Kenneth Patton, a Unitarian minister, presents us with a celebration of the world in rambling free verse. Unfortunately, the reader wearies of the highly self-conscious, epigrammatic, and didactic approach. As poetry the book fails. It fares better if approached as a testimony to Mr. Patton's powerful convictions of the oneness of men with each other and the cosmos, of the essentially creative, joyful, and wondrous nature of human life. "Creator" deserves special mention for its rare, anti-Nietzschean insight into the (...) way in which a creator is necessarily both male and female.—S. A. S. (shrink)

Within the context of global health development approaches, surgical missions to provide care for underserved populations remain the least studied interventions with regard to their methodology. Because of the unique logistical needs of delivering operative care, surgical missions are often described solely in terms of cases performed, with a paucity of discourse on medical ethics. Within surgery, subspecialties that serve patients on a non-elective basis should, it could be argued, create mission strategies that involve a didactic approach and the (...) propagation of sustainable surgical care. The ethical considerations have yet to be described for paediatric neurosurgical outreach missions. We present here the perspectives of neurosurgeons who have participated in surgical outreach missions in Central America, South America, Eastern Europe and sub-Saharan Africa from the vantage point of both the visiting mission team and the host team that accommodates the mission efforts. (shrink)

The copious literature on the work of artist Robert Smithson has made very little of the many parallels between the inventor of earthworks and the nineteenth-century author of pataphysics, despite the established fact that the artist read and made notes from Alfred Jarry’s Dr. Faustroll (1898) while working on the Spiral Jetty in 1970, which undoubtedly influenced the subsequent Broken Circle &/ Spiral Hill (1971, Emmen). Given the insightful literature reassessing Jarry’s influence on twentieth-century artists including Marcel Duchamp, John Cage (...) and Rodney Graham, a consideration of Smithson’s spiral earthworks in connection with Jarry is long overdue. In contrast to prevailing art research practices today, Smithson’s work is much more aligned with the pataphysical pursuit of ‘imaginary solutions’ that examine ‘the laws governing exceptions’ and describe ‘a universe which can be – and perhaps should be – envisaged in place of the traditional one’. Art historian Jack Burnham’s interprets Smithson’s earthworks as a ‘time-bound web of man-nature interactions … didactic exercises … [that] show a desperate need for environmental sensibility’. In this respect, the work of both Jarry and Smithson can provide a useful corrective to an overly rationalistic approach to art research, offering the field – and contemporary art in general – potentially valuable tools for forms of practice that challenge rather than adopt conventional academic models and epistemological constructs. (shrink)

The effects of research ethics training on medical students' attitudes about clinical research are examined. A preliminary randomized controlled trial evaluated 2 didactic approaches to ethics training compared to a no-intervention control. The participant-oriented intervention emphasized subjective experiences of research participants. The criteria-oriented intervention emphasized specific ethical criteria for analyzing protocols. Compared to controls, those in the participant-oriented intervention group exhibited greater attunement to research participants' attitudes related to altruism, trust, quality of relationships with researchers, desire for information, hopes about (...) participation and possible therapeutic misconception, importance of consent forms, and deciding quickly about participation. The participant-oriented group also agreed more strongly that seriously ill people are capable of making their own research participation decisions. The criteria-oriented intervention did not affect learners' attitudes about clinical research, ethical duties of investigators, or research participants' decision making. An empathy-focused approach affected medical students' attunement to research volunteer perspectives, preferences, and attributes, but an analytically oriented approach had no influence. These findings underscore the need to further examine the differential effects of empathy-versus analytic-focused approaches to the teaching of ethics. (shrink)

The emotions have long been an interest for those studying ancient Greece and Rome. But while the last few decades have produced excellent studies of individual emotions and the different approaches to them by the major philosophical schools, the focus has been almost entirely on negative emotions. This might give the impression that the Greeks and Romans had little to say about positive emotion, something that would be misguided. As the chapters in this collection indicate, there are representations of positive (...) emotions extending from archaic Greek poetry to Augustine, and in both philosophical works and literary genres as wide-ranging as lyric poetry, forensic oratory, comedy, didactic poetry, and the novel. Nor is the evidence uniform: while many of the literary representations give expression to positive emotion but also describe its loss, the philosophers offer a more optimistic assessment of the possibilities of attaining joy or contentment in this life.The positive emotions show some of the same features that all emotions do. But unlike the negative emotions, which we are able to describe and analyze in great detail because of our preoccupation with them, positive emotions tend to be harder to articulate. Hence the interest of the present study, which considers how positive emotions are described, their relationship to other emotions, the ways in which they are provoked or upset by circumstances, how they complicate and enrich our relationships with other people, and which kinds of positive emotion we should seek to integrate. The ancient works have a great deal to say about all of these topics, and for that reason deserve more study, both for our understanding of antiquity and for our understanding of the positive emotions in general. (shrink)

