Economist-philosopher Amartya Sen's writings on social and political issues have attracted wide audiences. Section 2 introduces his contributions on: how people reason as agents within society; social determinants of people's (lack of) access to goods and of the effective freedoms and agency they enjoy or lack; and associated advocacy of self-specification of identity and high expectations for ‘voice’ and reasoning democracy. Section 3 considers his relation to social theory, his tools for theorizing action in society, and his limited degree of (...) attention to work by sociologists and to capitalism and power structures. Section 4 characterizes a style marked by conceptual refinement, emphases on complexity and individuality, including personal individuality, and reformist optimism. Section 5 shows the features from Sections 3 and 4 at work in his conception of personhood that advocates freedom to make a reasoned composition of personal identity. Similarly, Section 6 addresses his conception of public reasoning and neglect of the sociology of democracy. It contrasts the ideal of a reasoning polity with features in many countries. Sen's programmes for critical autonomy in personhood and for reasoned politics play, nevertheless, a normic role, while his analytical formats help investigation of obstacles to more widespread agency, voice, and democratic participation. (shrink)

`Being sensitive' in nursing was explored using Schwartz-Barcott and Kim's hybrid model of concept development, producing a tentative definition of the concept. Three phases were employed: theoretical, empirical/fieldwork and analytical. An exploration of the literature identified where the common idea of `being sensitive' as a nurse was embedded and demonstrated that a theoretical development of this fundamental aspect of nursing was absent. The empirical phase was conducted using semistructured interviews with nine expert palliative care and cancer (...) nurses. This method was particularly useful for the exploration of this concept because of its firm grounding in practical example. A definition of what the concept `being sensitive' means in nursing, and subsequent clarification of `being insensitive', have been posed from the research process undertaken. The essential nature of this concept being integral to nursing practice is emphasized. Potential implications for the development of nursing practice through teaching of this concept were identified. (shrink)

Concepts serve critical functions in science, through their descriptive powers and as the building-blocks of theory. When concepts are immature, therefore, science suffers. Consequently, concept development ought to be considered a fundamental scientific activity. Knowledge of different approaches to concept development, however, is relatively limited in the management discipline. The purpose of this article, therefore, is to provide a primer on concept development. It begins by establishing the link between concepts and science. It then (...) describes and discusses the main approaches to concept development. Finally, it provides an example of concept development from the marketing sub-discipline. (shrink)

The aim of this study was to develop the concept of the dignified death of children in Brazilian pediatric intensive care units (PICUs). The Hybrid Model for Concept Development was used to develop a conceptual structure of dignified death in PICUs in an attempt to define the concept. The fieldwork study was carried out by means of in-depth interviews with nine nurses and seven physicians working in PICUs. Not unexpectedly, the concept of dignified death was (...) found to be a complex phenomenon involving aspects related to decisions made by the multidisciplinary team as well as those related to care of the child and the family. Knowledge of the concept’s dimensions can promote reflection on the part of healthcare professionals regarding the values and beliefs underlying their conduct in end-of-life situations. Our hope is that this study may contribute to theoretic and methodological development in the area of end-of-life care. (shrink)

The aim of this study was to develop the concept of the dignified death of children in Brazilian pediatric intensive care units . The Hybrid Model for Concept Development was used to develop a conceptual structure of dignified death in PICUs in an attempt to define the concept. The fieldwork study was carried out by means of in-depth interviews with nine nurses and seven physicians working in PICUs. Not unexpectedly, the concept of dignified death was (...) found to be a complex phenomenon involving aspects related to decisions made by the multidisciplinary team as well as those related to care of the child and the family. Knowledge of the concept’s dimensions can promote reflection on the part of healthcare professionals regarding the values and beliefs underlying their conduct in end-of-life situations. Our hope is that this study may contribute to theoretic and methodological development in the area of end-of-life care. (shrink)

‘Psychological structures may be shown to grow and differentiate throughout life. Correspondingly, the brain has a much more lengthy and involved development than any other mechanism of the body. We know little yet of how this uniquely complex process is determined, but it is certain that the principles of embryogenesis apply in all growth, including psychological growth, and not just to the morphogenesis of the body of the embryo.’.

