A fundamental way in which human thought has developed has been constantly to explain the earliest "classics" that are the source of that thought. All in all, the number of such classics is not very high, their explanations are past counting. Moreover, they are constantly increasing, giving rise to an explanatory chain deriving from the classics. In the development of Chinese philosophy, this aspect is particularly noticeable, so that one can describe Chinese philosophy as a continual explanation of the classics. (...) This holds for both Confucianism and Daoism. The main classics of Daoism are the Laozi and the Zhuangzi. These two works have been constantly reread and reinterpreted throughout history. From the late nineteenth century onward, Chinese philosophy came into closer contact with Western philosophy. Foreign concepts were brought in to provide philosophers with new "insight." Some thinkers applied this new insight or these foreign concepts to the Daoist classics. In this way, they brought a new explanation of the Daoist classics and enriched the ways of interpreting the texts.1 Paving the way in this direction were Yan Fu (1853-1921). Zhang Taiyan (1869-1936), Liang Qichao (1873-1929), Wang Guowei (1877-1927), and Hu Shi (1891-1962). (shrink)

Since its founding in 1943, Medievalia et Humanistica has won worldwide recognition as the first scholarly publication in America to devote itself entirely to medieval and Renaissance studies. Since 1970, a new series, sponsored by the Modern Language Association of America and edited by an international board of distinguished scholars and critics, has published interdisciplinary articles. In yearly hardbound volumes, the new series publishes significant scholarship, criticism, and reviews treating all facets of medieval and Renaissance culture: history, art, literature, music, (...) science, law, economics, and philosophy. (shrink)

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The meta-problem of consciousness is the problem of explaining why we have problem intuitions about consciousness, why we intuitively think that conscious experience cannot be scientifically explained. In his discussion of this problem, David Chalmers briefly considers the possibility of giving a 'genealogical' solution, according to which problem intuitions are 'accidents of cultural history' (2018, p. 33). Chalmers' response to this solution is largely dismissive. In this paper, we defend the viability of a genealogical solution. Our strategy is to focus (...) on a particular problem intuition: the thought that the phenomenal character of colour experience is irreducibly subjective. We use the history of the inverted spectrum thought experiment as a window into how various philosophers have thought about colour experience. Our genealogy reveals that problem intuitions about colour are not timeless, but instead arise in a specific historical context, one that, in large part, explains why we have these intuitions. (shrink)

Since their introduction as ‘no code’ in the 1980s and their later formalisation to ‘do not resuscitate’ orders, such directions to withhold potentially life-extending treatments have been accompanied by multiple ethical issues. The arguments for when and why to instigate such orders are explored, including a consideration of the concept of futility, allocation of healthcare resources, and reaching a balance between quality of life and quality of death. The merits and perils of discussing such decisions with patients and/or their relatives (...) are reviewed and the unintended implications of ‘do not attempt resuscitation’ orders are examined. Finally, the paper explores some alternative methods to approaching the resuscitation decision, and calls for empirical evaluation of such methods that may reduce the ethical dilemmas physicians currently face. (shrink)

In his ‘On t and u and what they can do’, Greg Restall presents an apparent problem for a handful of well-known non-classical solutions to paradoxes like the liar. In this article, we argue that there is a problem only if classical logic – or classical-enough logic – is presupposed. 1. Background Many have thought that invoking non-classical logic – in particular, a paracomplete or paraconsistent logic – is the correct response to the liar and related paradoxes. At the most (...) basic level, the target non-classical idea is that some expressions, like ‘all and only the true propositions’, do not behave as we would expect from classical logic. Non-classical theorists argue that the class of all and only the truths is either incomplete or inconsistent: when you truly speak of all and only truths , you're either leaving some truths out, or you're letting some untruths in. Truth, in a slogan, is either gappy or glutty. Non-classicality is not a glib or easy-way-out response to the paradoxes. Innocuous-seeming notions can turn out to be philosophically substantial. Moreover, apparently correct forms of reasoning can turn out to be incorrect. To take a example, a glut theorist must hold that the following argument form is not in general valid. Either p is true or q is true. But p is untrue. So q is true. This argument form may strike our ears as acceptable. But if p is a truth value glut, then the inference fails to preserve truth. According to glut theorists, the inference breaks down in inconsistent contexts: if the subject matter involves gluts, then the inference is to be rejected. And the liar paradox, according to such theorists, shows that truth is exactly the kind of subject matter that yields inconsistency. In the …. (shrink)