This paper argues for a ‘contextualist’ approach to teaching antisemitism in philosophy class. The traditional ‘systematic’ approach emphasizes recognizing and dismantling antisemitic aspects in canonical philosophical texts. The introduced contextualist approach broadens the perspective, treating philosophy as a continuous debate embedded in cultural realities. It focuses on historical controversies rather than isolated arguments, includes the voice and the perspectives of the oppressed, and so has the potential to broaden traditional philosophical canons. In the second half of the (...) paper, we provide a case study of the contextualist approach, applying it to the ‘Berlin antisemitism controversy’ of 1879/80. We argue that the contextualist approach is particularly valuable when dealing with antisemitism as it teaches students to analyze arguments within the socio-political landscape and to identify antisemitic elements. The students thereby acquire the skills to discern antisemitic argumentation in other contexts as well. We suggest that this approach could be used to teach other debates in the history of philosophy, especially those tackling race, sex, and gender issues. (shrink)

Los métodos productivos de enseñanza preparan a los estudiantes para resolver problemas semejantes a los que se enfrentarán en el ejercicio laboral. Este trabajo tiene como objetivo fundamentar la pertinencia de la utilización del caso clínico como herramienta didáctica para la enseñanza en las ciencias básicas biomédicas, mediante un sistema de tareas para abordar los contenidos del tema Fisiología de la sangre de la asignatura Sangre y Sistema Inmune de la carrera de medicina. El caso clínico permite la vinculación de (...) las ciencias básicas biomédicas con las ciencias clínicas. Su utilización contribuye a la aproximación del estudiante de las ciencias básicas al estudio de estas durante su formación médica. El aprendizaje se logra a lo largo del proceso de resolución del mismo, se estimula la incorporación de conceptos necesarios para resolver el problema y se aprende un método para abordar situaciones en la práctica. Se elaboró un sistema de tareas y preguntas derivadas del problema profesional síndrome anémico. El problema docente se basó en un artículo médico que expone un caso de lesiones por empalamiento que produjo un gran sangramiento en un individuo. Se elaboraron preguntas problémicas relacionadas con la fisiología de la sangre y el tratamiento que recibió el paciente con eritropoyetina, factores de la coagulación y soluciones cristaloides en sustitución de la sangre. Se incluyó una pregunta que aborda un conflicto ético para sistematizar los conocimientos adquiridos en la asignatura Sociedad y Salud II. Productive teaching methods train students to solve problems similar to those they will face in their work life. The objective of the paper is to argue pertinence in the use of the clinical case as a didactic tool in biomedical basic sciences teaching by means of a task system that deals with the contents of the Blood Physiology subject in the Blood and Immune System subject matter of the medicine degree. Clinical cases enable the link between biomedical basic sciences and clinical sciences. Their use contributes to basic sciences students' approach to the study of the latter during their medical training. Learning is achieved through its solving process; the introduction of necessary problem-solving concepts is encouraged and a method to deal with in-practice situations is learned. A task and questions system derived from the anemic syndrome professional problem was made. The teaching problem was based on a medical article which presents a case of an individual who suffered impaling injuries which caused a great bleeding. Problem questions related to blood physiology and to the erythropoietin-based treatment the patient received, coagulation factors and crystalloid fluids used as blood substitutes, were prepared. It was included a question that deals with an ethical conflict in order to systematize the knowledge acquired in the Society and Health II subject matter. (shrink)

The development of children must be an integral part of their educational environment, focusing on strengthening their learning and social skills. The research is framed in the design of didactic material, under the perspective of product design. As a discipline of study, it focuses on the needs andparticularities of the rural educational environment and attempts to support the integral development that Ecuadorian education has been pursued. In this context, with a qualitative approach, the characteristics of the environment are collected, (...) as well as the perspectives of basic general education teachers, inrelation to the integral education and the existing materials in formal education. In a comparative analysis, we analyzed data obtained with similar training projects, which show the importance of working on social skills in children. The results determine parameters and requirements to develop didactic products that complement education, based on concepts of design, pedagogy, and didactics as knowledge-building tools. Keywords: Product Design, Teaching Material, Comprehensive Training, Social Skills. (shrink)

