In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Kant's Transcendental Deduction by Alison LaywineKatherine DunlopAlison Laywine. Kant's Transcendental Deduction. Oxford: Oxford University Press, 2020. Pp. iv + 318. Hardback, $80.00.Alison Laywine's contribution to the rich literature on Kant's "Transcendental Deduction of the Categories" stands out for the novelty of its approach and conclusions. Laywine's declared "strategy" is "to compare and contrast" the Deduction with the Duisburg Nachlaß, an important set of manuscript jottings from the 1770s (...) (10). But her approach is also deeply informed by Kant's writings on metaphysics from the 1750s and 1760s; moreover, she gives attention to ancient Greek geometry and its importance for Kant's thought.I believe Laywine's most important interpretative claim is that the Transcendental Deduction's "final step" addresses "the question of how nature is possible" (210). Here, 'nature' is understood in what Kant calls the "formal sense," as "the totality of rules under which appearances must stand if they are to be thought as joined in one experience" (Prolegomena, §36; cf. B 165). This constitutes a novel answer to the problem posed in Dieter Henrich's landmark 1969 paper "The Proof Structure of the Transcendental Deduction" (Review of Metaphysics 22 [1969]: 640–59): how to understand §§21–26 of the (B-edition) Deduction as proving more than the thesis already stated in §20 (that the manifold in an intuition necessarily stands under the categories).Crucial support for Laywine's interpretation comes from §26 of the Deduction, which claims the possibility of cognizing objects "a priori through categories... as far as the laws of their combination are concerned, thus the possibility of as it were prescribing the law to nature and even making [nature] possible," is now "to be explained" (B 159). Kant does not use the term 'world' in this passage (as he does in Prolegomena §36). But Laywine contends that here the word 'nature' "has unmistakable, deliberate, cosmological connotations," and in fact "means 'world' in the sense of Kant's early cosmology": roughly, a whole unified by means of laws (12–13).The "cosmological" language of §26 does not recur in the following, officially concluding, section of the Deduction. So, we might ask whether Kant's explanation of how the understanding prescribes laws to nature is integral to the Deduction; Henry Allison, for instance, describes this explanation as an "appendix" (Kant's Transcendental Deduction: An Analytical-Historical Commentary [Oxford: Oxford University Press, 2015], 9). The question of whether it belongs integrally has bite because, as Laywine makes clear in her "Conclusion," the universal laws at issue are just the Analogies of Experience. Thus, the passage could be read as the "promissory note with a forward-looking reference to the System of Principles" that she finds missing from the Deduction (289). Laywine meets such worries by arguing that "the reappropriation [from the pre-Critical period] of the general cosmology is actually [End Page 162] doing... a lot of hard work" in the Deduction (13). This sustained argument comes to a head in chapter 4, which contends that each of the two steps into which Laywine divides the first half of the (B-edition) Deduction, treated in chapters 2 and 3 (respectively), relies on cosmological presuppositions.Chapter 2 analyzes the conception of knowledge as relation to an object that is asserted (in §17) to rely on the synthetic unity of apperception. Laywine traces this conception to the Duisburg Nachlaß's account of "exposition," which relates concepts a priori to appearances, in something like the way that geometrical construction relates them to pure intuition. (Laywine further connects the Latin term expositio to the Greek ekthesis, which expositio translates in the context of geometrical proof. She thereby gives the notion of ekthesis broader importance than does Jaakko Hintikka, who noted its relevance to Kant's philosophy of mathematics in "Kant on the Mathematical Method" [Monist 51 (1967): 352–75]. Laywine claims that Borelli's edition of Euclid could have been Kant's source for the term, but I doubt it was known to Kant and his contemporaries, since it is not among the editions cited by Christian Wolff; Commandino seems likelier to me. Chapter 2 is concerned to articulate the notion of... (shrink)

This paper argues that in Christian Wolff’s theory of knowledge, logical regimentation does not take the place of experiential justification, but serves to facilitate the application of empirical information and clearly exhibit its warrant. My argument targets rationalistic interpretations such as R. Lanier Anderson’s. It is common ground in this dispute that making concepts “distinct” issues in the premises on which all deductive justification rests. Against the view that concepts are made distinct only by analysis, which is carried out by (...) the understanding independently of experience, I contend that for Wolff some distinct concepts are arrived at through experience. I emphasize that Wolff countenances empirical methods of obtaining distinct concepts even in mathematics. This striking feature of his view indicates how its empiricist elements can be reconciled with his injunction to follow “mathematical” method. (shrink)

In a crucial passage of the second-edition Transcendental Deduction, Kant claims that the concept of motion is central to our understanding of change and temporal order. I show that this seemingly idle claim is really integral to the Deduction, understood as a replacement for Locke’s “physiological” epistemology (cf. A86-7/B119). Béatrice Longuenesse has shown that Kant’s notion of distinctively inner receptivity derives from Locke. To explain the a priori application of concepts such as succession to this mode of sensibility, Kant construes (...) the mind as receptive to its own activity. As Longuenesse understands Kant’s response to Locke, “motion” becomes little more than a metaphor for the action of understanding on inner sense. For Michael Friedman, in contrast, this passage evidences Kant’s deep concern with the foundations of Newtonian science. He reads it as a reference to inertial motion, the standard by which temporal intervals are measured. I show that Longuenesse’s and Friedman’s interpretations are in fact complementary. Both Locke and Kant are deeply concerned with the quantification of time. So Longuenesse is right that §24 is meant to supplant Locke’s account, and Friedman correctly takes it as the foundation of Kant’s account of the application of quantitative concepts to time. Kant aims, specifically, to explain cognition of time as continuous magnitude. However, Longuenesse leaves Kant without an answer to Locke’s challenge that continuous magnitude cannot be understood on the basis of discrete magnitude. And on Friedman’s view Kant’s account of the understanding’s activity presupposes, and thus cannot explain, the achievements of the mathematical sciences (such as the representation of temporal continuity). On my reading, Kant’s key contention is that we must regard the segregation of temporally ordered representation into units as the work of the understanding, rather than (as Locke views it) of sensibility. By giving the understanding this role, Kant succeeds where he takes Locke to fail. I show how the power to unify temporal representation can be ascribed to the understanding on the basis, not of assumed mathematical or scientific knowledge, but of its characterization as the power of judgment. (shrink)

