Lessons of history are often referred to in public discourse, but seldom in scholarly discussions. This book wants to change this by introducing an innovative scholarly, analytical model of historical lessons, starting from the basic three-fold perspective that you simultaneously are history, share history, and make history. Not any history is useful for extracting or using lessons. Here, what are denoted as borderline historical events, demonstrating both time-specific and time-transcending qualities, are suggested as useful materials. Scholarly works on the Holocaust (...) and Soviet terror, from Raul Hilberg's and Robert Conquest's classical works of the 1960s to more recent books by Jan Gross and Timothy Snyder, are analyzed to identify lessons of history, and their change during a full half-century. (shrink)

I Möten med historiens mångfald ger nästa generation av svenska historiker läsaren en inblick i sina pågående eller nyss avslutade forskningsarbeten.

Immanuel Kant’s moral philosophy, political philosophy, and philosophy of judgement have been and continue to be widely discussed among many scholars. The impact of his thinking is beyond doubt and his ideas continue to inspire and encourage an on-going dialogue among many people in our world today. Given the historical and philosophical significance of Kant’s moral, political, and aesthetic theory, and the connection he draws between these theories and the appropriate function and methodology of education, it is surprising that relatively (...) little has been written on Kant’s contribution to education theory. Recently, however, internationally recognized Kant scholars such as Paul Guyer, Manfred Kuehn, Richard Velkley, Robert Louden, Susan Shell, and others have begun to turn their attention to Kant’s writings on education and the role of education in cultivating moral character. _Kant and Education: Interpretations and Commentary_ has gathered these scholars together with the aim of filling this perceived void in Kant scholarship. All of the essays contained within this volume will examine either Kant’s ideas on education through an historical analysis of his texts; or the importance and relevance of his moral philosophy, political philosophy, and/or aesthetics in contemporary education theory. (shrink)

Theorizing and writing social theory -- Basics of displays -- The use of displays in theorizing -- Basics of property spaces -- Reduction of property spaces in theorizing -- Expansion of property spaces in theorizing -- The model of argumentation: chain of reasoning, chains of argument and arguments -- Examples of using the model of argumentation -- Theorizing and writing.

This book offers a comprehensive, authoritative, and accessible introduction to journalistic transparency. Pulling from historical and theoretical perspectives, Transparency in Journalism explains the concept of transparency and its place in journalistic practice, offering a critical assessment of what transparency can and cannot offer to journalism. The author also reviews the key theoretical claims underlying transparency and how they have been researched in different parts of the world, ultimately proposing a communication model that can be used to study the concept of (...) transparency across journalism research. Other topics discussed include the use of algorithmic forms of transparency, the limitations of the transparency myth, and suggestions for future avenues for research. Transparency and Journalism is an important resource for students and scholars in the field of journalism and media studies, as well as for journalists and researchers interested in delving into an ever-relevant topic for the field. (shrink)

Clinical ethics support, in particular Moral Case Deliberation, aims to support health care providers to manage ethically difficult situations. However, there is a lack of evaluation instruments regarding outcomes of clinical ethics support in general and regarding Moral Case Deliberation (MCD) in particular. There also is a lack of clarity and consensuses regarding which MCD outcomes are beneficial. In addition, MCD outcomes might be context-sensitive. Against this background, there is a need for a standardised but flexible outcome evaluation instrument. The (...) aim of this study was to develop a multi-contextual evaluation instrument measuring health care providers’ experiences and perceived importance of outcomes of Moral Case Deliberation. (shrink)

This is an attempt to reflect on Islam as it appears in the context of Fethullah Gulen's teachings, an influential Turkish-Muslim scholar who inspired a movement of education and interfaith dialogue. Grinell's extensive study of Islam and of Gulen allows him to pinpoint a unique expression of values and beliefs that could alter the typical understanding of Islam and Muslims in the West. He draws upon his previous studies of the Gulen Movement and comparatively places Gulen in a wider context (...) of faith and society. What is the concept of knowledge in Islam as understood by Gulen? How is faith and service to people connected? Is Gulen after building a sultanate? Does the Gulen movement have a (hidden) political agenda? How traditional or modern is Gulen? These are some of the questions Grinell attempts to answer from his perspective. As a humanistic researcher on Islam, Grinell believes we definitely have something to learn from Islam.". (shrink)

The major transcript variants of human protein‐coding genes are annotated to a certain degree of accuracy combining manual curation, transcript data, and proteomics evidence. However, there is considerable disagreement on the annotation of about 2000 genes—they can be protein‐coding, noncoding, or pseudogenes—and on the annotation of most of the predicted alternative transcripts. Pure transcriptome mapping approaches seem to be limited in discriminating functional expression from noise. These limitations have partially been overcome by dedicated algorithms to detect alternative spliced micro‐exons and (...) wobble splice variants. Recently, knowledge about splice mechanism and protein structure are incorporated into an algorithm to predict neighboring homologous exons, often spliced in a mutually exclusive manner. Predicted exons are evaluated by transcript data, structural compatibility, and evolutionary conservation, revealing hundreds of novel coding exons and splice mechanism re‐assignments. The emerging human pan‐genome is necessitating distinctive annotations incorporating differences between individuals and between populations. (shrink)