The work done so far on the understanding of mathematical (proof) texts focuses mostly on logical and heuristical aspects; a proof text is considered to be understood when the reader is able to justify inferential steps occurring in it, to defend it against objections, to give an account of the “main ideas”, to transfer the proof idea to other contexts etc. (see, e.g., Avigad in The philosophy of mathematical practice, Oxford University Press, Oxford, 2008). In contrast, there is a rich (...) philosophical tradition dealing with the concept of understanding and interpreting texts, namely philosophical hermeneutics, represented, e.g., by Schleiermacher, Dilthey, Heidegger or Gadamer. In this tradition, “understanding” generally refers to the integration in a comprehensive (historical, existential, life-worldly,...) context. In this article, we take some first steps towards exploring the question how the ideas from philosophical hermeneutics presented in Gadamer’s “Truth and Method” apply to mathematical texts and what (if anything) can be learned from these for the didactics and presentation of mathematics. (shrink)

There has been an increase in recent years in the use of empirical methods in healthcare ethics. Appeals to empirical data cannot answer moral questions, but insights into the knowledge, attitudes, experience, preferences and practice of interested parties can play an important part in the development of healthcare ethics. In particular, while we may establish a general ethical principle to provide explanatory and normative guidance for healthcare professionals, the interpretation and application of such general principles to actual practice still requires (...) interpretation and judgement. And many situations in healthcare practice are complex and may involve a variety of principles, each of which may conflict with the others. Simple surveys or interview studies may not be sufficient if we wish to develop a nuanced approach to ethical practice that can be set out in guidelines, codes or directives. We do not resolve moral questions by plebiscite. In this paper, the authors argue for the use of consensus methods to develop shared understanding of ethical practice, and they argue further for the combination of the Delphi method with the use of vignettes to illustrate the kind of situations that may occur in practice. They develop their argument in part by reference to their experience of using this approach in their recent research. (shrink)

The master narrative of Apartheid South Africa created a specific identity for white boys and men and, together with this identity, a very particular role and place within the South African context. This identity was exemplified in the men who were conscripted into the military from 1967 until 1994, and who participated in operations on the border regions of Namibia and Angola as well as within local townships in the war of liberation against apartheid and minority rule. Many veterans have (...) been left grappling not only with the traumas associated with combat but also with the loss of their identities as war heroes in a country under changed political control. As a result, many of their personal stories and experiences of combat have been silenced by society at large and also, to varying degrees, within their own families, the Church, and among the younger generation who have grown up under a different dispensation. The conflict between vacillating narratives of villains who fought on the wrong side of history and victims of a closed socialisation system has supported the identity struggle faced by many veterans today. Against this backstory, this article explores the effects of storytelling as a trauma release using a narrative approach.Contribution: This article offers a contribution to the use of storytelling in pastoral conversations as a trauma release for untold stories. This insight links to the focus and scope of the journal as a pastoral narrative approach has been used under the umbrella of Practical Theology. (shrink)

This book functions as a practical guide to support teachers and higher education institutions in the construction of their courses and programmes in light of the Anthropocene. It is divided into two complementary parts. The first part lays the theoretical foundations of what is a transition pedagogy and provides a pedagogical framework. It offers practical tools and didactic levers to be used by teachers and institutions to build a truly transformative pedagogy for students, with reference to universities already experimenting such (...) alternative methods. The second part presents an analysis of the pedagogical tools and levers experienced in worldwide institutions, by teachers, as well as philosophers and experts of pedagogy. The authors of this book advocate for an embodied pedagogy which not only gives students access to content but also to ways of thinking and acting in all conscience. A pedagogy of the Anthropocene epoch therefore encourages the mobilization of reason, emotions and senses as well as systemic reflection in the questioning of our lifestyles and the development of transversal skills. Based on internationally recognized research and practical experiences of institutions and teachers all over the western world, this book gathers the knowledge and experience of professors and researchers, coming from a wide variety of disciplines and cultural context. Their reflections have led them to develop a “head-heart-body approach” and a “6 Gates questioning method” to remodel pedagogy. This book is of interest to those working in the education sector. (shrink)