J. H. Lambert proved important results of what we now think of as non-Euclidean geometries, and gave examples of surfaces satisfying their theorems. I use his philosophical views to explain why he did not think the certainty of Euclidean geometry was threatened by the development of what we regard as alternatives to it. Lambert holds that theories other than Euclid's fall prey to skeptical doubt. So despite their satisfiability, for him these theories are not equal to Euclid's in justification. Contrary (...) to recent interpretations, then, Lambert does not conceive of mathematical justification as semantic. According to Lambert, Euclid overcomes doubt by means of postulates. Euclid's theory thus owes its justification not to the existence of the surfaces that satisfy it, but to the postulates according to which these "models" are constructed. To understand Lambert's view of postulates and the doubt they answer, I examine his criticism of Christian Wolff's views. I argue that Lambert's view reflects insight into traditional mathematical practice and has value as a foil for contemporary, model-theoretic, views of justification. (shrink)

Newton characterizes the reasoning of Principia Mathematica as geometrical. He emulates classical geometry by displaying, in diagrams, the objects of his reasoning and comparisons between them. Examination of Newton’s unpublished texts shows that Newton conceives geometry as the science of measurement. On this view, all measurement ultimately involves the literal juxtaposition—the putting-together in space—of the item to be measured with a measure, whose dimensions serve as the standard of reference, so that all quantity is ultimately related to spatial extension. I (...) use this conception of Newton’s project to explain the organization and proofs of the first theorems of mechanics to appear in the Principia. The placementof Kepler’s rule of areas as the first proposition, and the manner in which Newton proves it, appear natural on the supposition that Newton seeks a measure, in the sense of a moveable spatial quantity, of time. I argue that Newton proceeds in this way so that his reasoning can have the ostensive certainty of geometry. (shrink)

Part 1 of this article exposed a tension between Poincaré’s views of arithmetic and geometry and argued that it could not be resolved by taking geometry to depend on arithmetic. Part 2 aims to resolve the tension by supposing not merely that intuition’s role is to justify induction on the natural numbers but rather that it also functions to acquaint us with the unity of orders and structures and show practices to fit or harmonize with experience. I argue that in (...) this manner, intuition serves the epistemological function of warranting generalizations and justifying practices. In particular, it justifies the application of group-theoretic notions in geometry but not the use of set-theoretic notions in arithmetic. (shrink)

Kant’s Mathematical World (KMW) is a strikingly original, richly detailed account of Kant’s philosophy of mathematics as a reckoning with the long-held understa.

Kant’s Metaphysical Foundations of Natural Science (MFNS), published in 1786, has proved difficult to situate in the context of eighteenth-century responses to Newton. One point beyond dispute is that Kant is not satisfied with the “metaphysical foundations” thus far proffered by Newton and his followers. He echoes some familiar Leibnizian criticisms (such as those concerning absolute space) and, in a passage we will examine closely, insists that rejecting “the concept of an original attraction” would put Newton “at variance with himself” (...) (4:515). In light of Kant’s robust defense of the immediacy and universality of gravitational attraction, the overall similarity between his three “mechanical laws” and Newton’s “Axioms, or Laws of Motion” has made it the “standard” view that Kant “intends to justify Newtonian science in general and Newtonian mechanics in particular as stated in” Newton’s laws of motion (Watkins 2019, 89). But it is unclear whether the alternative “foundations” he proposes are for Newton’s theory of motion or something more akin to Leibniz’s physics. Recent scholarship has documented the Leibnizian provenance of Kant’s three laws, and argued for the relevance of later figures strongly influenced by Leibniz. (shrink)

Not a full treatment of Newton’s scientific method, this book discusses his optical research only in passing (342–43). Its subtitle better indicates its scope: it focuses narrowly on the argument for universal gravitation in Book III of the Principia. The philosophical project is to set out an “ideal of empirical success” realized by the argument. Newton claims his method is to “deduce” propositions “from phenomena.” On Harper’s interpretation Newton’s phenomena are patterns of data, which are used to measure “parameters” by (...) which the theory explains them. An example is Kepler’s Area Rule. Its fit to the data confirms the hypothesis that the force maintaining a body in orbit is directed toward the .. (shrink)

_Review of: Anderson, Abraham, _Kant, Hume, and the Interruption of Dogmatic Slumber_, New York, Oxford University Press, 2020, 180+xxii, 978-0-19-009674-8_.

