The main premise of the Royal Dutch Medical Association's (RDMA) guideline on palliative sedation is that palliative sedation, contrary to euthanasia, is normal medical practice. Although we do not deny the ethical distinctions between euthanasia and palliative sedation, we will critically analyse the guideline's argumentation strategy with which euthanasia is demarcated from palliative sedation. First, we will analyse the guideline's main premise, which entails that palliative sedation is normal medical treatment. After this, we will critically discuss three crucial propositions of (...) the guideline that are used to support this premise: (1) the patient's life expectancy should not exceed 2 weeks; (2) the aim of the physician should be to relieve suffering and (3) expert consultation is optional. We will conclude that, if inherent problematic aspects of palliative sedation are taken seriously, palliative sedation is less normal than it is now depicted in the guideline. (shrink)

This chapter discusses how a comparative philosophical model can contribute to both substantive and procedural values in energy policy. We discuss the substantive values in the mainstream light-emitting diodes debate and Taylor Stone’s alternative plea for darkness. We also explore Value Sensitive Design as a procedural approach. We conclude that the comparative philosophical model of Ulrich Libbrecht can appropriately broaden the set of substantive values used in VSD. We discuss the values of ‘by-itself-so’ and ‘alter-intentionality’, which come with the unforeseen (...) necessity of accepting elements from other worldviews and of normativity in the procedural VSD approach. (shrink)

Nella seconda parte del _Libro della condanna dello status e dell’ostentazione_ il ventottesimo libro della sua opera principale, _La rinascita delle scienze religiose_ – al-Ghazālī trae molta ispirazione da al-Muhāsibī, soprattutto dalla sua opera _al-Ri’āya al-huqūq Allāh _(_L’osservanza dei diritti di Dio_). Il fatto che al-Ghazālī menziona esplicitamente il nome di al-Muhāsibī non meno di quattro volte in questa sezione testimonia la sua ammirazione profonda per questo grande mistico delle origini. Un attento esame di questi riferimenti e del loro contesto (...) rivela una grande familiarità e un ampio uso della _Ri’āya_, così come un accesso diretto a un’altra grande opera di al-Muhāsibī, cioè il _Kitāb al-Wasāya_ (_Il Libro dei Comandamenti_). Inoltre, la scelta di al-Ghazālī di specifici versetti coranici e delle Tradizioni, sia profetiche che di storie, è molto debitrice della _Ri’āya_, come diventa chiaro sulla base di un esame del primo capitolo di questa seconda parte che consiste interamente in citazioni di versetti coranici e delle Tradizioni riguardanti la questione dell’ostentazione. Per quanto riguarda il secondo capitolo, che si concentra sui modi usati per attirare l’attenzione della gente su di sé sia negli atti religiosi che in quelli verbali, esso condivide molte caratteristiche con l’esposizione di al-Muhāsibī nella _Ri’āya_, compresa la copia quasi letterale di alcuni passaggi. Infine, l’uso che al-Ghazālī fa della _Ri’āya_ in ciascuno degli altri capitoli è brevemente indicato. Questo studio mostra che al-Muhāsibī non era solo una fonte importante per al-Ghazālī – un fatto già noto da quasi un secolo – ma _la_ fonte principale, almeno per questa sezione della sua _Rinascita_. Tuttavia, allo stesso tempo, questo studio chiarisce che al-Ghazālī non è colpevole di cieco plagio. In the second part of the _Book of the Condemnation of Status and Ostentation_ – the twentieth-eight book of his major work, _The Revival of the Religious Sciences_ – al-Ghazālī draws much inspiration from al-Muhāsibī, above all from his work _al-Ri’āya al-huqūq Allāh_ (_Eyeservice to God’s Laws_). The very fact that al-Ghazālī explicitly mentions al-Muhāsibī’s name no less than four times throughout this section clearly testifies to his profound admiration for this great early mystic. A close examination of these references and their context reveals a great familiarity with and an extensive use of the _Ri’āya_, as well as a direct access to another major work of al-Muhāsibī, i.e., _Kitāb al-Wasāya_ (_The Book of Commandments_). Moreover, al-Ghazālī’s choice of specific Qur’anic verses and of Traditions, both prophetic and stories, is much indebted to the _Ri’āya_, as becomes clear on the basis of an examination of the first chapter of this second part which consisting entirely of quotations of Qur’anic verses and Traditions concerning the issue of ostentation. As to the second chapter, which focuses on the ways used to draw people’s attention to oneself both in religious as well as in wordly acts, it shares many features with al-Muhāsibī’s exposition in the _Ri’āya_, including the almost verbatim copying of some passages. Finally, al-Ghazālī’s use of the _Ri’āya_ in each of the other chapters is briefly indicated. This study shows that al-Muhāsibī was not just a major source for al-Ghazālī – a fact already known for nearly a century – but _the_ major source, at least for this section of his _Revival_. However, at the same time, this study makes clear that al-Ghazālī is not guilty of blind plagiarism. (shrink)