A look at history showed that theology always has to face contemporary demands in terms of its scientific character. At present, processes of pluralisation and secularisation challenge the existence of theology at universities not only against the background of religious studies, which are independent of the churches, but also, for example, in relation to innovative life sciences or cognitive sciences. In this context, an essential point to consider was that theology – like social systems in general and science in particular (...) – is characterised by an increasing differentiation. This differentiation of science implied an increasing specialisation of research, which could also be observed in the field of theology and its sub-disciplines. This article accordingly addressed the question of how, in the face of increasingly specialised research studies, the unity of theology can be justified beyond abstract and sweeping determinations. The present contribution suggested that in this respect a model of research designs developed in religious didactics might prove useful. This model of research design could essentially be understood as consisting of three research dimensions that define a research space, in which the research study on the didactics of religion can be located in the three-dimensional space by the research goal as a formatting factor. The three dimensions of this model, including the research goal, seemed to be broad enough to be tested in other sub-disciplines of theology as well to see whether their research can be more closely defined with them.Contribution: Accordingly, the contribution of this article was to raise the question, in view of an increasing specialisation of theological research, to what extent a model of research designs developed in the didactics of religion could be transferred to other sub-disciplines of theology. Should this succeed a new approach to justifying the unity of theology could become available, which is able to take into account the current differentiation of theology. (shrink)

In recent years, the philosophy and psychology of reasoning have made a ‘social turn’: in both disciplines it is now common to reject the traditional picture of reasoning as a solitary intellectual exercise in favour of the idea that reasoning is a social activity driven by social aims. According to the most prominent social account, Mercier and Sperber’s interactionist theory, this implies that reasoning is not a normative activity. As they argue, in producing reasons we are not trying to ‘get (...) things right’; instead our aims are to justify ourselves and persuade others to accept our views. I will argue that even if interactionism has played a crucial role in bringing about the ‘social turn’ in our thinking about reasoning, it does not convince in its claim that reasoning is not a normative activity. Moreover, I argue that it is in fact perfectly possible to understand reasoning as a social tool that is also aimed at getting things right. I will propose that Gilbert Ryle’s conceptualization of reasoning as ‘didactic discourse’ offers one possible way to understand reasoning as both social and normative activity, and that as such his ideas could be of great value for the social turn in our thinking about reasoning. (shrink)

Provides guiding principles and values for practising responsible global media ethics.

The need to establish a research field within psychology didactics at secondary level has recently been voiced by several researchers internationally. An analysis of a Swedish case coming out of secondary level education in psychology presented here provides an illustration that complexity thinking – derived from complexity theory – is uniquely placed to consider and indicate possible solutions to challenges, described by researchers as central to the foundation of a new field. Subject-matter didactics is defined for the purpose of this (...) paper as a combination of general didactics and subject- matter content, and considering the international nature of research traditions coming out of psychology, the implications of the results presented here cannot be regarded as limited solely to national concerns. An on-line survey was sent to secondary schools in Sweden. Discussions and lectures along with teaching to the book – alternatively used as inspiration – emerged as central from the thematic analysis of the results, providing the first mapping of teaching practices in secondary level psychology in Sweden. An analysis, founded on complexity thinking – combined with a model enabling a delimitation of the scope of study – focused on time use and the importance placed on self-knowledge, along with the transformation of theory into practice. The former pointing to a teacher centred nested subsystem (e.g. asymmetric relations between teachers and students), the latter pointing to student centred nested subsystems coming out of embodied knowledge (e.g. students as node) where psychological perspectives are learnt through self-reflexion, case studies and everyday life experiences (turning theory to practice), implying a holistic approach. The analysis applied to the Swedish case provides an illustration of how complexity theory has the potential to address challenges at micro and macro level to the establishment of a new research field in psychology didactics and to indicate possible solutions. Psychologies high relevance to everyday life, multi-causality, perspective pluralism, dynamic systems character and scientific character, makes complexity thinking a relevant approach in the consideration of challenges to the establishment of a research field in didactics of psychology. (shrink)

