The foundation of the mathematical theory of probabilities is still a controversial subject. There are schools of insufficient reasoning and of cogent reasoning, of a priori determination and of frequency determination, of subjective and of objective probability. Two main difficulties exist. The first is the definition of equally like events. The second difficulty is the relation between the laws of causal natural science and the laws of statistical regularity. Is it really necessary to add to the laws of mechanics one (...) or more independent “laws of large numbers” to explain the regularities in dice throwing? In all these cases different answers exist, and the existence of a mathematical theory of probabilities remains a kind of miracle, as esoteric to the further domain of natural science as the resurrection of the dead. (shrink)

Robert Merton may not remember it, but in the 1930s we met in Cambridge and took one or more walks together – 1 think they were along Trapelo Road in Waltham, then a rural lane. Our conversation must have been interesting, since I remember the episode, but I can only guess at the subject. Since Merton was working on the sociology of science in Newton's day and I had a long standing interest in the relations between mathematics and society, especially (...) at the dawn of capitalism, it is very likely that we discussed the Hessen paper of 1931, published inScience at the Cross Roads. The paper had impressed me, as it had impressed several British scientists of the younger generation, including J. D. Bernal and Joseph Needham; Merton's dissertation, when it appeared, showed that Hessen's “provocative essay” had made its impression on his work as well. It also showed that he was aware of some of the oversimplifications of the Hessen lecture, as was G. N. Clark (see Clark 1937a; Clark 1937b, chap. 3). The almost total omission of the religious factor was one of them. (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)