Highlighting main issues and controversies, this book brings together current philosophical discussions of symmetry in physics to provide an introduction to the subject for physicists and philosophers. The contributors cover all the fundamental symmetries of modern physics, such as CPT and permutation symmetry, as well as discussing symmetry-breaking and general interpretational issues. Classic texts are followed by new review articles and shorter commentaries for each topic. Suitable for courses on the foundations of physics, philosophy of physics and philosophy of (...) science, the volume is a valuable reference for students and researchers. (shrink)

Symmetry, intended as invariance with respect to a transformation (more precisely, with respect to a transformation group), has acquired more and more importance in modern physics. This Chapter explores in 8 Sections the meaning, application and interpretation of symmetry in classical physics. This is done both in general, and with attention to specific topics. The general topics include illustration of the distinctions between symmetries of objects and of laws, and between symmetry principles and symmetry arguments (such as Curie's principle), and (...) reviewing the meaning and various types of symmetry that may be found in classical physics, along with different interpretative strategies that may be adopted. Specific topics discussed include the historical path by which group theory entered classical physics, transformation theory in classical mechanics, the relativity principle in Einstein's Special Theory of Relativity, general covariance in his General Theory of Relativity, and Noether's theorems. In bringing these diverse materials together in a single Chapter, we display the pervasive and powerful influence of symmetry in classical physics, and offer a possible framework for the further philosophical investigation of this topic. (shrink)

The main goal of publicly funded biomedical research is to generate social value through the creation and application of knowledge that can improve the well-being of current and future people. Prioritising research with the greatest potential social value is crucial for good stewardship of limited public resources and ensuring ethical involvement of research participants. At the National Institutes of Health (NIH), peer reviewers hold the expertise and responsibility for social value assessment and resulting prioritisation at the project level. However, previous (...) research has shown that peer reviewers place more emphasis on a study’s methods (‘Approach’) than on its potential social value (best approximated by the criterion of ‘Significance’). Lower weighting of Significance may be due to reviewers’ views on the relative importance of social value, their belief that social value is evaluated at other stages of the research priority-setting process or the lack of guidance on how to approach the challenging task of assessing expected social value. The NIH is currently revising its review criteria and how these criteria contribute to overall scores. To elevate the role of social value in priority setting, the agency should support empirical research on how peer reviewers approach the assessment of social value, provide more specific guidance for reviewing social value and experiment with alternative reviewer assignment strategies. These recommendations would help ensure that funding priorities align with the NIH’s mission and the obligation of taxpayer-funded research to contribute to the public good. (shrink)

ABSTRACT Is it good to form positive beliefs about those you have faith in, such as God or a religious community? Doxastic partialists say that it is. Some hold that it is good, from the viewpoint of faith, to form positive beliefs about the object of your faith even when your evidence favours negative ones. Others try to maintain respect for evidence by appealing to a highly permissive epistemology. I argue against both forms of doxastic partiality, on the grounds that (...) they foster an epistemically problematic noetic entrenchment. I instead defend evidentialism—the view that it is good to strive for true beliefs about the object of your faith, be they positive or negative, given relatively stringent evidential norms. I address the objection that evidentialism fosters disloyalty to the other party, not least because it risks losing your faith altogether. What emerges are not just epistemic norms for beliefs about religious matters, but an evidentialist account of what makes for good faith itself. (shrink)

The American Society for Bioethics and Humanities has created a quality attestation process for clinical ethics consultants; the pilot phase of reviewing portfolios has begun. One aspect of the QA process which is particularly challenging is assessing the interpersonal skills of individual clinical ethics consultants. We propose that using case simulation to evaluate clinical ethics consultants is an approach that can meet this need provided clear standards for assessment are identified. To this end, we developed the Assessing Clinical Ethics Skills (...) tool, which identifies and specifies specific behaviors that a clinical ethics consultant should demonstrate in an ethics case simulation. The aim is for the clinical ethics consultant or student to use a videotaped case simulation, along with the ACES tool scored by a trained rater, to demonstrate their competence as part of their QA portfolio. The development and piloting of the tool is described. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Politics of Attention and the Promise of Mindfulness by Lawrence BergerKatherine WithyBERGER, Lawrence. The Politics of Attention and the Promise of Mindfulness. Lanham, Md.: Rowman & Littlefield, 2023. 282 pp. Cloth, $120.00In The Politics of Attention and the Promise of Mindfulness, Lawrence Berger attempts to capture the phenomenon at stake in practices of mindfulness within the theoretical framework of European phenomenology. Berger’s phenomenological inspiration is described as (...) Heideggerian (although his conversation partners are primarily Dan Zahavi and, through him, Husserl), and the mindfulness in question is the practice of paying attention to one’s experience, including active listening to others. It is through such attentiveness that, Berger suggests, contemporary Americans can resist the degeneration of American political discourse and build a more robust political community. This is the promise and the politics of the title.The book contains nine chapters, arranged in three parts. The first part, “The Metaphysics of Attention,” sketches a phenomenological and enactivist account of attention that situates it in relation to language and embodiment while rejecting metaphysical views that give primacy to the physical in contrast to the mental. The second part, “Attention and the Self,” compares and contrasts Berger’s account of attention and mindfulness to and with proximate concepts from Husserl and Zahavi, such as introspection, prereflective and reflective self-awareness, the minimal self, the transcendental ego, and the phenomenological method. The third part, “Attention and the Political,” turns to intersubjectivity and community, mindfulness and community building, and finally to Heidegger’s later philosophy.There is some tension between the expressed aims of the text and what actually happens on the page. As the framing and the blurb make clear, the text wants to be a political intervention that takes a stand against attention capture in contemporary American politics. It also wants to be a manifesto for the value of certain practices of attention, as well as a scholarly engagement with Heidegger’s philosophy that shows its first-personal and second-personal relevance. But the text is actually an exploration of a particular intentional phenomenon—one that Berger has [End Page 707] apparently encountered in contemporary Western mindfulness practices—that attempts to show it to be central to intentionality as such and to have been largely missed by the phenomenological tradition.The core claim is that attention is how we relate to things and how we come to presence, individually and together. To be us is to be essentially open to things through attending to them, such that in that attending we fulfill our essence and show up as what we are. Such attending is either primarily or paradigmatically perceptual, and we can discuss it by discussing, for example, attending to pain, attending to the experience of tasting a lemon, or paying attention (or not) to an important conversation. Berger’s key distinction is between active attention and passive attention. Passive attention is a way of attending to entities that is immersed, sometimes habitual, sometimes dispersed, and lacking in self-awareness. It is at work when we are absorbed in what we are doing, distracted by emotions, or captured by cultural influences. Active attention is that which can be cultivated in mindfulness practices. It involves explicit self-awareness and an effort to resist distraction and to focus, filtering out extraneous stimuli. Such attention is “the foreground of engaged activity,” but it is also intentionality: our very directedness toward what is, and so something that “comes before thought, rationality, emotion, will, transcendental ego, or anything else that might be posited as the seat of human action.”The discussion ranges over multiple phenomena: our very awareness as such, intentionality itself, particular acts of perceptual focusing, the attending to experience in the phenomenological method, and the effortful awareness cultivated in mindfulness practices. This leads to some unclarity about precisely which phenomenon or phenomena Berger is trying to pin down. But one wonders whether the project’s motivation is less strictly phenomenological than ethico-phenomenological. When Berger criticizes Zahavi for simply missing the phenomenon of attention, he describes Zahavi’s position as aiming to “[resolve] some philosophical problems” but unable to tell the story that Berger wants to tell about attention... (shrink)

