Current empirical studies of moral behavior of healthcare professionals are almost entirely focused on self-reports, usually collected under the assumption that an ethical disposition characterizes individuals across various contexts. It is well known, however, that individuals adjust their behavior to what they see being done by those in their peer group. That presents a methodological challenge to traditional research within a community of peers because the behavior of each individual is both the result of norms and a contributor to the (...) norms of others. Computer simulations can be used to address this methodological challenge. A Markov replicator model that runs on an Excel spreadsheet was used to investigate a community with four agent types in the dental community: devious practitioners, ethical practitioners who avoid involvement in the poor ethics of others, ethical practitioners who accept it as part of their professional responsibility to challenge colleagues who act unprofessionally, and those who enforce ethical standards. A panel of leaders in the profession independently estimated parameters for the model and criteria for a possible distribution of agent types in the community. The simulation converged on distributions of the agent types that were very similar to the expectations of the panel. The simulation suggests the following characteristics of such moral communities: The structure of such communities is robust across a wide distribution. It appears that reduction in unethical behavior is more sensitive to the way ethical practitioners interact with each other than to sanctions the enforcement community imposes on unethical practitioners, and that large external interventions will be short lived. (shrink)

Building the Moral Community is an exploration of naturalistic ethics, offering a modified classical analytic philosophy exploration of morality that is consistent with emerging thinking in psychology, neurobiology, game theory, and self-adjusting systems.

Corresponding correlations is a method that allows us to infer formal causation from correlational data. In this paper, causal terms are traced to their philosophical and etymological roots. It is argued that causes are parts of their mutual whole . Nominalism, normal distributions and disjunctive causes are linked. Causal manifolds and sampling by potential are used to model conjunctive causes. Corresponding correlations are then demonstrated through simulations, in which causal relations are differentiated from spurious correlations. An algebraic method for unraveling (...) confounded variables is presented. Distinctions between laws and causes are made and related to corresponding correlations. The conclusion is that corresponding correlations should be a significant advance in causal inference. (shrink)

A beautiful gift edition of the supernatural horror cult classic that inspired H.P. Lovecraft and the HBO hit series True Detective The weird tales in this slim volume are all linked by a play, the second act of which reveals truths so terrible and beautiful that it drives all who read it to despair: The King in Yellow. These four macabre, uncanny and unsettling stories are some of the most thrilling ever written in the field of weird fiction, and since (...) their first publication in 1895 have become a cult classic, influencing many writers from the renowned master of cosmic horror H.P Lovecraft to the creators of HBO's True Detective. (shrink)

While some of Paulo Freire's readers understand his pedagogy as a rejection of any and all directive teaching methods, there are many scholars who do recognise Freire's emphasis on teacher directiveness in its appropriate form. In light of this tension between directiveness and dialogue, it seems that students of Freire must inevitably come to a crossroads: is Freire's pedagogy directive or is it not? However, even this question does not get at the more critical dilemma: if Freire's pedagogy is directive, (...) is such directiveness incompatible with Freire's overwhelming emphasis on egalitarian dialogue? This paper establishes three readings of the issue of directiveness in Freire and ultimately provides an exegetical defence of what is termed the compatibilist reading—that directive teaching, properly construed, is compatible with dialogic teaching in Freirean pedagogy. The question this paper seeks to answer is how Freire can have it both ways. In sum, Freire undeniably supports teacher directiveness and philosophically justifies directiveness as compatible with problem-posing education through his concepts of virtue education, utopia and criticality. (shrink)

Despite its several variations, the central position of equipoise is that subjects in clinical experiments should not be randomized to conditions when others believe that better alternatives exist. This position has been challenged over issues of which group in the medical or research community is authorized to make that determination, and it has been argued that informed consent provides sufficient ethical protection for participants independent of equipoise. In this paper I frame ethical participation in clinical research as a two-party decision (...) process involving offering and accepting participation under informed consent. Nine conditions are identified in which it is possible that potential participants and researchers or care professionals can rationally choose divergent actions based on identical understandings of the situation. Under such circumstances, researchers or care professionals cannot ethically substitute their understanding of equipoise in the situation for the patients’ choices, or vice versa. (shrink)

Cognitive Science, Volume 46, Issue 6, June 2022.

