After an intensive 4-year process, the World Medical Association (WMA) has revised its International Code of Medical Ethics (ICoME). In their report outlining this process, Parsa-Parsi et al not only describe how the WMA sought to ‘cultivat[e] international agreement’ on a ‘global medical ethos’, but also outline the philosophical framework of the ICoME: how the WMA, as the ‘global representation of the medical profession’, created and revised the ICoME through the process of international professional self-regulation.1 However, there is a significant (...) tension to be found in this framework—one which contrasts the international scope of the ICoME with the supposed source of its legitimacy. Here, we seek to characterise this tension and the doubt which it casts on the legitimacy of the ICoME. (shrink)

This article examines crowds, leaders, and media after the 1979 Revolution of Iran. It focuses on media that contests hegemonic power by acting as a “guide” for an otherwise “leaderless movement,” especially in contexts where conventional “guides” are illegitimate or absent. It argues that such media reveals the partisan reality of political order obscured by the myth of leadership, the idea that the presence of a leader implies a political order. I focus on International Women’s Day 1979 when crowds protesting (...) the Ayatollah Khomeini’s decision to enforce the mandatory veil were caught in a paradox: as subjects of history and objects of representation. With focus on the non-partisan newspaper Ayandegan, the article shows how the crowds, objects of representation, became political subjects, as potential guides. Despite its efforts to remain neutral, Ayandegan became partisan when it unwittingly challenged the “charismatic leader” by giving presence to the partisan crowds. The mediated relation between leader and led on 8 March 1979 and after is instructive for our understanding of the role media can play in leaderless movements. (shrink)

Though Ali Shariati is well-known as the “ideologue” of the Islamic Revolution of Iran, this essay considers Shariati conversely as a student of revolution. It begins by posing a distinction between the apprentice and the autodidact through reference to Ibn Tufayl’s Hayy ibn Yaqzan and introduces a third term, the collaborator, that is crucial to Shariati’s account of counter-pedagogy. The essay then reconstructs Shariati’s critique of the pedagogical state. There, he recalls resisting interpellation by learning from other pasts, refusing instruction, (...) and learning from others. Finally, I show changes in how Shariati conceptualized self-transformation, from an autodidactic process of soul-searching to a collaborative process that gives soul to a collective. On becoming immersed in the sounds of his compatriots grieving the martyrs of struggle, Shariati attests to being a student of history: the curriculum of a people becoming, the history of struggle, and its instructors, those who modeled it, pivoted around a refusal to be instructed. Overall, this essay develops an account of media environments as informal pedagogical spaces. (shrink)

This study examines the impact of Islamic Work Ethic on organizational citizenship behaviors and knowledge-sharing behaviors among university employees in Pakistan. A total of 215 respondents from public sector educational institutions participated in this research. The findings suggest that IWE has a positive effect on OCBs. In other words, individuals with high IWE demonstrate more citizenship behaviors than those with low IWE. The findings also suggest a positive effect of IWE on KSBs. Individuals with high IWE exhibit more KSBs than (...) those with low IWE. The paper also discusses the theoretical and practical implications of these findings. (shrink)

Cumulative evidence has demonstrated that mobile phone distraction, in particular among emerging adults, is a growing problem. Considerable efforts have been made to contribute to the literature by proposing cognitive emotion pre-occupation which acts as an underlying mechanism through which mobile phone distraction results in a reduction in psychological well-being. The proposed model is supported by distraction-conflict theory which reveals that users, with high attention control, are better at coping with the negative consequences of mobile phone distraction. The data, consisting (...) of 914 University students in China, was analyzed using statistical tools. The results support that mobile phone distraction has a significant positive relationship with cognitive emotional pre-occupation which negatively affects users' psychological well-being. Our findings also reveal that attention control moderated the mediation effect of cognitive emotional pre-occupation in association with mobile phone distraction and psychological well-being. The theoretical and practical implications are also discussed along with limitations and future research. (shrink)

One of the popular theories in psychology that potentially contributes to the development of teaching and learning programs is brain dominance. According to this theory, the brain is categorized into two hemispheres based on personal traits and cognitive styles. It is interesting to investigate the correlation between brain dominance and second language learning. Therefore, this study set out to examine the correlation between brain dominance and the development of English reading, and speaking skills. For this purpose, the required data were (...) randomly gathered from 230 sophomore students in four different universities and were analyzed through a Pearson Chi-Square test, a Kruskal–Wallis test, and a Mann–Whitney test. Findings evidenced a significant correlation between brain dominance and reading skills. Three categories of brain dominance groups differ in reading skills in which moderate right-brain shows the highest score. Concerning the speaking skills, however, the results documented no significant correlation between brain dominance and speaking skills. Three groups of brain dominance were not significantly different in three aspects of speaking skills, including accuracy, fluency, and comprehensibility. The study concludes by proposing a range of implications and some avenues for further research. (shrink)