Review of Beauty and Revolution in Science, by JW McAllister.

Background: Ethical relationships are important among many participants in healthcare, including the ethical relationship between nurse and employer. One aspect of organizational behavior that can impact ethical culture and moral well-being is institutional betrayal. Research aim: The purpose of this concept analysis is to develop a conceptual understanding of institutional betrayal in nursing by defining the concept and differentiating it from other forms of betrayal. Design: This analysis uses the method developed by Walker and Avant. Research context: Studies were reviewed (...) using health literature databases with no date restrictions. Ethical considerations: Analysis was conducted using established guidelines for ethical research. Findings: Although institutional betrayal is a concept applied in the literature, there was a paucity of studies exploring the concept within nursing. Examples of the concept in the literature include violation of trust between organization and nurse, such as provision of inadequate workplace protections, ineffective or hostile management, and gaslighting of those who experience negative events. Examples of institutional betrayal have become more visible during the COVID-19 pandemic. Discussion: A conceptual definition of institutional betrayal is a deep violation of trust or confidence or violation of moral standards committed by an institution toward a nurse. This definition incorporates experiences and issues suggested by the literature. Outcomes are likely negative, including impacts on nurse psychological and workplace well-being. This concept likely fits within a framework of ethical workplaces and has conceptual relationships with moral distress and moral resilience. Further studies can help qualitatively explore and empirically measure this concept. Conclusion: In the pursuit of improving the ethical culture of healthcare workplaces, this concept can provide meaningful insight into organizational behavior and its consequences. Naming and describing the concept can promote conceptual clarity and equip researchers, nurses, and leaders to identify and mitigate the issue. (shrink)

Background Moral resilience is the integrity and emotional strength to remain buoyant and achieve moral growth amid distressing situations. Evidence is still emerging on how to best cultivate moral resilience. Few studies have examined the predictive relationship of workplace well-being and of organizational factors with moral resilience. Research aims The aims are to examine associations of workplace well-being (i.e., compassion satisfaction, burnout, and secondary traumatic stress) and moral resilience, and to examine associations of workplace factors (i.e., authentic leadership and perceived (...) congruence of organizational mission and behaviors) and moral resilience. Research design This study uses a cross-sectional design. Participants and research context: Nurses practicing in a hospital in the United States were surveyed using validated instruments (N = 147). Individual factors were measured using demographics and the Professional Quality of Life Scale. Organizational factors were measured using the Authentic Leadership Questionnaire and a single item measuring organizational mission/behavior congruence. Moral resilience was measured using the Rushton Moral Resilience Scale. Ethical considerations The study was approved by an institutional review board. Findings Resilience was noted to have significant small correlations with burnout, secondary traumatic stress, compassion satisfaction, and organizational mission/behavior congruence. Burnout and secondary traumatic stress predicted less resilience, whereas compassion satisfaction and perceived congruence between organizational mission and behaviors predicted higher resilience. Discussion Burnout and secondary traumatic stress, increasingly experienced by nurses and other health professionals, have negative effects on moral resilience. Compassion satisfaction can increase resilience, which is especially important in nursing. Organizational practices promoting integrity and confidence can have positive effects on resilience. Conclusions Continued work to confront workplace well-being issues, especially burnout, is needed as a way of increasing moral resilience. Studies of organizational and work environment factors to bolster resilience are likewise needed to assist organizational leaders in devising the best strategies. (shrink)