Millikan's externalist account of concept acquisition cannot completely avoid the distinction between central (defining) and peripheral (characteristic) features, because some knowledge is required to achieve reference and to decide what kind of information to record about the identified substances. However, the emphasis on external reference may provide the requisite principled way to make this distinction.

Review of a book of this name, being a survey of research on this topic.

The ArgumentIn this paper I present and argue for a model of conceptual development in science and apply it to the transition from classical to modern physics associated with Einstein. The model claims a continuous and rational transition between incompatible subsequent conceptual systems in mathematical science and explains its mechanism. The model was developed in a study of the transition from preclassical to classical mechanics. I argue for a strong structural analogy between the transition from preclassical to classical mechanics (...) on the one hand and from classical to modern physics on the other. The first transition is briefly sketched here by reference to Galileo and his disciples; in the second transition Planck and Lorentz on the one hand and Einstein on the other play the respective roles.A detailed and documented reconstruction of the transition from preclassical to classical mechanics on the basis of this model has already been published and is only briefly referred to in the paper. The transition from classical to modern physics is portrayed here much more extensively—though of course merely in broad brush strokes. Einstein–s role in this transition is reconstructed in the light of a conceptualization of his scientific knowledge as an active structure of thought, shaped by his intellectual experience. In this way, the development of his individual thinking is shown to be part of the overall process of conceptual transformation from classical to modern physics. The reconstruction sketched in this paper is to be considered as a proposal to be substantiated, reformed, and improved by future detailed studies. (shrink)

The Origin of Concepts sets out an impressive defense of the view that children construct entirely new systems of concepts. We offer here two questions about this theory. First, why doesn't the bootstrapping process provide a pattern for translating between the old and new systems, contradicting their claimed incommensurability? Second, can the bootstrapping process properly distinguish meaning change from belief change?

The process by which emotion concepts are learned is largely unexplored. Hoemann, Devlin, and Barrett and Shablack, Stein, and Lindquist argue that emotion concepts are learned throug...

In Concepts, Kinds, and Cognitive Development, Frank C. Keil provides a coherent account of how concepts and word meanings develop in children, adding to our understanding of the representational nature of concepts and word meanings at all ages. Keil argues that it is impossible to adequately understand the nature of conceptual representation without also considering the issue of learning. Weaving together issues in cognitive development, philosophy, and cognitive psychology, he reconciles numerous theories, backed by empirical evidence from nominal (...) kinds studies, natural-kinds studies, and studies of fundamental categorical distinctions. He shows that all this evidence, when put together, leads to a better understanding of semantic and conceptual development. The book opens with an analysis of the problems of modeling qualitative changes in conceptual development, investigating how concepts of natural kinds, nominal kinds, and artifacts evolve. The studies on nominal kinds document a powerful and unambiguous developmental pattern indicating a shift from a reliance on global tabulations of characteristic features to what appears to be a small set of defining ones. The studies on natural kinds document an analogous shift toward a core theory instead of simple definition. Both sets of studies are strongly supported by cross cultural data. While these patterns seem to suggest that the young child organizes concepts according to characteristic features, Keil argues that there is a framework of conceptual categories and causal beliefs that enables even very young children to understand kinds at a deeper, theoretically guided, level. This account suggests a new way of understanding qualitative change and carries strong implications for how concepts are represented at any point in development. A Bradford Book. (shrink)

Developing tools is a crucial aspect of experimental practice, yet most discussions of scientific change traditionally emphasize theoretical over technological change. To elaborate on the role of tools in scientific change, I offer an account that shows how scientists use tools in exploratory experiments to form novel concepts. I apply this account to two cases in neuroscience and show how tool development and concept formation are often intertwined in episodes of tool-driven change. I support this view by proposing (...) common normative principles that specify when exploratory concept formation and tool development succeed to initiate scientific change. (shrink)

