient autonomy issues in medical education in Croatia. (shrink)

This article addresses ethical issues in conducting randomized clinical trials with youth. Ethical considerations that occur prior to treatment, during treatment, and following treatment are reviewed. Recommendations, based on empirical evidence and clinical experience, are offered for conducting ethical treatment research with youth and future directions for carrying out research on the ethics of conducting RCTs with youth are offered.

The 2007 publication of Miranda Fricker’s celebrated book Epistemic Injustice: Power and the Ethics of Knowing gave way to a burgeoning area of study in philosophy of education. The book’s arguments create a context for expanding the scope of work on epistemic issues in education by moving beyond direct explorations of the distribution of epistemic goods and the role of power in curriculum development. Since that time, the rich scholarship on epistemic injustice in philosophy of education examines a variety of (...) topics, including the impact of epistemic injustice on the experiences of teachers and learners more broadly (focussing mostly on students who are marginalized along lines of race, gender, class, and ability, amongst others) and the implications of epistemic injustice for educational research, policy, and practice. This special issue extends this line of work by compiling a set of articles that address a broad range of topics, some of which are well established in the literature and some of which open new lines of inquiry in the field. In doing so, the issue aims to establish the intersection of epistemic injustice and education as a distinct area of study that holds great significance and potential. In this paper, A. C. Nikolaidis and Winston C. Thompson introduce the issue by discussing these contributions, explaining why education is central to the study of epistemic injustice (and vice versa), and exploring the complex nature of epistemic injustice and education as revealed in the articles that comprise this collection—namely, education’s simultaneous complicity as a perpetrator and promise as a disruptor of epistemic injustice. (shrink)