Cancer is generally defined as uncontrollable growth of cells caused by genetic aberrations and/or environmental factors. Yet contagious cancers also occur. The recent emergence of a contagious cancer in Tasmanian devils has reignited interest in transmissible cancers. Two naturally occurring transmissible cancers are known: devil facial tumour disease and canine transmissible venereal tumour. Both cancers evolved once and have then been transmitted from one individual to another as clonal cell lines. The dog cancer is ancient; having evolved more than 6,000 (...) years ago, while the devil disease was first seen in 1996. In this review I will compare and contrast the two diseases focusing on the life histories of the clonal cell lines, their evolutionary trajectories and the mechanisms by which they have achieved immune tolerance. A greater understanding of these contagious cancers will provide unique insights into the role of the immune system in shaping tumour evolution and may uncover novel approaches for treating human cancer. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Teaching General Music in Grades 4–8: A Musicianship ApproachKatherine StrandThomas Regelski, Teaching General Music in Grades 4–8: A Musicianship Approach ( Oxford: Oxford University Press 2004)In this recent addition to the world of texts for secondary methods classes, Teaching General Music in Grades 4–8: A Musicianship Approach, Thomas Regelski takes a new look at the challenging task of teaching the pre-adolescent and adolescent age group. This text brings (...) together many of Regelski's earlier writing on topics such as the professionalism of music teaching practice, music education as praxial education, and the operationalization of critical theory in music education. His thoughtful work offers insights and challenges to pre-service and in-service teachers.In the Introduction, Regelski provides a brief history of critical theory in education and describes how he applies critical theory to the profession of music teaching and the experience of musical learning. In this "new view" of education, teachers should seek to be transformative rather than simply transmitting a cultural status quo through status quo methods of teaching. Critical theory in teaching criticizes both the methods and the content in the light of context, student learning needs, praxis, and the situatedness of learning. He argues, as in earlier articles, against what he calls methodolotry: the tendency to adopt a method and follow that method unquestioningly. Rather, he proposes that teachers [End Page 121] should adopt a stance of reflective practitioner, becoming informal action researchers by questioning the value and effectiveness of instructional strategy and curricular content. (Sadly, once introduced, there is no more information about how to engage in action research, nor any encouragement to learn more about the subject.)Educational content should be based on critical theory which, as Regelski argues:... seeks to study the past, but in terms of its implications–positive or negative–for the present and, especially, as a basis for improving society and the individuals who constitute society.... [T]he past is evoked "critically" and selectively and new practices that will become traditions of the future will be initiated.1The job of the teacher is to help students make critical judgments regarding music and the "good time" the musical experience contributes to the students' lives.2 Music classrooms should be considered music laboratories in which children learn through thoughtful, investigatory experiences. Music education should promote life-skills relevant to the student's world, teach functional musical skills, incite interest in unfamiliar musical experiences, and address the pre-adolescent and adolescent student's "need to achieve."3In the first chapter, Regelski argues for "action learning," or learning in which the student is the principal actor. To support his argument, he cites findings in cognitive psychology, philosophical trends of pragmatism, utilitarianism, and humanism, transfer of learning theory, authentic learning and assessment, and constructivist learning theories. This myriad of ideas combine to form the essence of his argument: children in this age group need to develop intentionality in music-making to have a "good time" and instruction should always connect in-school musical learning with a student's real-world musical experiences. The value of action learning lies in the transfer of learning from the classroom to life after school:It advances the skills predictably useful to typical adults throughout life: for example, recreational singing, music reading sufficient to church and community choirs, "making sense" of music and enjoyment through listening, and the like. It is not a survey of disconnected musical generalities, a superficial sampling of music "in general"; boiled down theory, history, appreciation: or the introduction to the "discipline" of music as a "subject" of study for its own sake. Instead, it promotes the broad musicianship skills and positive attitudes for "breaking 100" [as in bowling, the level at which one calls oneself a "musician"] that enable students to be musically independent and active outside of class and after graduation, and to want to be musically active as part of the life well lived [italics added].4 [End Page 122]In the second chapter, Regelski provides an excellent summary of the physical, cognitive, and social development of children from age 9 to 14. Age categories are broken into upper elementary grades 4–6... (shrink)

Human evolution has been punctuated by climate anomalies, structuring environments, deadly infections, and altering landscapes. How well humans adapted to these new circumstances had direct effects on fitness and survival. Here, how the gut microbiome could have contributed to human evolutionary success through contributions to host nutritional buffering and infectious disease resistance is reviewed. How changes in human genetics, diet, disease exposure, and social environments almost certainly altered microbial community composition is also explored. Emerging research points to the microbiome as (...) a key player in host responses to environmental change. Therefore, the reciprocal interactions between humans and their microbes are likely to have shaped human patterns of local adaptation throughout our shared evolutionary history. Recent alterations in human lifestyle, however, are altering human microbiomes in unprecedented ways. The consequences of interrupted host–microbe relationships for human adaptive potential in the future are unknown. (shrink)

SummaryThis article examines the role played by conceptions of friendship in the francophone Catholic world during the early-to-mid twentieth century, focusing particularly on the review La Relève, a significant French Canadian publication of the 1930s and 1940s. For many francophone Catholic intellectuals during this period, friendship signalled a shared commitment to common religious, social and political goals. These notions of community and friendship were especially central to Catholic thinkers such as Jacques Maritain and Emmanuel Mounier, who participated in the (...) personalist movement, an influential current of philosophy in mid-twentieth-century France. While the young writers at La Relève were initially a small and cliquish group of old schoolmates, their growing interest in personalism led them to conceive of their group in more inclusive and communitarian terms. Their personal ties to Maritain also allowed them to cultivate links with a broader, international network of francophone Catholic authors. These relationships would come to fruition during the Second World War, when the Relève group would act as publishers for many European anti-fascist intellectuals living in North American exile. The example of La Relève thus allows us to see how friendship served as both an idealised form of social relationship and a means for building up a larger community of like-minded Catholic intellectuals and social activists. (shrink)

People with lived experience are individuals who have first-hand experience of the medical condition being considered. The value of including the viewpoints of people with lived experience in health policy, health care, and health care and systems research has been recognized at many levels, including by funding agencies. However, there is little guidance or established best practices on how to include non-academic reviewers in the grant review process. Here we describe our approach to the inclusion of people with lived (...) experience in every stage of the grant review process. After a budget was created for a specific call, a steering committee was created. This group included researchers, people with lived experience, and health systems administrators. This group developed and issued the call. After receiving proposals, stage one was scientific review by researchers. Grants were ranked by this score and a short list then reviewed by people with lived experience as stage two. Finally, for stage three, the Steering Committee convened and achieved consensus based on information drawn from stages one and two. Our approach to engage people with lived experience in the grant review process was positively reviewed by everyone involved, as it allowed for patient perspectives to be truly integrated. However, it does lengthen the review process. The proposed model offers further practical insight into including people with lived experience in the review process. (shrink)