A new model of the development of temporal concepts is described that assumes that there are substantial changes in how children think about time in the early years. It is argued that there is a shift from understanding time in an event-dependent way to an event-independent understanding of time. Early in development, very young children are unable to think about locations in time independently of the events that occur at those locations. It is only with development that (...) children begin to have a proper grasp of the distinction between past, present, and future, and represent time as linear and unidirectional. The model assumes that although children aged 2 to 3 years may categorize events differently depending on whether they lie in the past or the future, they may not be able to understand that whether an event is in the past or future is something that changes as time passes and varies with temporal perspective. Around 4 to 5 years, children understand how causality operates in time, and can grasp the systematic relations that obtain between different locations in time, which provides the basis for acquiring the conventional clock and calendar system. (shrink)

According to one productive and influential approach to cognition, categorization, object recognition, and higher level cognitive processes operate on a set of fixed features, which are the output of lower level perceptual processes. In many situations, however, it is the higher level cognitive process being executed that influences the lower level features that are created. Rather than viewing the repertoire of features as being fixed by low-level processes, we present a theory in which people create features to subserve the representation (...) and categorization of objects. Two types of category learning should be distinguished. Fixed space category learning occurs when new categorizations are representable with the available feature set. Flexible space category learning occurs when new categorizations cannot be represented with the features available. Whether fixed or flexible, learning depends on the featural contrasts and similarities between the new category to be represented and the individual's existing concepts. Fixed feature approaches face one of two problems with tasks that call for new features: If the fixed features are fairly high level and directly useful for categorization, then they will not be flexible enough to represent all objects that might be relevant for a new task. If the fixed features are small, subsymbolic fragments (such as pixels), then regularities at the level of the functional features required to accomplish categorizations will not be captured by these primitives. We present evidence of flexible perceptual changes arising from category learning and theoretical arguments for the importance of this flexibility. We describe conditions that promote feature creation and argue against interpreting them in terms of fixed features. Finally, we discuss the implications of functional features for object categorization, conceptual development, chunking, constructive induction, and formal models of dimensionality reduction. Key Words: concept learning; conceptual development; features; perceptual learning; stimulus encoding. (shrink)

Temporal concepts are fundamental constructs of human cognition, but the trajectory of how these concepts emerge and develop is not clear. Evidence of children’s temporal concept development comes from cognitive developmental and psycholinguistic studies. This paper reviews the linguistic factors (i.e., temporal language production and comprehension) and cognitive processes (i.e., temporal judgment and temporal reasoning) involved in children’s temporal conceptualization. The relationship between children’s ability to express time in language and the ability to reason about time, and the (...) challenges and difficulties raised by the interaction between cognitive and linguistic components are discussed. Finally, we propose ways to reconcile controversies from different research perspectives and present several avenues for future research to better understand the development of temporal concepts. (shrink)

