A hypothetical scenario is presented in which a female patient is admitted to a private hospital to undergo a mastectomy and breast reconstruction. The surgeons and anaesthetists conducting the different procedures charge three times the medical aid rates. When the patient asks what the co-payments are likely to be, she is informed by the doctors’ accounts section that they can only provide this information after each procedure. The patient’s medical scheme also advises her that it cannot determine the likely co-payments (...) unless she completes the assessment form sent to her. The form requires her to include the costs reflected against the relevant ICD10 codes. The patient cannot complete the form because the doctors’ accounts sections have not informed her about the proposed procedures and the likely costs of each. This article builds on a previous article discussing doctors’ overarching responsibility to disclose medical treatment costs in advance. The present article outlines the legal requirements in the South African Constitution, the National Health Act and the Health Professions Act, and refers to the Promotion of Access to Information Act and Consumer Protection Act. Similar to the earlier article, this article addresses the ethical requirements of the Health Professions Council of South Africa and the internationally recognised biomedical ethical principles. Furthermore, it also refers to the National Patients Charter, the government’s policy document on health care services. (shrink)

What determines whether an action is right or wrong? Morality, Rules, and Consequences: A Critical Reader explores for students and researchers the relationship between consequentialist theory and moral rules. Most of the chapters focus on rule consequentialism or on the distinction between act and rule versions of consequentialism. Contributors, among them the leading philosophers in the discipline, suggest ways of assessing whether rule consequentialism could be a satisfactory moral theory. These essays, all of which are previously unpublished, provide students in (...) moral philosophy with essential material and ask key questions on just what the criteria for an adequate moral theory might be. (shrink)

This paper traces the development of parental rights to accept or to refuse treatment for a defective newborn infant in the United Kingdom and in the United States of America; its main purpose is to explore the common trends from which an acceptable policy may be derived. It is probable that the British law on parental decision-making in respect of infants suffering from Down's syndrome is to be found in the civil case of In Re B rather than in the (...) criminal case of R v Arthur. United States court decisions are strongly influenced by constitutional law and reflect the right to personal privacy. The position on each side of the Atlantic seems very similar but this similarity includes a sense of uncertainty as to legal responsibility. There is a case for agreed guidelines and a suggested format is offered for consideration. (shrink)

Far more than the dialectic philosophy of Socrates, the rhetorical humanist tradition avoids objectivist epistemology, charts a traversable path to practical wisdom, and aptly highlights the importance of aesthetic style. In those and other ways, we argue, it offers a preferable historical basis for today’s philosophical counseling. Advocates of that contemporary practice tend to cite Socrates as its historical progenitor and favor the narrow propositional logic that is ascribed to him. Some practitioners, though, have also grown more attuned to metaphorical (...) and narrative elements in a client’s worldview. We aim to supplement their claims by drawing from principles of classical rhetorical theory, showing a way to rethink the practice of philosophical counseling today. (shrink)

In this article, I discuss what motivated reasoning research tells us about the prospects for deliberative democracy. In section I, I introduce the results of several political psychology studies examining the problematic affective and cognitive processing of political information by individuals in nondeliberative, experimental environments. This is useful because these studies are often neglected in political philosophy literature. Section II has three stages. First, I sketch how the study results from section I question the practical viability of deliberative democracy. Second, (...) I briefly present the results of three empirical studies of political deliberation that can be interpreted to counter the findings of the studies in section I. Third, I show why this is a misinterpretation and that the study results from section I mean that it is implausible that sites of political deliberation would naturally emerge from the wide public sphere and coalesce into institutionalized forms of the practice such that deliberative democracy can satisfy its raison d’être. Finally, in section III, I conclude that viable conceptions of deliberative democracy should be limited to narrower aims. (shrink)