People with lived experience are individuals who have first-hand experience of the medical condition being considered. The value of including the viewpoints of people with lived experience in health policy, health care, and health care and systems research has been recognized at many levels, including by funding agencies. However, there is little guidance or established best practices on how to include non-academic reviewers in the grant review process. Here we describe our approach to the inclusion of people with lived (...) experience in every stage of the grant review process. After a budget was created for a specific call, a steering committee was created. This group included researchers, people with lived experience, and health systems administrators. This group developed and issued the call. After receiving proposals, stage one was scientific review by researchers. Grants were ranked by this score and a short list then reviewed by people with lived experience as stage two. Finally, for stage three, the Steering Committee convened and achieved consensus based on information drawn from stages one and two. Our approach to engage people with lived experience in the grant review process was positively reviewed by everyone involved, as it allowed for patient perspectives to be truly integrated. However, it does lengthen the review process. The proposed model offers further practical insight into including people with lived experience in the review process. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 23 (2003) 183-186 [Access article in PDF] Zen Gifts to Christians. By Robert Kennedy. New York: Continuum, 2000. 131 pp. Though Robert Kennedy's recent book Zen Gifts to Christians (2000) is intended for Christian readers who may be "temperamentally inclined" (i) to learn about Zen to spiritually augment their lives, it also succeeds as a work that defines the Western Buddhist community and as an introductory text (...) for those interested in Zen Buddhism. Drawing on his experiences as a Catholic priest and Zen master, Kennedy's work contributes much to the ideals expressed in the Second Vatican Council's conciliar decree Nostra Aetate (as well as the Thirty-fourth General Congregation of the Society of Jesus): to preserve and promote those universal elements of truth that manifest themselves in different cultures and societies, through dialogue and collaboration with followers of other religions. Kennedy achieves this monumental goal by organizing the book around the ten ox-herding pictures of Zen Buddhism (also known as the ten bulls) so as to better illustrate to Christians what Zen Buddhism has to offer through the narrative of spiritual growth common to all Zen Buddhists. Each ox-herding picture (or "bull") is elegantly expanded into a chapter detailing each step in the path of the spiritual quest. Kennedy richly supplements the lessons and ideas contained in each bull with references to Western poetry and prose, making the bulls more accessible to the reader by presenting the information in different ways.For both Christian and non-Christian readers, Kennedy's introduction to Zen may come as somewhat of a surprise, because he begins with the lived components of Zen Buddhism: discipline and practice. Though Zen does have speculative features and theories (as evidenced by koans), it is primarily concrete in its approach. Unlike Christianity, Zen is also a physical skill: it must be attentively practiced for enlightenment to occur. As Kennedy notes, if it is practiced sporadically or by rote, the student cannot make any spiritual progress, thus destroying the goal of the exercise. Moreover, Kennedy indirectly echoes a Platonic critique when he warns the [End Page 183] prospective student that time alone will not produce results, let alone Enlightenment! As with the perfection of any skill, discipline requires that the student give up strengths to concentrate on weaknesses. Kennedy's anecdotes and citations beautifully illustrate the points he wishes to make. However, he is cognizant of the fact that failure is part of any spiritual growth (in fact, it is the hallmark of discipline!) and is careful not to paint Zen in overly rosy colors.While the first chapter (Kennedy's commentary and explanation of the first bull) introduces readers to the concrete aspects of Zen, the second chapter on "not-knowing" explores the application of the abstract or mental component of Zen in one's attitude toward daily circumstances. Kennedy skillfully builds on the lessons he presented in the first chapter to express several ideas, many with implications for Christianity today.Two of these ideas are "letting go" and "the loss of God."Though Zen Gifts to Christians was written well before September 2001, these twin themes have become applicable to the contemporary situation for Christians and Buddhists alike. The theme of"letting go" allows Kennedy to subtly explore how old habits (characteristic of rigidness and inflexibility) not only prevent students from realizing their Buddha-nature, but also destroy the possibility for spiritual growth and progress of any sort. This serves to highlight the second theme: the loss of God. Though the book is open and inclusive, the reader is reminded anew that Kennedy wrote the book with a Christian audience in mind. While Kennedy holds that the experience of "losing" God is common to fervent Christians (30), the student, rather than focusing on how distressing that can be, should take it as a reminder of the most primal Christian belief—namely, that a person need not adhere to any single doctrine to be able to accept God. Moreover, such an experience should jar students out of their complacency and allow them to grow further.This point... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 23 (2003) 183-186 [Access article in PDF] Zen Gifts to Christians. By Robert Kennedy. New York: Continuum, 2000. 131 pp. Though Robert Kennedy's recent book Zen Gifts to Christians (2000) is intended for Christian readers who may be "temperamentally inclined" (i) to learn about Zen to spiritually augment their lives, it also succeeds as a work that defines the Western Buddhist community and as an introductory text (...) for those interested in Zen Buddhism. Drawing on his experiences as a Catholic priest and Zen master, Kennedy's work contributes much to the ideals expressed in the Second Vatican Council's conciliar decree Nostra Aetate (as well as the Thirty-fourth General Congregation of the Society of Jesus): to preserve and promote those universal elements of truth that manifest themselves in different cultures and societies, through dialogue and collaboration with followers of other religions. Kennedy achieves this monumental goal by organizing the book around the ten ox-herding pictures of Zen Buddhism (also known as the ten bulls) so as to better illustrate to Christians what Zen Buddhism has to offer through the narrative of spiritual growth common to all Zen Buddhists. Each ox-herding picture (or "bull") is elegantly expanded into a chapter detailing each step in the path of the spiritual quest. Kennedy richly supplements the lessons and ideas contained in each bull with references to Western poetry and prose, making the bulls more accessible to the reader by presenting the information in different ways.For both Christian and non-Christian readers, Kennedy's introduction to Zen may come as somewhat of a surprise, because he begins with the lived components of Zen Buddhism: discipline and practice. Though Zen does have speculative features and theories (as evidenced by koans), it is primarily concrete in its approach. Unlike Christianity, Zen is also a physical skill: it must be attentively practiced for enlightenment to occur. As Kennedy notes, if it is practiced sporadically or by rote, the student cannot make any spiritual progress, thus destroying the goal of the exercise. Moreover, Kennedy indirectly echoes a Platonic critique when he warns the [End Page 183] prospective student that time alone will not produce results, let alone Enlightenment! As with the perfection of any skill, discipline requires that the student give up strengths to concentrate on weaknesses. Kennedy's anecdotes and citations beautifully illustrate the points he wishes to make. However, he is cognizant of the fact that failure is part of any spiritual growth (in fact, it is the hallmark of discipline!) and is careful not to paint Zen in overly rosy colors.While the first chapter (Kennedy's commentary and explanation of the first bull) introduces readers to the concrete aspects of Zen, the second chapter on "not-knowing" explores the application of the abstract or mental component of Zen in one's attitude toward daily circumstances. Kennedy skillfully builds on the lessons he presented in the first chapter to express several ideas, many with implications for Christianity today.Two of these ideas are "letting go" and "the loss of God."Though Zen Gifts to Christians was written well before September 2001, these twin themes have become applicable to the contemporary situation for Christians and Buddhists alike. The theme of"letting go" allows Kennedy to subtly explore how old habits (characteristic of rigidness and inflexibility) not only prevent students from realizing their Buddha-nature, but also destroy the possibility for spiritual growth and progress of any sort. This serves to highlight the second theme: the loss of God. Though the book is open and inclusive, the reader is reminded anew that Kennedy wrote the book with a Christian audience in mind. While Kennedy holds that the experience of "losing" God is common to fervent Christians (30), the student, rather than focusing on how distressing that can be, should take it as a reminder of the most primal Christian belief—namely, that a person need not adhere to any single doctrine to be able to accept God. Moreover, such an experience should jar students out of their complacency and allow them to grow further.This point... (shrink)