Empathy is a topic of continuous debate in the nursing literature. Many argue that empathy is indispensable to effective nursing practice. Yet others argue that nurses should rather rely on sympathy, compassion, or consolation. However, a more troubling disagreement underlies these debates: There’s no consensus on how to define empathy. This lack of consensus is the primary obstacle to a constructive debate over the role and import of empathy in nursing practice. The solution to this problem seems obvious: Nurses need (...) to reach a consensus on the meaning and definition of empathy. But this is easier said than done. Concept analyses, for instance, reveal a profound ambiguity and heterogeneity of the concept of empathy across the nursing literature. Since the term “empathy” is used to refer to a range of perceptual, cognitive, emotional, and behavioral phenomena, the presence of a conceptual ambiguity and heterogeneity is hardly surprising. Our proposal is simple. To move forward, we need to return to the basics. We should develop the concept from the ground up. That is, we should begin by identifying and describing the most fundamental form of empathic experience. Once we identify the most fundamental form of empathy, we will be able to distinguish among the more derivative experiences and behaviors that are addressed by the same name and, ideally, determine the place of these phenomena in the field of nursing. The aim of this article is, consequently, to lay the groundwork for a more coherent concept of empathy and thereby for a more fruitful debate over the role of empathy in nursing. In Part 1, we outline the history of the concept of empathy within nursing, explain why nurses are sometimes warry of adapting concepts from other disciplines, and argue that nurses should distinguish between adapting concepts from applied disciplines and from more theoretical disciplines. In Part 2, we show that the distinction between emotional and cognitive empathy—borrowed from theoretical psychology—has been a major factor in nurses’ negative attitudes toward emotional empathy. We argue, however, that both concepts fail to capture the most fundamental form of empathy. In Part 3, we draw on and present some of the seminal studies of empathy that can be found in the work of phenomenological philosophers including Max Scheler, Edmund Husserl, and Edith Stein. In Part 4, we outline how their understanding of empathy may facilitate current debates about empathy’s role in nursing. (shrink)

It is argued that 'sustainable development' has been defined in such a way as to be either morally repugnant or logically redundant. 'Strong' sustainability, overriding all other considerations, is morally unacceptable as well as totally impractical; and 'weak' sustainability, in which compensation is made for resources consumed, offers nothing beyond traditional economic welfare maximisation. The 'sustainability' requirement that human well-being should never be allowed to decline is shown to be irrational. Welfare economics can accommodate distributional considerations, and, suitably defined, (...) the concept of welfare can include the subjective effects of changes in – as well as the levels of – well-being. Hence there is no reason why welfare maximisation should not remain an overriding policy objective. Nor can sustainability be regarded as a 'constraint' on welfare maximisation unless there is a clear conflict between the two – which has yet to be demonstrated. This is not to deny the importance of intergenerational justice, nor the need for economic incentives to correct market imperfections if the environment is to be managed in a socially optimal manner. Apart from a few small developing countries heavily dependent on minerals or other finite primary products, the measurement of some wider concept of 'sustainable' GNP is a waste of time and such estimates as have been made are virtually worthless. (shrink)

The aim of this Swedish study was to develop the concept of moral sensitivity in health care practice. This process began with an overview of relevant theories and perspectives on ethics with a focus on moral sensitivity and related concepts, in order to generate a theoretical framework. The second step was to construct a questionnaire based on this framework by generating a list of items from the theoretical framework. Nine items were finally selected as most appropriate and consistent with (...) the research team’s understanding of the concept of moral sensitivity. The items were worded as assumptions related to patient care. The questionnaire was distributed to two groups of health care personnel on two separate occasions and a total of 278 completed questionnaires were returned. A factor analysis identified three factors: sense of moral burden, moral strength and moral responsibility. These seem to be conceptually interrelated yet indicate that moral sensitivity may involve more dimensions than simply a cognitive capacity, particularly, feelings, sentiments, moral knowledge and skills. (shrink)

In his lectures, Kant suggested to his students that the freedom of a divine holy will is “easier to comprehend than that of the human will,”(28:609) but this suggestion has remained neglected. After a review of some of Kant’s familiar claims about the will (in general), and about the divine holy will in particular, I consider how these claims give rise to some initial objections to that conception. Then I defend an interpretation of Kant’s conception of the divine will, and (...) of its historical development in relation to Leibniz and Spinoza, that identifies the content, origin, and role of God’s representations in a way that is responsive to some of the historical and contemporary problems. Finally, I trace a few of the implications of this account of the divine will for our understanding Kant’s account of freedom more generally, including human freedom. (shrink)

In the course of his long development, Kant's concept of matter changed somewhat, while his concept of scientific explanation changed considerably. Both developments achieved a coherent integration in Kant's Metaphysical Foundations of Natural Science. Using this developmental background, the present paper argues that the Foundations should be interpreted as an attempted rational reconstruction of the mechanics of Newton and Euler. Kant attempted to do this by constructing a concept of matter that would confer a Leibnizian intelligibility (...) on Newtonian mechanics, and also accord with Kant's theories on the nature of concepts and their role in scientific explanation. (shrink)

Concepts and Conceptual Development draws together theorists from a wide range of theoretical orientations to consider many different aspects of 'the psychology ...