Although written consent forms are standard in clinical research, there is little regulatory or empirical guidance regarding how to most effectively review consent forms with potential participants. We developed an algorithm for embedding five questions with corrective feedback while reading consent forms with potential participants, and then applied it in the context of seven clinical research studies. A substantial proportion of participants within each protocol displayed initially inadequate responses to at least one question, but after the protocol elements were explained (...) again, most people demonstrated adequate understanding of them. These data illustrate the need for more attention not just to the content of consent forms, but also to the manner in which the forms are incorporated into the consent process. Embedding explicit inquiries about key protocol elements during consent form review and giving corrective feedback appears to be a simple yet effective way to foster better understanding of disclosed information. (shrink)

From the late eighteenth through the end of the nineteenth century, educational philosophers and practitioners debated the benefits and shortcomings of the use of emulation in schools. During this period, “emulation” referred to a pedagogy that leveraged comparisons between students as a tool to motivate them to higher achievement. Many educationists praised emulation as a necessary and effective motivator. Other educationists condemned it for its tendency to foster invidious competition between students and to devalue learning. Ultimately, by the late nineteenth (...) century emulation as a specific pedagogical practice had disappeared in American educational culture. In this article, Mark Jonas and Drew Chambers ask whether the disappearance of emulation is something to be celebrated or lamented. To answer this question they examine the historical concept of educational emulation and analyze the bases on which proponents and opponents argued. Parties on both sides of the debate framed their arguments in close relation to the way emulation was being used at that time, which prioritized actual competitions and prizes. In that context, the opponents made a better case, which presumably contributed to emulation's disappearance in schools afterwards. However, as earlier proponents of emulation argued, emulation need not be restricted to competitions and prizes. Instead, these proponents offered a philosophically and psychologically rich defense of emulation, but these were not carried through to an appropriate degree. The authors conclude that, construed appropriately, emulation not only had tremendous educational potential then, but still does today. With intentional effort on the part of teachers, emulation can greatly enrich students' lives and act as a powerful learning motivator. (shrink)

Introduction -- Defining pluralism : Simon Pokagon, Ida B. Wells-Barnett, and Thomas fortune -- Evolution and American Indian philosophy -- Feminist resistance : Anna Julia Cooper, Jane Addams, and Charlotte Perkins Gilman -- Labor, empire and the social gospel : Washington Gladden, Walter Rauschenbusch, and Jane Addams -- A new name for an old way of thinking : William James -- Making ideas clear : Charles Sanders Peirce -- The beloved community and its discontents : Josiah Royce and the realists (...) -- War, anarchism, and sex : Emma Goldman and Margaret Sanger -- Democracy and social ethics : John Dewey -- Naturalism and idealism, fear, and conventionality : Mary Whiton Calkins and Elsie Clews Parsons -- Race riots and the color line : W. E. B. du Bois -- Philosophy reacts : Hartley Burr Alexander and Morris R. Cohen -- Creative experience : Mary Parker Follett -- Cultural pluralism : Horace Kallen and Alain Locke -- War and the rise of logical positivism : Otto Neurath and Rudolf Carnap -- Mccarthyism and American empiricism : Jacob Loewenberg, Henry Sheffer, C. I. Lewis, and Charles Morris -- The linguistic turn : Gustav Bergmann, May Brodbeck, and W. V. O. Quine -- Resisting the turn : Donald Davidson, Wilfrid Sellars, and the pluralist rebellion -- Philosophy outside : John Muir, Aldo Leopold, Joseph Wood Krutch, and Rachel Carson -- Economics and technology : Lewis Mumford, C. Wright Mills and John Kenneth Galbraith -- Politics : John Rawls, Robert Nozick, Michael Sandel, Martha Nussbaum, and Noam Chomsky -- Civil rights : Martin Luther King, Jr., Richard Wright and James Baldwin -- Black power : Malcolm X, James Cone, Audre Lorde, Bell Hooks, Angela Davis, and Cornel West -- Latin American American philosophy -- Red power, indigenous philosophy : Vine Deloria, Jr. and contemporary American Indian thought -- Feminism -- Engaged philosophy and the environment -- American philosophy today -- Recovering and sustaining the American tradition -- American philosophy revitalized -- The spirit of American philosophy in the new century. (shrink)