Artificial gametes, derived from stem cells, have the potential to enable in vitro fertilization of embryos. Currently, artificial gametes are only being generated in laboratory animals; however, considerable efforts are underway to develop artificial gametes using human cell sources. These artificial gametes are being proposed as a means to address infertility through assisted reproductive technologies. Nonetheless, the availability of artificial gametes obtained from adult organisms can potentially expand the possibilities of reproduction. Various groups, such as same-sex couples, post-menopausal women, and (...) deceased donors, could potentially utilize artificial gametes to conceive genetically related offspring. The advent of artificial gametes raises significant bioethical questions. Should all these reproductive scenarios be accepted? How can we delineate the range of future reproductive choices? A normative bioethical framework may be necessary to establish a consensus regarding the use of human artificial gametes. This review aims to present the current state of research on the biological roadmap for generating artificial gametes, while also summarizing proposed approaches to establish a normative framework that delineates ethically acceptable paths for reproduction. (shrink)

This essay is concerned with six linguistic moves that we commonly make, each of which is considered in turn. These are: stating rules of representation; representing things categorically; mentioning expressions; saying truly or falsely how things are; saying vaguely how things are; and stating rules of rules of representation. A common-sense view is defended of what is involved in our doing each of these six things against a much more sceptical view emanating from the idea that linguistic behavior is fundamentally (...) messy. Both the fifth move and the sixth move involve vague concepts, and much of the essay is concerned with developing an approach to various problems and puzzles that attach to such concepts, most notably the sorites paradoxes. (shrink)

Background At the beginning of the coronavirus (Covid-19) pandemic, many non-Covid healthcare services were suspended. In April 2020, the Department of Health in England mandated that non-Covid services should resume, alongside the continuing pandemic response. This ‘resetting’ of healthcare services created a unique context in which it became critical to consider how ethical considerations did (and should) underpin decisions about integrating infection control measures into routine healthcare practices. We draw on data collected as part of the ‘NHS Reset Ethics’ project, (...) which explored the everyday ethical challenges of resetting England’s NHS maternity and paediatrics services during the pandemic. Methods Healthcare professionals and members of the public participated in interviews and focus group discussions. The qualitative methods are reported in detail elsewhere. The focus of this article is our use of Frith’s symbiotic empirical ethics methodology to work from our empirical findings towards the normative suggestion that clinical ethics should explicitly attend to the importance of relationships in clinical practice. This methodology uses a five-step approach to refine and develop ethical theory based on a naturalist account of ethics that sees practice and theory as symbiotically related. Results The Reset project data showed that changed working practices caused ethical challenges for healthcare professionals, and that infection prevention and control measures represented harmful barriers to the experience of receiving and offering care. For healthcare professionals, offering care as part of a relational interaction was an ethically important dimension of healthcare delivery. Conclusions Our findings suggest that foregrounding the importance of relationships across a hospital community will better promote the ethically important multi-directional expression of caring between healthcare professionals, patients, and their families. We offer two suggestions for making progress towards such a relational approach. First, that there is a change of emphasis in clinical ethics practice to explicitly acknowledge the importance of the relationships (including with their healthcare team) within which the patient is held. Second, that organisational decision-making should take into account the moral significance afforded to caring relationships by healthcare professionals, and the role such relationships can play in the negotiation of ethical challenges. (shrink)

In the past thirty years, two fundamental issues have emerged in the philosophy of science. One concerns the appropriate attitude we should take towards scientific theories--whether we should regard them as true or merely empirically adequate, for example. The other concerns the nature of scientific theories and models and how these might best be represented. In this ambitious book, da Costa and French bring these two issues together by arguing that theories and models should be regarded as partially rather than (...) wholly true. They adopt a framework that sheds new light on issues to do with belief, theory acceptance, and the realism-antirealism debate. The new machinery of "partial structures" that they develop offers a new perspective from which to view the nature of scientific models and their heuristic development. Their conclusions will be of wide interest to philosophers and historians of science. (shrink)

Now in its fifth edition, Good Reasoning Matters! is a practical guide to recognizing, evaluating, and constructing arguments. Combining straightforward instruction with abundant exercises and examples, this innovative introduction to argument schemes and rhetorical techniques will help students learn to think critically both within and beyond the classroom.