Charlotte Witt covers a remarkable amount of ground in this concise and elegantly written book. Coming in at under 150 pages, she artfully weaves together Aristotle’s theory of functions with contemporary work on cultural transmission and apprenticeship, ideas about self-creation with theories of aspiration and transformative experience, and reflections on the relationships among social norms and games with thoughts about social roles and the nature of hierarchy. At the heart of it is an elaboration and defense of a thoroughly externalist (...) account of social normativity. Witt takes skilled experts, especially artisans like chefs and carpenters, as paradigm cases for theorizing about social normativity. She uses them to argue that the ultimate source of many normative obligations is found not in the acquiescence, attitudes, or any other features internal to those on whom those obligations fall. Rather, the demands are rooted in the world itself, and flow from specific circumstances, especially from the constraints those circumstances impose on different actors in virtue of the tasks they need to perform. The result is a view that depicts social normativity not just as external to individuals but also unavoidably role specific; what is right for a chef is not necessarily right for a carpenter, and what makes for a good nurse might make for a poor drill sergeant. Witt’s presentation of this package of ideas is both careful and austere, and it makes for a wonderfully thought provoking read. Social Goodness: On the Ontology of Social Norms will reward the careful attention of anyone interested in social ontology, especially the metaphysical foundations of normativity, the nature of social norms, and the relationship between social roles and the self. (shrink)

This article investigates the relationship between feminism and conscientious objection in Israel, evaluating the efficacy of feminist resistance in the organised refusal movement. While recent feminist scholarship on peace, anti-occupation and anti-militarism activism in Israel largely highlights women's collective action, it does so at the risk of eliding the relations of power within these groups. Expanding the scope of consideration, I look to the experiences of individual feminist conscientious objectors who make visible significant tensions through their accounts of military refusal (...) and participation in the organised conscientious objection movement. Drawing on original ethnographic research, this article problematises feminist activism in the organised Israeli refusal movement through three primary issues: political voice; privilege; and the realisation of gender agendas. Using Michel Foucault's conceptualisation of power as it has been critiqued and qualified by feminist scholars, I consider the ways in which resistance may be both multiple and a diagnostic of power, allowing activists and academics not only to envision new avenues for social change, but also to recognise their constraints. Critically, feminist theories of intersectionality enrich and complicate this Foucauldian approach to power, providing further modes of critique and strategy in the context of feminist activism in Israel. Ultimately, I argue not only for engagement with the limits of power, but also attention to their function, as in theory and praxis these boundaries critically inform our theorising on gender and resistance. (shrink)

Policy work is often cited as one of the primary functions of Hospital Ethics Committees (HECs), along with consultation and education. Hospital policies can have far reaching effects on a wide array of stakeholders including, care providers, patients, families, the culture of the organisation and the community at large. In comparison with the wealth of information available about the emerging practice of ethics consultation, relatively little attention has been paid to the policy work of HECs. In this paper, we hope (...) to advance the development of best practices in HEC policy work by describing the quality improvement process that we undertook at Hamilton Health Sciences, Hamilton, Ontario, Canada. In the first section of the paper we describe the context of our HEC policy work, and the shortcomings of our historical review process. In subsequent sections, we detail the quality improvement project we undertook in 2010, the results of the project and the specific tools we developed to enhance the quality of HEC policy work. Our goal in sharing this organisational case study is to prompt other HECs to publish qualitative descriptions of their policy work, in order to generate a body of knowledge that can inform the development of best practices for ethics policy review. (shrink)

The author examines belief-centered and act-centered conceptions ofracism through a discussion and critique ofconceptions ofrace and racism offered by K. Anthony Appiah, J.L.A. Garcia, and Michael Phillips.