In a historical moment when cross-cultural communication proves both necessary and difficult, the work of comparative philosophy is timely. Philosophical resources for building a shared future marked by vitality and collaborative meaning-making are in high demand. Taking note of the present global philosophical situation, this collection of essays critically engages the scholarship of Roger T. Ames, who for decades has had a central role in the evolution of comparative and nonwestern philosophy. With a reflective methodology that has produced creative translations (...) of key Chinese philosophical texts, Ames-in conjunction with notable collaborators such as D.C. Lau, David Hall, and Henry Rosemont Jr.-has brought China's philosophical traditions into constructive cross-cultural dialogue on numerous ethical and social issues that we face today. The volume opens with two parts that share overlapping concerns about interpretation and translation of nonwestern texts and traditions. Parts III and IV-"Process Cosmology" and "Epistemological Considerations"-mark the shift in comparative projects from the metaphilosophical and translational stage to the more traditionally philosophical stage. Parts V and VI-"Confucian Role Ethics" and "Classical Daoism"-might best be read as Chinese contributions to philosophical inquiry into living well or "ethics" broadly construed. Lastly, Part VII takes Amesian comparative philosophy in "Critical Social and Political Directions," explicitly drawing out the broader dimensions of social constitution and the ideal of harmony. The contributors-scholars working in philosophy, religious studies, and Asian studies-pursue lines of inquiry opened up by the work of Roger Ames, and their chapters both clarify his ideas and push them in new directions. They survey the field of Chinese philosophy as it is taking shape in the wake of Ames's contributions and as it carries forward a global conversation on the future of humanity. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Fallout from Government-Sponsored Radiation ResearchCarol Mason Spicer (bio)On December 28, 1993, Energy Secretary Hazel R. O'Leary publicly appealed to both the executive and legislative branches of the United States Government to consider compensation for individuals who were harmed by their exposure to ionizing radiation while enrolled in government-sponsored studies conducted between 1940 and the early 1970s.1 The call for compensation was issued three weeks after Secretary O'Leary disclosed (...) that radiation experiments involving humans, sometimes without their consent, had occurred under the auspices of the Atomic Energy Commission (AEC), a forerunner of the Department of Energy (DOE). Secretary O'Leary directed her department to investigate the nature and extent of the experiments, report on their medical and ethical acceptability, and locate the research subjects or their families.Background to the Federal Advisory CommitteeDespite the fact that the existence of many government-sponsored radiation experiments was not a secret—much of the research was reported at the time in scientific journals, and in 1986, Representative Edward J. Markey (D-MA) conducted congressional hearings on such radiation research—Secretary O'Leary's disclosure of the AEC experiments and her call for compensation made the experiments common knowledge and sparked a swift and complex governmental response involving both the executive and legislative branches.It is curious that the "radiation experiments" have garnered so much attention now, since they were virtually ignored in the wake of the 1986 hearings. Secretary O'Leary's disclosure of the radiation studies grew out of a general reassessment of secrecy in government. In April 1993, the Clinton administration set out to review the system of government secrecy that evolved during the Cold War, and in May 1993, DOE began reviewing and declassifying files pertaining to nuclear weapons research. When Dan Reicher, a top aide to Secretary O'Leary, informed her in November of the impending publication of an Albuquerque Tribune investigative report (Welsome 1993) on an experiment conducted between 1945 and 1947 in which 18 subjects were injected with plutonium, [End Page 147] the topic of questionable research involving the exposure of human subjects to radiation was added to the DOE list of information to be disclosed. At the time, it was thought to be but one small part of a massive quantity of DOE information to be made public.As part of its effort to investigate the radiation experiments, DOE established a toll-free telephone hot line for individuals who thought they might have been the subjects of radiation exposure experiments. The hot line, originally staffed by three people to handle the anticipated few dozen calls per day, received more than 2,000 calls in the first week. By early January the hot line was flooded with 6,000 to 10,000 calls daily, and its staff had increased more than ten-fold. Although many of the calls were deemed not to be candidates for further investigation, the extent of the radiation-related experiments, sponsored not only by AEC, but also by the military and other government departments and agencies, took officials by surprise.On December 30, the Department of Defense, the Department of Veterans Affairs, and the National Aeronautics and Space Administration all announced that they were initiating thorough reviews of their files to determine the extent and nature of any radiation experiments conducted under their auspices.2 In January, the CIA and the Department of Health and Human Services, including the National Institutes of Health, followed suit.The White House publicly entered the arena in late December announcing that it would hold a meeting on January 3, 1994, to help coordinate the government's investigative effort. At the same time, Senator Edward M. Kennedy (D-MA) called for a mid-January congressional hearing to investigate experiments conducted between 1946 and 1956 in which mentally retarded boys at the Fernald State School in Massachusetts were fed radioactive iron supplements or milk containing radioactive calcium to enable researchers to trace the absorption of those nutrients. Senator Kennedy's hearing, conducted by the Subcommittee on Health of the Senate Committee on Labor and Human Resources, was the first of a number of congressional hearings held earlier this year to investigate the... (shrink)

Moral reasoning typically relates unexpectedly weakly with both Machiavellianism and authoritarianism. Although researchers often explain this by pointing to apparent shortcomings in both the construct and the measure of moral reasoning, such explanations are questionable given the many instances of support for hypotheses involving moral reasoning using the same construct and measure. As these latter cannot only sometimes be flawed, we explored the possible influence of moral reasoning index choice on observed results by using multiple indices available in the Defining (...) Issues Test. In a sample of 201 employed persons surveyed in 1998, with results reported for the first time, advanced moral reasoners tended to be neither Machiavellian nor authoritarian. However, the specific moral reasoning index employed was critical to detecting these hypothesized inverse relationships. Specifically, we proposed that currently unavailable D scores would be the relevant index for examining inverse relationships with Machiavellianism and that P scores would be most appropriate in the context of inverse relationships with authoritarianism, particularly among persons inclined to utilize their characteristic moral reasoning. We extrapolate the conceptual logic underpinning such relationships, and suggest that appropriate index choice flows from this logic and is essential to hypothesis testing across a broad array of constructs. Future research could adopt this logic to examine relationships involving constructs with implications similar to those found in Machiavellianism and authoritarianism. (shrink)