This book's importance is derived from three sources: careful conceptualization of teacher induction from historical, methodological, and international perspectives; systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction.

Preparing the Next Generation of Oral Historians is an invaluable resource to educators seeking to bring history alive for students at all levels. Filled with insightful reflections on teaching oral history, it offers practical suggestions for educators seeking to create curricula, engage students, gather community support, and meet educational standards. By the close of the book, readers will be able to successfully incorporate oral history projects in their own classrooms.

This interdisciplinary collection of essays highlights the relevance of Buddhist doctrine and practice to issues of globalization. From philosophical, religious, historical, and political perspectives, the authors show that Buddhism—arguably the world’s first transnational religion—is a rich resource for navigating todays interconnected world.

Extensive research has demonstrated that rs1360780, a common single nucleotide polymorphism within the FKBP5 gene, interacts with early-life stress in predicting psychopathology. Previous results suggest that carriers of the TT genotype of rs1360780 who were exposed to child abuse show differences in structure and functional activation of emotion-processing brain areas belonging to the salience network. Extending these findings on intermediate phenotypes of psychopathology, we examined if the interaction between rs1360780 and child abuse predicts resting-state functional connectivity (rsFC) between the amygdala (...) and other areas of the salience network. We analyzed data of young European adults from the general population (N = 774; mean age = 18.76 years) who took part in the IMAGEN study. In the absence of main effects of genotype and abuse, a significant interaction effect was observed for rsFC between the right centromedial amygdala and right posterior insula (p <.025, FWE-corrected), which was driven by stronger rsFC in TT allele carriers with a history of abuse. Our results suggest that the TT genotype of rs1360780 may render individuals with a history of abuse more vulnerable to functional changes in communication between brain areas processing emotions and bodily sensations, which could underlie or increase the risk for psychopathology. (shrink)