This is part of a symposium on Paul Faulkner's book 'Knowledge on Trust'. The symposium also includes pieces by Guy Longworth, Arnon Keren, Edward S. Hinchman, and Peter J. Graham, with précis and replies by Paul Faulkner. For a more straightforward account of the book, see my review in Philosophical Quarterly 63.1 (2013), 170-71.

Hospital ethics committees (HECs) and ethicists generally describe themselves as engaged in four domains of practice: case consultation, research, education, and policy work. Despite the increasing attention to quality indicators, practice standards, and evaluation methods for the other domains, comparatively little is known or published about the policy work of HECs or ethicists. This article attempts to open the ?black box? of this health care ethics practice by providing two detailed case examples of ethics policy reviews. We also describe the (...) development and application of an evaluation strategy to assess the quality of ethics policy review work, and to enable continuous improvement of ethics policy review processes. Given the potential for policy work to impact entire patient populations and organizational systems, it is imperative that HECs and ethicists develop clearer roles, responsibilities, procedural standards, and evaluation methods to ensure the delivery of consistent, relevant, and high-quality ethics policy reviews. (shrink)

This article represents conversations with the American composer Libby Larsen in which she described her beliefs about music, music education, and the dilemmas that our current system faces as we seek to provide relevant and meaningful music education to our students. Our conversation explores such topics as cognitive psychology, music theory, cultural practices and developments in American culture, and current music education practices. Larsen brought up many questions about music education in America, providing some suggestions for the future and posing (...) problems for which the solution may require a great deal of imagination by music education teachers. The article is structured as a Socratic dialogue, in which Larsen constructs an inductively strong argu- ment for making radical changes to current music education practice. (shrink)

Undertaking research involving vulnerable groups, such as those requiring resuscitation involves careful analysis during the ethical review process. When a person lacks the capacity to make an informed choice about their participation in a research study, a waiver of consent offers an alternative. This paper is based on a doctoral research study using ethnography to explore the resuscitative practices and experiences of rural nurses through observation and interviews. This paper aims to explore the ethical issues raised by the Human (...) Research Ethics Committee relating to consent of vulnerable patients requiring resuscitation within a rural context. In particular, the challenges of addressing risk (privacy) vs benefit (public) associated with a waiver of consent. This paper will consider why the rural context should be championed during the ethical review process, when decisions about public benefit are being deliberated. Utilising a communitarianism approach that advocates for greater rural representation during the ethical review processes will ensure that rural research involving vulnerable groups can be addressed safely and benefit not only the experiences and practices of rural nurses but also the wider rural communities they serve. (shrink)

The author examines belief-centered and act-centered conceptions ofracism through a discussion and critique ofconceptions ofrace and racism offered by K. Anthony Appiah, J.L.A. Garcia, and Michael Phillips.

Epigenetic research has brought several important technological achievements, including identifying epigenetic clocks and signatures, and developing epigenetic editing. The potential military applications of such technologies we discuss are stratifying soldiers’ health, exposure to trauma using epigenetic testing, information about biological clocks, confirming child soldiers’ minor status using epigenetic clocks, and inducing epigenetic modifications in soldiers. These uses could become a reality. This article presents a comprehensive literature review, and analysis by interdisciplinary experts of the scientific, legal, ethical, and societal (...) issues surrounding epigenetics and the military. Notwithstanding the potential benefit from these applications, our findings indicate that the current lack of scientific validation for epigenetic technologies suggests a careful scientific review and the establishment of a robust governance framework before consideration for use in the military. In this article, we highlight general concerns about the application of epigenetic technologies in the military context, especially discrimination and data privacy issues if soldiers are used as research subjects. We also highlight the potential of epigenetic clocks to support child soldiers’ rights and ethical questions about using epigenetic engineering for soldiers’ enhancement and conclude with considerations for an ethical framework for epigenetic applications in the military, defense, and security contexts. (shrink)

This narrative symposium examines the relationship of bioethics practice to personal experiences of illness. A call for stories was developed by Tod Chambers, the symposium editor, and editorial staff and was sent to several commonly used bioethics listservs and posted on the Narrative Inquiry in Bioethics website. The call asked authors to relate a personal story of being ill or caring for a person who is ill, and to describe how this affected how they think about bioethical questions and the (...) practice of medicine. Eighteen individuals were invited to submit full stories based on review of their proposals. Twelve stories are published in this symposium, and six supplemental stories are published online only through Project MUSE. Authors explore themes of vulnerability, suffering, communication, voluntariness, cultural barriers, and flaws in local healthcare systems through stories about their own illnesses or about caring for children, partners, parents and grandparents. Commentary articles by Arthur Frank, Bradley Lewis, and Carol Taylor follow the collection of personal narratives. (shrink)

At the empirical center of James’s theory of emotion is the prediction that people induced to act emotionally will report feeling the corresponding emotion. While the research more or less inspired by James is complex, it is also large. Reisenzein and Stephan identify a number of problems in this literature, but we think, on balance, the research supports James’s hypothesis. At a minimum, there are literally hundreds of studies showing that people induced to act as if they felt an emotion, (...) an attitude, or a judgment report those feelings. Critics of James’s theory are left with the task of accounting for these findings. (shrink)