Niemand bezweifelt, daß nach Spinoza der Lauf der Dinge nicht auf übernatürliche Weise, d. h. durch irgend etwas außerhalb der Natur erklärt werden kann. Aber weniger klar ist, wie radikal seine Sicht der Naturgesetze zu verstehen ist und wie sein Erklärungsapparat arbeiten soll. Können wir zum Beispiel von einem göttlichen Gesetzgeber absehen und doch die Naturgesetze als herrschende Regeln akzeptieren - vielleicht in Verbindung mit den unendlichen Modi? Dieser Aufsatz legt eine andere Sicht dar. Spinoza schrieb von » Gesetzen oder (...) der Natur'. Nicht Gesetze sind es für ihn, die die Dinge geschehen lassen, sondern Ursachen; sie sollten somit bei der Erklärung, warum etwas geschieht, Berücksichtigung finden. Von Naturgesetzen können wir sprechen, sofern wir nicht der Vorstellung erliegen, sie seien getrennt vom Lauf der Dinge. Spinozas Position legt nahe, daß es auf das ankommt, was in der Natur geschieht: Fragen zum Status der Gesetze und ihrer Beziehung zu Dingen und Ereignissen sollten sich folglich nicht mehr stellen. (shrink)

In his 1991 book ‘Consciousness Explained', Daniel Dennett presents his “Multiple Drafts” model of consciousness. Central to his theory is the rejection of the notion of ‘qualia'; of the existence of the purported ‘qualitative character' of conscious experience that many argue rules out the possibility of a purely materialist theory of mind. In eliminating qualia from his theory of consciousness, Dennett claims to be following in the footsteps of Wittgenstein, who also had much to say regarding the nature of ‘private' (...) experience. In this paper I reject this claim and argue that the elimination of qualia plays no part in Wittgenstein's radical understanding of conscious experience. S. Afr. J. Philos. Vol.24(1) 2005: 33-43. (shrink)

Machine generated contents note: Part I. Introduction: 1. Personal epistemology in the classroom: a welcome and guide for the reader Florian C. Feucht and Lisa D. Bendixen; Part II. Frameworks and Conceptual Issues: 2. Manifestations of an epistemological belief system in pre-k to 12 classrooms Marlene Schommer-Aikins, Mary Bird, and Linda Bakken; 3. Epistemic climates in elementary classrooms Florian C. Feucht; 4. The integrative model of personal epistemology development: theoretical underpinnings and implications for education Deanna C. Rule and Lisa D. (...) Bendixen; 5. An epistemic framework for scientific reasoning in informal contexts Fang-Ying Yang and Chin-Chung Tsai; Appendices; 6. Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others Rainer Bromme, Dorothe Kienhues, and Torsten Porsch; Part III. Students' Personal Epistemology, its Development, and Relation to Learning: 7. Stalking young persons' changing beliefs about belief Michael J. Chandler and Travis Proulx; 8. Epistemological development in very young knowers Leah K. Wildenger, Barbara K. Hofer, and Jean E. Burr; 9. Beliefs about knowledge and revision of knowledge: on the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students Lucia Mason; 10. The reflexive relation between students' mathematics-related beliefs and the mathematics classroom culture Erik De Corte, Peter Op 't Eynde, Fien Depaepe, and Lieven Verschaffel; 11. Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schools P. Karen Murphy, Michelle M. Buehl, Jill A. Zeruth, Maeghan N. Edwards, Joyce F. Long, and Shinichi Monoi; 12. Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition Jeffrey A. Greene, Judith Torney-Purta, Roger Azevedo, and Jane Robertson; Part IV. Teachers' Personal Epistemology and its Impact on Classroom Teaching: 13. Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies Andrew Elby and David Hammer; 14. The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics Krista R. Muis and Michael J. Foy; Appendices; 15. Teachers' articulation of beliefs about teaching knowledge: conceptualizing a belief framework Helenrose Fives and Michelle M. Buehl; Appendices; 16. Beyond epistemology: assessing teachers' epistemological and ontological world views Lori Olafson and Gregory Schraw; Part V. Conclusion: 17. Personal epistemology in the classroom: what does research and theory tell us and where do we need to go next? Lisa D. Bendixen and Florian C. Feucht. (shrink)