BackgroundCarrier screening is generally performed with the aim of identifying healthy couples at risk of having a child affected with a monogenic disorder to provide them with reproductive options. Expanded carrier screening, which provides the opportunity for multiple conditions to be screened in one test, offers a more cost-effective and comprehensive option than screening for single disorders. However, implementation of ECS at a population level would have implications for genetic counseling practice.MethodsWe conducted semi-structured interviews with sixteen European clinical and molecular (...) geneticists with expertise in carrier screening to explore their views on the implementation of ECS in the clinical setting.ResultsUsing inductive content analysis, we identified content categories relevant to the pre- and post-test settings. Participants believed ECS would ideally be targeted at couples before pregnancy. There was some disagreement regarding the acceptability of performing ECS in individuals, with several participants actively opposing individual-based screening. In addition, participants discussed the importance of ensuring informed and voluntary participation in ECS, recommending measures to minimize external pressure on prospective parents to undergo testing. A need for adequate counseling to foster informed, autonomous reproductive decision-making and provide support for couples found to be at risk was emphasized.ConclusionsPractical challenges in optimizing pre-test education and post-test counseling should not be underestimated and they should be carefully addressed before implementing ECS in the clinical setting. (shrink)

In the Pastoral Constitution on the Church in the Modern World, Vatican II devoted a chapter to “Fostering the Nobility of Marriage and the Family” . We read in the text, as it was brought to a vote in the general session of 16 November 1965 and approved by the overwhelming majority of the council fathers, that spouses must determine the moral character of their activity according to “objective criteria based upon the dignity of the human person” . Among the (...) changes suggested by a number of fathers along with the voting for this text were several concerning the formulation of this personalist standard. According to the rules of the council, no changes could be allowed which would alter the essence of the teaching already ratified by a more than sufficient majority. However, individual formulations in the text could be clarified or nuanced.In the formulation of the “objective criteria” some fathers proposed to say that these are based on the nature and the dignity of the human person and the nature of the acts of the person . Hence the definitive formulation, “objective criteria based on the nature of the human person and his acts”. To explain how the nature of the person's acts is morally relevant, the official commentary on the expression that was used states: “By these terms it is asserted that also the acts must be judged not according to their merely biological aspect, but insofar as they pertain to the human person integrally and adequately considered.” Others asked to mention that these standards apply to the procreative capacities of human nature . The answer was that such an addition would be superfluous, since it is a question of a general principle, one which is applicable not only to marriage and sexuality but also to the entire domain of human activity.To consider the human person in an integral and adequate way, account must be taken of the person's fundamental aspects or dimensions. I discern eight such essential dimensions. (shrink)

This article introduces a form of ‘conversation’ distinct from dialogue or dialectic to the context of educational theory, practice, and research. Through an engagement with the thought of Maurice Blanchot, this paper outlines the conditions he attributes to conversation in the form of plural speech, its relationship to research, how it can be educational, and speculatively concludes by considering how it can operate productively within and around educational institutions. As such, this paper provides an original intervention into educational philosophy and (...) theory, which relies on a close reading of key sections of Blanchot's The Infinite Conversation, and reflections on the distinctiveness of his argument in relation to contemporary theoretical approaches, as well as the significance of his thought and its application here to the broader questions of what non-prescriptive theory might have to offer educational research and practice. (shrink)

This paper does not present an advocacy of a passive education as opposed to an active education nor does it propose that passive education is in any way ‘better’ or more important than active education. Through readings of Maurice Blanchot, Jacques Derrida and B.S. Johnson, and gentle critiques of Jacques Rancière and John Dewey, passive education is instead described and outlined as an education which occurs whether we attempt it or not. As such, the object of critique for this essay (...) are forms of educational thought which, through fate or design, exclude the passive dimension, either within or outside of formal educational settings. An underlying component of this argument is therefore also that education does occur outside of formal educational settings and that, contra Gert Biesta and his critique of ‘learnification’, we may gain rather than lose something by attending to it as education. (shrink)