The vast majority of contributions to the literature on spirituality in nursing make extravagant claims about transcendence, eternity, the numinous, higher powers, higher levels of existence, invisible forces, cosmic unity, the essence of humanity, or other supernatural concepts. Typically, these assertions are made without the support of argument or evidence; and, as a consequence, alternative ways of theorizing ‘spirituality’ have been closed off, while the lack of consistent scholarship has turned the topic into a metaphysical backwater. In this paper, I (...) adopt a different premise, rejecting unsupported claims, and surveying the ‘spirituality’ terrain from a naturalistic and reductionist perspective. I argue that, if we rid ourselves of non‐naturalistic assumptions, we will discover theoretical and clinical resources in health psychology, social psychology, neuropsychology, and pharmacopsychology – resources which confirm that it is possible to conceptualize the study of existential concerns, and how health professionals might respond to them, in a properly scientific manner. In order to illustrate the potential usefulness of these resources, I will take palliative care as an example. (shrink)

Da Costa and French explore the consequences of adopting a 'pragmatic' notion of truth in the philosophy of science. Their framework sheds new light on issues to do with belief, theory acceptance, and the realism-antirealism debate, as well as the nature of scientific models and their heuristic development.

Effective public policy to mitigate climate change footprints should build on data-driven analysis of firm-level strategies. This article’s conceptual approach augments the resource-based view of the firm and identifies investments in four firm-level resource domains to develop capabilities in climate change impact mitigation. The authors denote the resulting framework as the GISTe model, which frames their analysis and public policy recommendations. This research uses the 2008 Carbon Disclosure Project database, with high-quality information on firm-level climate change strategies for 552 (...) companies from North America and Europe. In contrast to the widely accepted myth that European firms are performing better than North American ones, the authors find a different result. Many firms, whether European or North American, do not just “talk” about climate change impact mitigation, but actually do “walk the talk.” European firms appear to be better than their North American counterparts in “walk I,” denoting attention to governance, information management, and systems. But when it comes down to “walk II,” meaning actual Technology-related investments, North American firms’ performance is equal or superior to that of the European companies. The authors formulate public policy recommendations to accelerate firm-level, sector-level, and cluster-level implementation of climate change strategies. (shrink)

As organizations take on grand challenges in gender equality, anti-racism, LGBTQ+ protections and workplace inclusion, many well-intentioned individuals from dominant groups (e.g., cisgender men, Caucasian, heterosexual) are stepping forward as allies toward underrepresented or marginalized group members (e.g., cisgender women, People of Color, LGBTQ+ identified employees). Past research and guidance assume an inevitable need for external motivation, reflected in the ‘business case’ for diversity and in top-down policies to drive equity and inclusion efforts. This qualitative study explored _internal_ motivations in (...) the form of morally motivated virtues of 25 peer-nominated exemplary allies serving in leadership positions. In-depth life/career story interviews were used to identify the virtues that supported their allyship journeys. Findings demonstrated that they tapped into several virtues that served distinct functions in a 4-stage allyship development process: Stage 1—Energizing psychological investment (compassion, fairness); Stage 2—Thinking through allyship-relevant complexities (intellectual humility, perspective-taking, wisdom); Stage 3—Initiating action (prudence, moral courage, honesty); Stage 4—Committing to allyship (perseverance, patience). We call this the ‘EThIC model of virtue-based allyship development.’ This study has implications for theory and research on a virtue-based approach to diversity, equity and inclusion. (shrink)

In this paper I want to examine a view of the Darwinian theory of evolution which was put forward fairly recently by A. R. Manser. His approach is of interest not only in itself, but also because it may be expanded to raise some fundamental questions about the nature of the science of biology in general. I shall not consider these further implications here, but shall concentrate on an examination of his thesis in the context in which it is (...) raised. My paper falls into two sections. In the first I shall state Manser's thesis and some of the arguments with which he supports it, and shall try to show how a series of objections raised by A. G. N. Flew and K. Connolly may be answered. In the second I shall offer on my own account a positive argument to provide a possible basis for his point of view, with the aim of indicating why the theory should be of the kind he suggests, and what form the study of evolution must take. (shrink)

International Relations and the Philosophy of History examines the concept of civilization in relation to international systems through an extensive use of the literature in the philosophy of history. A. Nuri Yurdusev demonstrates the relevance of a civilizational approach to the study of contemporary international relations by looking at the multi-civilizational nature of the modern international system, the competing claims of national and civilizational identities and the rise of civilizational consciousness after the Cold War.

A precise formulation of the structure of modern evolutionary theory has proved elusive. In this paper, I introduce and develop a formal approach to the structure of population genetics, evolutionary theory's most developed sub-theory. Under the semantic approach, used as a framework in this paper, presenting a theory consists in presenting a related family of models. I offer general guidelines and examples for the classification of population genetics models; the defining features of the models are taken to be (...) their state spaces, parameters, and laws. The suggestions regarding the various aspects of the characterization of population genetics models provide an outline for further detailed research. (shrink)