This qualitative research study with a content analysis approach aimed to explore families’ experiences of an organ donation request after brain death. Data were collected through 38 unstructured and in-depth interviews with 14 consenting families and 12 who declined to donate organs. A purposeful sampling process began in October 2009 and ended in October 2010. Data analysis reached 10 categories and two major themes were listed as: 1) serenity in eternal freedom; and 2) resentful grief. The central themes were peace (...) and honor versus doubt and regret. The findings indicated that the families faced with an organ donation request of a brain-dead loved one experienced a lasting effect long after the patient's demise regardless of their decision to donate or refusal to donate. In conclusion, this study highlights the importance of family support and follow-up in an efficient healthcare system aimed at developing trust with the families and providing comfort during and after the final decision. (shrink)

We use Marya Schechtman’s Narrative Self-Constitution View to support the widespread idea that food can contribute to the construction and expression of our identities and be used to understand others. What foods we consume can be one such way to construct our identities as food itself can have different values: ethically sourced, healthy, culturally significant, etc. However, the ability to constitute one’s own identity in this way depends on the ability to autonomously choose what we consume. We argue that most (...) consumers have much less control over their own consumption habits than is typically assumed (indeed, much of the literature on food and identity relies on the assumption) and thus consumers have diminished autonomy with respect to identity-constitution. We focus on the effects of three such autonomy compromising practices: food impositions, which are social pressures on food choice; manipulative marketing; and impediments to access. Together these practices diminish second-order endorsement of food-related values, generate false beliefs about what one is eating, and create social, economic, or physical barriers which limit access to desired foods. There are, however, spaces where consumers are fighting back against cultural norms and agribusiness and changing their own relationship(s) with consumption, thereby exercising increased autonomy over their food and their identity. (shrink)

Ethics is the emphasis of our first-year Introduction to Clinical Medicine-1 course. Introduction to Clinical Medicine-1 uses problem-based learning to involve groups of seven to nine students and two facilitators in realistic clinical cases. The cases emphasize ethics, but also include human behaviour, basic science, clinical medicine, and prevention learning issues. Three cases use written vignettes, while the other three cases feature standardized patients. Groups meet twice for each case. In session one, students read the case introduction, obtain data from (...) the written case or standardized patient, identify the case's ethical problems, formulate learning issues, discuss ways to resolve the moral conflicts, and assign research responsibilities. In session two, students discuss their assigned learning issues and specify and justify clinical actions to address the case's ethical dilemmas. Following three cases, groups write an essay discussing what they learned and describing how they would approach and resolve the case's learning issues. (shrink)

While much discussion in bioethics, philosophy of science, and philosophy of medicine concerns the proper handling and uses of value considerations, there has been little discussion about how to identify or recognize values in medical/scientific discourse. This article presents a heuristic method for identifying values in such discourses. Values are defined as descriptions or conditions that guide human action and are praise- or blameworthy. Values manifest themselves in discourses in one or more of three dimensions: linguistic, causal, and descriptive; each (...) with distinctive “subtypes”. By recognizing the various ways that values manifest in discourses, a “values scholar” can ask relevant questions of the discourse and thereby come to recognize potential evaluative meanings in the discourse. Numerous examples are provided from the author's own research program. Strengths, limitations, and paths to developing the model are briefly discussed. (shrink)