This paper examines the interplay between conceptual structure and the evolution of scientific concepts, arguing that concepts are fundamentally ‘forward-looking’ constructs. Drawing on empirical studies of similarity and categorization, I explicate the way in which the conceptual taxonomy highlights the ‘relevant respects’ for similarity judgments involved in categorization. I then propose that this taxonomy provides some of the cognitive underpinnings of the ongoing development of scientific concepts. I use the concept synapse to illustrate my proposal, showing how conceptual (...) taxonomy both facilitates and constrains the accommodation of newly discovered phenomena. I end by briefly considering the implications of the proposed approach for a normative evaluation of scientific concepts. (shrink)

Sustainability, and the related concept of climate change, is an emerging domain within nursing and nurse education. Climate change has been posited as a serious global health threat requiring action by health professionals and action at international level. Anåker & Elf undertook a concept analysis of sustainability in nursing based on Walker and Avant's framework. Their main conclusions seem to be that while defining attributes and cases can be established, there is not enough research into sustainability in the (...) nursing literature. This paper seeks to develop their argument to argue that sustainability in nursing can be better understood by accessing non‐nursing and grey literature and, for example, the literature in the developing web‐based ‘paraversity’. Without this understanding, and application in nursing scholarship, nurses will have a rather narrow understanding of sustainability and its suggested links with social and health inequalities and the dynamics underpinning unsustainable neoliberalist political economy. This understanding is based on the social and political determinants of health approach and the emerging domain of planetary health. However, this is a major challenge as it requires a critical reflection on what counts as nursing knowledge, a reflection which might reject sustainability and political economy as irrelevant to much of nursing practice. (shrink)

The classical view of the gene prevailing during the 1910s and 1930s comprehended the gene as the indivisible unit of genetic transmission, genetic recombination, gene mutation and gene function. The discovery of intragenic recombination in the early 1940s led to the neoclassical concept of the gene, which prevailed until the 1970s. In this view the gene or cistron, as it was now called, was divided into its constituent parts, the mutons and recons, materially identified as nucleotides. Each cistron was (...) believed to be responsible for the synthesis of one single mRNA and concurrently for one single polypeptide. The discoveries of DNA technology, beginning in the early 1970s, have led to the second revolution in the concept of the gene in which none of the classical or neoclassical criteria for the definition of the gene hold strictly true. These are the discoveries concerning gene repetition and overlapping, movable genes, complex promoters, multiple polyadenylation sites, polyprotein genes, editing of the primary transcript, pseudogenes and gene nesting. Thus, despite the fact that our comprehension of the structure and organization of the genetic material has greatly increased, we are left with a rather , open and general concept of the gene. This article discusses past and present contemplations of genes, genomes, genotypes and phenotypes as well as the most recent advances of the study of the organization of genomes. (shrink)