© 2015, Springer-Verlag Berlin Heidelberg.Genetic studies have identified single nucleotide polymorphisms associated with the risk of prostate cancer. It remains unclear whether such genetic variants are associated with disease aggressiveness. The NCI-SPORE Genetics Working Group retrospectively collected clinicopathologic information and genotype data for 36 SNPs which at the time had been validated to be associated with PC risk from 25,674 cases with PC. Cases were grouped according to race, Gleason score and aggressiveness. Statistical analyses were used to compare the frequency (...) of the SNPs between different disease cohorts. After adjusting for multiple testing, only PC-risk SNP rs2735839 was significantly and inversely associated with aggressive and high-grade disease in European men. Similar associations with aggressive and high-grade disease were documented in African-American subjects. The G allele of rs2735839 was associated with disease aggressiveness even at low PSA levels in both European and African-American men. Our results provide further support that a PC-risk SNP rs2735839 near the KLK3 gene on chromosome 19q13 may be associated with aggressive and high-grade PC. Future prospectively designed, case-case GWAS are needed to identify additional SNPs associated with PC aggressiveness. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:To Shape a New World: Essays on the Political Philosophy of Martin Luther King, Jr. ed. by Tommie Shelby and Brandon M. TerryErin R. PinedaTommie Shelby and Brandon M. Terry, editors. To Shape a New World: Essays on the Political Philosophy of Martin Luther King, Jr. Cambridge, MA: Harvard University Press, 2020. Pp. 464. Paperback, $20.00.In the summer of 2020, as cities across the globe erupted in protest (...) after the murder of George Floyd, references to Martin Luther King, Jr. abounded: while a familiar cast of politicians evoked his memory to scold riotous protestors, others issued King's rejoinder that "the riot is the language of the unheard" (King, "The Other America," 1967). Many such invocations no doubt smacked of the "ritual celebration" and "intellectual marginalization" [End Page 339] that, as Tommie Shelby and Brandon M. Terry observe, have long marked King's reception as a political thinker (2). But in another sense, the seemingly inevitable return to King points to the significant stakes of taking his thought seriously and the political danger of laying claim to interpretive mastery. Struggles over King's legacy and the terms of his thought are not just about King but form part of the discursive terrain on which struggles over the demands of racial justice and the means of transformative collective action are waged.Shelby and Terry's ambitious, illuminating volume, To Shape a New World, first published in 2018 (timed to mark the fiftieth anniversary of King's assassination) and released as paperback in 2020 (amidst the George Floyd uprisings), invites us to take King seriously in just this sense: with an acute sensitivity to the stakes and an embrace of an interpretive pluralism that refuses the certainty of a singular, definitive reading. The collection facilitates rigorous engagement with King's thought in its own time and place but also presses the question of what we ought to do with it in this current "age of impunity and mendacity," standing amid the "unraveling" edges of "American empire," as Cornel West puts it (331). In posing and answering this question across its fifteen essays, the collection seeks to do justice to King as both a political philosopher and a political activist—a religious and political thinker whose philosophies were worked out not only behind the pulpit or within the academy, but also (and perhaps primarily) in concert with others on the field of political action. Indeed, one of its primary contributions is to challenge mainstream presumptions about what counts as political philosophy—its boundaries as a genre as well as the spaces where we imagine political philosophizing to happen and the figures we position as its primary producers.The volume is organized into four sections. The first, "Traditions," is devoted to exploring some of King's diverse intellectual influences. Here, the emphasis is less on making the case for particular traditions as the essential ones, and more on exploring the use of different interpretive lenses for shedding new light on his ideas. Three essays put King in context with thinkers he directly engaged: Robert Gooding-Williams places him in conversation with W. E. B. Du Bois and Booker T. Washington to reveal the structure of King's account of dignity amid the constraints of racial injustice; Bernard Boxill shows how King's theory of civil disobedience builds on—and collectivizes—Frederick Douglass's account of comparative freedom; and Karuna Mantena explores the theory of nonviolent action that King, through figures like Benjamin Mays and Howard Thurman, adopted and adapted from Gandhi. In contrast, Paul Taylor argues that we should read King in the company of moral perfectionists Stanley Cavell and Christopher Lebron—as showing us how practices of self-criticism, self-transformation, and experimentation enable "citizens to remain dissatisfied with things as they stand" while remaining "open to the possibility that justice will require reconstructing both society and the self" (41).In the next section, contributors turn their attention to King's "Ideals"—the ethical and political imperatives that shape the ends and means of the struggle for a new world. Like Mantena, Martha Nussbaum reads King alongside Gandhi to focus on King's insistence on channeling righteous... (shrink)

W.K.C. Guthrie has written a survey of the great age of Greek philosophy - from Thales to Aristotle - which combines comprehensiveness with brevity. Without pre-supposing a knowledge of Greek or the Classics, he sets out to explain the ideas of Plato and Aristotle in the light of their predecessors rather than their successors, and to describe the characteristic features of the Greek way of thinking and outlook on the world. Thus The Greek Philosophers provides excellent background material for the (...) general reader - as well as providing a firm basis for specialist studies. (shrink)