This paper asks the question of how we can situate the educational subject in what Luciano Floridi has defined as an ‘informational ontology’. It will suggest that Jacques Derrida and Bernard Stiegler offer paths toward rethinking the educational subject that lend themselves to an informational future, as well as speculating on how, with this knowledge, we can educate to best equip ourselves and others for our increasingly digital world. Jacques Derrida thought the concept of the subject was ‘indispensable’ as a (...) function but did not subscribe to or accept any particular theory of how a subject could be defined or developed because it was always situated in and as a context. Following Derrida, Bernard Stiegler explains in Technics and Time: 1 that ‘the relation binding the “who” and the “what” is invention’. As such, the separation between self and world can be seen as artificial, including if this world is perceived wholly or partly as technological, digital or informational. If this is the case, a responsibility is placed on the educator and their part in ‘inventing’ this distinction for future generations. How this invention of the educational subject is negotiated is therefore one the many philosophical tasks for digital pedagogy. (shrink)

Positive ignorance is the putting in to question of, and sometimes moving on from, the knowledge we think we have, and asking where it might be just or helpful to do so. Drawing primarily on the work of Barbara Johnson, this article shows how the notion of positive ignorance might be offered as a tool in the context of education and educational research. Partly a critical development of Richard Smith's argument in ‘The Virtues of Unknowing’, I attempt to understand ‘unknowing’ (...) as an active rather than passive form of ‘not knowing’, in a manner that challenges some aspects of ‘the virtues of unknowing’ and its concomitant epistemological and ethical positions, not least those tied to Smith's advocacy for what he calls the ‘well-stocked mind’. Unknowing, in my reading, is not a dispositional acceptance of the desirability of nonknowledge, instead, unknowing is a means of epistemological resistance, especially against that which, often with very real social and political consequences, is presented as self-evident. (shrink)

Trois idées sont proposées ici : 1° L’explication scientifique, que Descartes regardait comme une extension logique progressive du point de vue mathématique aux différents plans du savoir, doit céder aujourd’hui la place à une explication chronologique de l'ordre d’apparition des diverses sciences. 2° Cet ordre suit un rythme qui débute par la physique, pour descendre à la mathématique, et remonter ensuite à la biologie, 3° Cette succession correspond au rythme analogue de la vie de la pensée : intuition, abaissement vers (...) l'analyse, conversion vers la synthèse qui ést un etat d’équilibre intermédiaire. (shrink)

This article proceeds from a consideration of what John Baldacchino calls ‘viable ignorance’, attempting to take leave from the critical and pedagogical obligations of certain elements of Barbara Johnson's ‘positive ignorance’. It considers Friedrich Nietzsche, Jean-François Lyotard and the composer, Karlheinz Stockhausen's reflections on modes of experience, and the cultivation of complementary dispositions, where the knowing, egocentric subject is transformed into, or undermined as, what Nietzsche calls ‘a medium of overpowering forces’. The disposition itself is outlined through close readings of (...) key elements of Nietzsche's notebooks, Lyotard's final chapter of Libidinal Economy (1993), and Stockhausen's lecture, ‘Intuitive Music’ (1971) and developed through supplemental practice-as-research activity in sound. The intention of this paper is to explore the space of aesthetic ignorance as committedly as possible, without reverting constantly to positive ignorance. (shrink)

The primary purpose of this paper is to outline the conceptual means by which it is possible to be optimistic about education. To provide this outline I turn to Ian Hunter and David Blacker, after a brief introduction to Nietzsche’s conceptions of optimism and pessimism, to show why certain forms of optimism in education are either intellectually unhelpful or dispositionally helpless in the face of current educational issues. The alternative form of optimism—which I argue is both intellectually and practically helpful—is (...) drawn from a reading of Friedrich Nietzsche. This reading of Nietzsche is not a simple exercise representing his views. As Nietzsche never explicitly advocated for any form of optimism—and frequently advocated against many of its manifestations—drawing what I call ‘a new version of optimism’ from his writings is no straightforward task, and certainly not without risk. As such, I have extended my readings of Nietzsche across his entire oeuvre, including his writings unintended for publication from his Nachlass. At the core of my argument is the claim that when Nietzsche was sketching out what he called ‘a new version of pessimism’, it was actually quite close to what we might now call ‘a new version of optimism.’ This first claim precipitates a second, which is that this new version of optimism is not only especially suited to contemporary educational thought and practice but is itself a description of an educational experience and disposition. (shrink)

Through readings of Jacques Derrida's Of Grammatology and 'The Age of Hegel', attention is given to two of the problematic types of relationships that philosophy can have with education. These engagements, alongside a reading of 'The Antinomies of the Philosophical Discipline: Letter Preface', show how Derrida’s thought can prescribe no educational programme and instead troubles educational proclamations and certainties. Throughout his life, Derrida negotiated his relationships to the educational systems and institutions to which he was responsible, these negotiations, though, were (...) not indicative of a belief in any ontologically grounded educational truth. Quite to the contrary, as I will claim, Derrida’s thought is remarkable for its deflation of the myth, stretching at least as far back to Plato’s Republic, that philosophy can discover and prescribe the practical means for its own educational good. The argument presented in this article is that Derrida’s thought is particularly fertile when it comes to educational reflection precisely because it does not close down, presuppose, or prescribe, and that these characteristics also allow for generative contradictions in Derrida's educational and philosophical thought and practice. (shrink)

