L'auteur distingue entre la vérité constatante et la vérité vécue. Ces deux vérités sont qualitativement distinctes, et elles sont des ennemies archanées, dès qu'elles se trouvent en présence l'une de l'autre. De nos jours elles se combattent sous les noms de rationalisme et antirationalisme. Pourtant elles peuvent sans aucun compromis se transformer en une synthèse. Et cette synthèse se réalise lorsque la vérité constatante aboutit à sa suprême subtilité: l'observation introspective d'idées à tendance universelle (cette observation s'exprime en définitions exactes) (...) et l'introspection du mouvement de ces idées (qui s'exprime en logique exacte). Cette ultime introspection est la tâche de la philosophie. Le sens véritable de la philosophie est donc d'invoquer logiquement l'intuition postlogique. Cette intuition succède nécessairement à la pure logique philosophique et révèle aussi la valeur universelle des idées logiques par une rétrospection clarifiaǹte. (shrink)

L' auteur distingue entre la philosophie comme attitude mentale et la philosophie comme science. La philosophie dans la première acception regarde, plus ou moins, tous les hommes. La philosophie scientifique est la pensée qui scrute méthodiquement le sens de l' Univers. Le mot "philosophie" indique une attitude mentale, mais ce mot n' est pas un nom qui pourrait désigner la science qu' est la philosophie. Jusqu' ici cette science, n' a pas de nom caractéristique. Car ce nom devrait indiquer le (...) sujet de cette science, comme le font p.e. géologie, anthropologie, psychologie. Une simple analogie logique nous incite à appeler la philosophie scientifique du nom de pantologie. Ce nom la défendrait peut-être contre le dilettantisme verbeux et les rêveries nébuleuses qui ne manquent pas dans la philosophie pour autant qu'elle est et qu'elle doit être l' affaire de tout être humain. (shrink)

While stigmatisation is universal, stigma research in low- and middle-income countries (LMIC) is limited. LMIC stigma research predominantly concerns health-related stigma, primarily regarding HIV/AIDS or mental illness from an adult perspective. While there are commonalities in stigmatisation, there are also contextual differences. The aim of this study in DR Congo (DRC), as a formative part in the development of a common stigma reduction intervention, was to gain insight into the commonalities and differences of stigma drivers (triggers of stigmatisation), facilitators (factors (...) positively or negatively influencing stigmatisation), and manifestations (practices and experiences of stigmatisation) with regard to three populations: unmarried mothers, children formerly associated with armed forces and groups (CAAFAG), and an indigenous population. Group exercises, in which participants reacted to statements and substantiated their reactions, were held with the ‘general population’ (15 exercises, n = 70) and ‘populations experiencing stigma’ (10 exercises, n = 48). Data was transcribed and translated, and coded in Nvivo12. We conducted framework analysis. There were two drivers mentioned across the three populations: perceived danger was the most prominent driver, followed by perceived low value of the population experiencing stigma. There were five shared facilitators, with livelihood and personal benefit the most comparable across the populations. Connection to family or leaders received mixed reactions. If unmarried mothers and CAAFAG were perceived to have taken advice from the general population and changed their stereotyped behaviour this also featured as a facilitator. Stigma manifested itself for the three populations at family, community, leaders and services level, with participation restrictions, differential treatment, anticipated stigma and feelings of scapegoating. Stereotyping was common, with different stereotypes regarding the three populations. Although stigmatisation was persistent, positive interactions between the general population and populations experiencing stigma were shared as well. This study demonstrated utility of a health-related stigma and discrimination framework and a participatory exercise for understanding non-health related stigmatisation. Results are consistent with other studies regarding these populations in other contexts. This study identified commonalities between drivers, facilitators and manifestations—albeit with population-specific factors. Contextual information seems helpful in proposing strategy components for stigma reduction. (shrink)

This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman (n = 506) and senior students (n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were (...) higher in senior students than in freshman students. Furthermore, more hours of ethics content were associated with higher principled thinking scores of senior students. Nursing education in South Korea may have an impact on developing student moral sensitivity. Planned ethics content in nursing curricula is necessary to improve moral sensitivity and moral reasoning of students. (shrink)