Frank E. Zachos offers a comprehensive review of one of today's most important and contentious issues in biology: the species problem. After setting the stage with key background information on the topic, the book provides a brief history of species concepts from antiquity to the Modern Synthesis, followed by a discussion of the ontological status of species with a focus on the individuality thesis and potential means of reconciling it with other philosophical approaches. More than 30 different species concepts found (...) in the literature are presented in an annotated list, and the most important ones, including the Biological, Genetic, Evolutionary and different versions of the Phylogenetic Species Concept, are discussed in more detail. Specific questions addressed include the problem of asexual and prokaryotic species, intraspecific categories like subspecies and Evolutionarily Significant Units, and a potential solution to the species problem based on a hierarchical approach that distinguishes between ontological and operational species concepts. A full chapter is dedicated to the challenge of delimiting species by means of a discrete taxonomy in a continuous world of inherently fuzzy boundaries. Further, the book outlines the practical ramifications for ecology and evolutionary biology of how we define the species category, highlighting the danger of an apples and oranges problem if what we subsume under the same name ("species") is in actuality a variety of different entities. A succinct summary chapter, glossary and annotated list of references round out the coverage, making the book essential reading for all biologists looking for an accessible introduction to the historical, philosophical and practical dimensions of the species problem. (shrink)

Advances in molecular biological research in the latter half of the twentieth century have made the story of the gene vastly complicated: the more we learn about genes, the less sure we are of what a gene really is. Knowledge about the structure and functioning of genes abounds, but the gene has also become curiously intangible. This collection of essays renews the question: what are genes? Philosophers, historians and working scientists re-evaluate the question in this volume, treating the gene as (...) a focal point of interdisciplinary and international research. It will be of interest to professionals and students in the philosophy and history of science, genetics and molecular biology. (shrink)

The concept of energy, the premier concept of physics and indeed of all science, is here investigated from the standpoint of its early historical origin and the philosophical implications thereof. The fundamental assumption is made that the root of the concept is the notion of invariance or constancy in the midst of change. Salient points in the development of this idea are presented from ancient times up to the publication of Lagrange'sMécanique Analytique (1788).

This book explores the historical development of new moral concepts, an activity the author labels "moral articulation." Starting from examples of new moral language developed in the twentieth century, like 'sexual harassment', 'genocide', 'racism', and 'hate speech', this book asks: are we simply naming moral realities that already existed, fully formed and intact, prior to their expression in language? Or do changes in our concepts and language sometimes reshape the objects they bring to light? Moral Articulation outlines an ethical (...) framework that allows us to embrace a version of the latter, transformative view without sacrificing notions of moral truth, objectivity, and knowledge. The result is a variation of moral realism that is sensitive to deep historical changes in morality. The book presents a view of moral value as extending beyond what we are presently able to put into words, urging that new developments in moral language often begin in dissonant experiences of conceptual and discursive breakdown. Resisting a tendency in contemporary ethics to start with situations and dilemmas whose descriptions are already given, this book argues that the struggle to piece together a discursively articulate picture of a situation in the first place is an ethical task in its own right. The result is a thoroughly historical yet objective picture of ethics that emphasizes the role of language in prompting moral change in our life-form. It draws inspiration from Aristotelian, Hegelian, Wittgensteinian, and liberatory praxis-inspired philosophy, as well as from Charles Taylor and Iris Murdoch. (shrink)

Concepts: Core Readings traces the develoment of one of the most active areas of investigation in cognitive science. This comprehensive volume brings together the essential background readings on concepts from philosophy, psychology, and linguistics, while providing a broad sampling of contemporary research. The first part of the book centers around the fall of the Classical Theory of Concepts in the face of attacks by W.V.O. Quine, Ludwig Wittgenstein, Eleanor Rosch, and others, emphasizing the emergence and development of the Prototype (...) Theory and the controversies it spurred. The second part surveys a broad range of contemporary theories—Neoclassical Theories, the Prototype Theory, the Theory-Theory, and Conceptual Atomism. (shrink)

The concept of sustainable development is here revised in the light of a brief historical analysis, followed by a semantic analysis of the expressions development and sustainability. The authors criticize the common use of this concept in a loose way or in wide generalizations, to conclude, based on the principles of human ecology, that it is only possible to make it operational in limited spans of time and in limited spatial units.

D W Hamlyn; The Concept of Development, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 26–39, https://doi.org/10.1111/j.1467-9752.197.