This paper attempts to reintegrate the concept of plasticity into educational philosophy. Although John Dewey used the concept in Democracy and Education it has not generated much of a critical or practical legacy in educational thought. French philosopher, Catherine Malabou, is the first to think plasticity rigorously and seriously in a contemporary philosophical context and this paper outlines her thinking on it as well as considering its applicability to education. My argument is that her definition not only successfully reintroduces the (...) concept in a way which is generative for contemporary educational philosophy and practice but that it also significantly extends the remit of educational plasticity as previously conceived by Dewey. This paper will examine the concept of educational plasticity as providing an opportunity as well as ‘the feeling of a new responsibility’ towards the plastic subject in philosophical approaches to education. (shrink)

In this paper, we build on recent work on the role of the ‘utopian pedagogue’ to explore how utopian thinking can be developed within contemporary higher education institutions. In defending a utopian orientation on the part of HE lecturers, we develop the notion of ‘minimal utopianism’; a notion which, we suggest, expresses the difficult position of critical educators concerned to offer their students the tools with which to imagine and explore alternatives to current social and political reality, while acknowledging the (...) contingent ethical constraints of the system within which they and their students are working. While agreeing with utopian theorists such as Darren Webb who have defended the need for ‘blueprint utopias’ in education in the face of the reduction of the idea of utopia to a purely process-oriented pedagogy, our focus here is on the prior educational task of providing the conceptual and communicative tools for utopian thinking to emerge. The collaborative nature of this paper is ref... (shrink)

[688/2197] In many economic matters there arises a paradox that may be related to what in logic courses is called the “sophism of the heap of wheat”. Among the sophisms bequeathed to us by the Greeks, none is worthier to have come down through the centuries than this “sophism of the heap of wheat”; indeed this no mere puzzle, but a topical example of a frequent difficulty, as much in practical life as in pure speculation.One grain of wheat does not (...) make a heap; neither do two grains; nor do three grains; \(\ldots \) on the other hand, if a million grains are gathered, we can agree that they constitute a heap. What is the exact limit? Should we say that 2,342 grains, for instance, do not make a heap, whereas 2,343 grains do? This is obviously ridiculous. There appears no logical way out of this dead-end; it is therefore not possible to know what a heap of wheat is.The expression of the sophism can be varied in many ways; a classification of these expressions will not be unhelpful. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Emile Durkheim est essentiellement connu comme l'un des pères fondateurs de la sociologie moderne. Fondée sur l'analyse structuro-fonctionnaliste des systèmes sociaux, son œuvre pédagogique reste importante et toujours valable. L'éducation, " socialisation méthodique de la jeune génération ", implique une pédagogie désormais attentive aux valeurs intellectuelles et morales que le maître a mission de promouvoir. L'analyse sociologique et psychologique de la fonction du maître que propose Durkheim est située ainsi dans le cadre d'une conception des systèmes éducatifs possédant une (...) " autonomie relative " susceptible de faire des éducateurs des agents de changement. Les pages ici présentées sont significatives de la pensée d'un pédagogue posant, à partir d'un travail de sociologue, que rapport au savoir et rapport aux valeurs doivent être liés au sein d'une éducation fondamentalement humaniste. (shrink)

This paper is an attempt to sketch out the conceptual possibility of what is given the name remuant existence. That is to say, a changeable, restless and fickle existence. The word remuant, no longer in common use in the English language, is an adjective. Its meaning offered here is used to designate what will be considered the qualifying attribute of existence, which is to make the point that existence is remuant existence. Existence is a common noun and thereby grammatically a (...) universal but if it cannot exist without being remuant its nominal universality is of no significance. The universality of existence does not mean anything; only remuant existence has meaning. The articulation of this concept, and those which are concomitant with it, is primarily an untangling of the remuant from the critique of presence and of the subject offered by Jacques Derrida, whose influence remains visitant throughout. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Continuous sedation is increasingly used as a way to relieve symptoms at the end of life. Current research indicates that some physicians, nurses, and relatives involved in this practice experience emotional and/or moral distress. This study aims to provide insight into what may influence how professional and/or family carers cope with such distress.

This paper argues against dominant philosophical interpretations of Melville’s Bartleby, the Scrivener and submits it to an educational reading. It problematizes readings (such as those of...