Identification of those who have the potential to become knowledgeable, skilled, and compassionate physicians, and determining how best to prepare them for medical education has been an on ongoing challenge since the mid-1800s (Ludmerer 1985). When medical education was almost exclusively proprietary, the primary consideration for admission was having adequate financial resources. However, in the late 1800s, two men became the driving forces for structuring medical and premedical education in the United States. Daniel Coit Gilman, of Yale and the University (...) of California, later the founding President of Johns Hopkins University, and Charles W. Eliot, President of Harvard, articulated two radical objectives that .. (shrink)

Plato's views on the nature of the soul, by W.K.C. Guthrie.--Die Erneuerung der Philosophie in der Zeit Ciceros, von O. Gigon.--Gott und Seele im kaiserzeitlichen Denken, von W. Theiler.--Interprétations néo-platonisantes du livre VI de l'Énéide, par P. Courcelle.--Der Platonismus und die altchristliche Gedankenwelt, von J.H. Waszink.--Humanisme et christianisme chez Clément d'Alexandrie d'après le "Pédagogue," par H.I. Marrou.--Some aspects of Platonism in Islamic philosophy, by R. Walzer.

In lieu of an abstract, here is a brief excerpt of the content:The Vagaries and Vicissitudes of WarRichard W Sams III remember standing in the kitchen of our home on Camp Pendleton—a United States Marine Corps base in Southern California—listening to National Public Radio (NPR) and doing dishes in the fall of 2002. President Bush announced to the world that he was considering a pre-emptive invasion of Iraq on the pretext of Saddam Hussein harboring weapons of mass destruction (WMD). Three (...) months later, as a Navy Family Physician, I deployed with a surgical company in support of Operation Iraqi Freedom. Reflecting on the situation with a like-minded close friend, I was not sure— would this be a just war? A necessary war? In my mind, it did not rise to the level of conscientious objection, yet the rightness of invading another country with all the anticipated death and destruction was not clear.En route to Kuwait, we laid over in Spain. While fixed to a TV in a holding area, I watched the Secretary of State make a case to the United Nations (UN) and the world that removing Hussein from power would protect us from mobile anthrax labs that could kill tens of thousands. I thought to myself, Either he is absolutely right, and we are protecting our country and the rest of the free world, or he is terribly mistaken and we are embarking on a disaster.As we trained, prepared, and waited in our tents to invade, we listened to the news on “Voice of America” with a hand crank radio. Thousands of citizens from nations around the world protested. Pope John Paul II, a man well acquainted with the tragedy of war, even spoke out about the planned invasion. “War is not inevitable. It is always a defeat for humanity.” He admonished our leaders that war needed to be the very last option. As a man of faith, I was troubled by his resolute, thoughtful opposition to the crusade I was embarking on. As the day of the invasion approached, scud missiles flew over our camp and we scurried into bunkers, day and night, with our gas masks donned to protect us from possible WMD attacks. In March, with the announcement of a “shock and awe” missile attack on Hussein’s palace, the invasion commenced.Within a day of flying by helicopter into enemy territory to set up a surgical company, the fog of war set in. A series of mass casualties streamed in from nearby Nasiriya. We received dozens of injured enemy combatants and American soldiers. Most troubling were the civilians. An entire extended family fleeing for their lives stumbled into an Iraqi minefield meant for us: a mother dead, the men with shrapnel wounds, and an aunt lost both of her legs. Then there was the little boy. By doctrine, our leaders reassured us we would not care for children. Yet, out of instinct, the field corpsmen scooped up all injured, including children, and [End Page 170] brought them to us. The five-year-old’s legs were blown to bits. We had no pediatric supplies. The anesthesiologist heroically intubated the child’s tiny airway with a urinary catheter and placed an adult IV. The surgeons corrected the wounds the best they could. Hours later, in futility, we performed chest compressions on his tiny mangled body.A day later, the worst sandstorm in a decade struck the area. We struggled to keep the patient-filled tents erect. A Marine appeared on the scene out of the darkness (you could not see beyond your nose in the storm) exclaiming we were going to condition one—lock and load our weapons due to an imminent threat. As healthcare professionals, Geneva Conventions dictated we were to use weapons only in self-defense. We chambered our 9-millimeter pistols to defend our patients and ourselves while Marines formed a defensive perimeter. I thought to myself, Great I’m gonna be shot up and die during a freaking sandstorm in Iraq. Hours later, we were told to stand down. The threat was not from approaching enemy combatants but from shepherds running from the crossfire. I had a small nervous breakdown, sleep deprived and under duress... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:HUME'S IDEAS In the eighteenth century, there was widespread acceptance of a physiological basis for cognition. Some writers even argued for a rather detailed correlation between awareness and physiological changes, suggesting that (a) the former could be adequately explained in terms of the latter or, in some few instances, (b) that the former are the latter. David Hartley may come to mind as fitting one or the other of (...) these alternatives, but Robert Hooke had earlier argued for ideas as brain impressions, as of course did Descartes in his early scientific treatises. There was also one medical doctor in the eighteenth century, Dr. Astruc, who seems (on the basis of what Chambers reports) to have attempted a very specific correlation between specific forms of awareness and specific states and changes in physiology. There were also writers in this century who warned against the dangers of using physical-object vocabulary when talking about the mind and acts of awareness. Berkeley is one such writer,- Thomas Reid at the end of the century traced, to the use of this vocabulary, what he took to be the indirect realism of the way of ideas. Hume is writing in both these traditions: the tradition of using physical language for characterizing mental operations and the tradition of physiological explanations and correlations. The phrase used by Alexander Pope and Hume, 'the anatomy of the mind', seems to be a mixed metaphor, but it is a phrase which I take as an indication that Hume is doing what we would call 'cognitive psychology'. Another phrase used by Hume (this time in the Enquiry), 'mental geography', may capture his enterprise better: 'geography' still sounds physical, but it is modified by 'mental'. Hume is engaged in mental mapping. I want to take a look at the use of the term 'idea' in Hume's writing (mainly in the Treatise) in order to see 2. whether Hume's text enables us to say anything about the nature of his ideas, to discover what role they play in his mental geography. As far as I can determine, there are three possible candidates for the nature of ideas in Hume: images, brain impressions, and cognitive contents. The first of these is, I think, the standard reading of Hume's ideas. Professor Anderson has presented strong argument and evidence to support the second. I will be suggesting that the third is the best candidate, given the full range of the text of the Treatise. Of course, the correct answer 4 may be all three of these. The Treatise opens by dividing all perceptions of the human mind into two kinds. Impressions and ideas differ in the degree of force and liveliness with which they strike upon the mind. Even though the language of 'force' and 'liveliness' may be borrowed from physical talk, it is the mind, not the brain, on which perceptions strike. The examples of impressions are sensations, passions, and emotions. Ideas are said to be the faint images of these impressions in thinking and reasoning. The term 'image' throughout the eighteenth century never receives any clear explication. Its inheritance from optical treatises always hangs about it. We should look to the examples cited by Hume, in order to see whether we can construct a meaning for that term when used in these psychological contexts. Let us look first at his very first example of 'ideas': all the perceptions excited by the present discourse. (Tl) He explicitly excludes from these perceptions those which arise from the sight and touch, as well as the immediate pleasure or uneasiness his discourse may excite in us. The perceptions which are thus excluded are sensations and emotions, the impressions he has just distinguished. The only candidate left for ideas would seem to be what this discourse says, our thoughts about it, my understanding of what it says. The distinction is not one Hume thinks is difficult to follow: Every one of himself will readily perceive the difference betwixt feeling and thinking. (Tl-2) Last week I was sad, today I recall that feeling of sadness/ the difference between being sad and remembering that I was sad. Hume gives a different example: the perceptions formed when... (shrink)