Frustration in traffic is one of the causes of aggressive driving. Knowledge whether a driver is frustrated may be utilized by future advanced driver assistance systems to counteract this source of crashes. One possibility to achieve this is to automatically recognize facial expressions of drivers. However, only little is known about the facial expressions of frustrated drivers. Here, we report the results of a driving simulator study investigating the facial muscle activity that comes along with frustration. Twenty-eight participants were video-taped (...) during frustrated and non-frustrated driving situations. Their facial muscle activity was manually coded according to the Facial Action Coding System. Participants showed significantly more facial muscle activity in the mouth region. Thus, recording facial muscle behavior potentially provides traffic researchers and assistance system developers with the possibility to recognize frustration while driving. (shrink)

Human beings as imperfect rational beings face continuous challenges, one of them has to do with the lack of recognizing and respecting our inner dignity in present times. In this collective paper, we address the overall theme—Philosophy of Education in a New Key from various perspectives related to dignity. We address in particular some of the constraints and possibilities with regard to this issue in various settings such as education and society at large. Klas Roth discusses, for example, that (...) it is not uncommon that the value of human beings has to do with their price in, inter alia, their social, cultural, political and economic settings throughout the world. He argues that such a focus does not necessarily draw attention to the inner dignity of human beings, but that human beings ought to do so in education and society at large. Lia Mollvik discusses views of inner and outer dignity, and argues that there needs to be a balance in between them, and that the balance ought to be acknowledged in education. Rama Alshoufani discusses the classification of human beings in terms of various diagnoses related to the asserted dysfunction of the brain, and she argues that such classification does paradoxically not necessarily respect people with such diagnoses as ends in themselves. On the contrary, she argues that their inner dignity is not respected, but that it should be. Other such failures are due to the lack of inner dignity when it comes to Children’s rights as discussed by Rebecca Adami, and to the lack of recognition of human beings’ vulnerability as discussed by Katy Dineen. Fariba Majlesi criticizes a too strong emphasis on substantive notions of humanist education, which seem to hinder new ways of thinking; she argues that it is necessary to acknowledge the latter in and through education in order to preserve the dignity of human beings. Dignity, it is argued throughout the paper, has an inner moral worth, and is beyond price. (shrink)

The title of the article was inspired by the novel by John Steinbeck “Of Mice and Men” (1937) and the poem by Robet Burns about the deception of human plans. Even the best of them often lead astray, or their far-reaching negative effects are revealed. As it seems, nowadays nature (“mice”) and men (people) are in a breakthrough period – in the geological sense between the old and the new era, the Holocene and the Anthropocene, in the cultural sense – (...) between the analogue and digital era that can be – and it should actually be called a digit. Levi-Strauss in his essay “Raw and cooked” points to the groundbreaking for the emergence of human culture the use of fire in the preparation of food, and therefore the transition from nature to culture, and its foundation – the kitchen [12]. At present, this new phase of transition can be seen in the digitization of interpersonal communication and its current correlation – cross-linking. It was announced by the famous Turing machine (1936), a computer design and layout, which was realized in the 1940s and 1950s, and enter in mass production at its end, networked on a global scale in the 1990s and make mobile in the second decade of the 21st century in the form of a smartphone. (shrink)

This article examines how one of the most striking differences between the central doctrines of the Catholic Church and the secular context of Swedish society, attitudes to abortion, is managed by the Swedish church hierarchy and commentators in the official newsletter of the Catholic Church of Sweden. Using Foucauldian concepts of power, the article concludes that in its marginal position, the Catholic Church in Sweden mixes the traditional pastoral and sovereign power of the church with the way pastoral power is (...) exerted in modern society, in its efforts to continue asserting its influence over the possible courses of action for pregnant women. While traditionally abortion has been a woman’s crime, in the Swedish Catholic context it becomes rather the crime of the secular society. This means also that the image of woman as being responsible for her decisions and in need of forgiveness gives way to an image of woman as a victim in need of understanding. (shrink)

Kant begins his Lectures on Pedagogy by stating, “[t]he human being is the only creature that must be educated” (Kant, 2007, 9:441), and he argues that it is through education that we can transform our initial “animal nature into human nature” (ibid. 2007, 9:441). Kant understands education as involving an ordered process of care, discipline, instruction and formation through enculturating, civilizing and moralizing (Formosa 2011). Further, Kant envisages that we should pursue as a species the “moral perfection” that is the (...) “final destiny of the human race” through education (Collins, 1997, 27:470; see Dean, 2014). However, to engage in this pursuit Kant believes that, through education and social change, we have to regulate our “animal nature” and counter the moral corruption of our species, which he calls the “radical innate evil in human nature (not any the less brought upon us by ourselves)” (Kant, 1998, 6:32). If humanity is to pursue its final destiny of moral perfection, then education will need to respond responsibly to the propensity to evil that is deeply rooted in us as finite and imperfect rational beings living in imperfect and at times even in morally corrupted social conditions. This paper outlines some of the relevant issues. (shrink)

In recent years, political philosophers have debated whether human rights are a special class of moral rights we all possess simply by virtue of our common humanity and which are universal in time and space, or whether they are essentially modern political constructs defined by the role they play in an international legal-political practice that regulates the relationship between the governments of sovereign states and their citizens. This edited volume sets out to further this debate and move it ahead by (...) rethinking some of its fundamental premises and by applying it to new and challenging domains, such as socio-economic rights, indigenous rights, the rights of immigrants and the human rights responsibilities of corporations. Beyond the philosophy of human rights, the book has a broader relevance by contributing to key themes in the methodology of political philosophy and by addressing urgent issues in contemporary global policy making. (shrink)

Drug repurposing is a strategy of identifying new potential uses for already existing drugs. Many researchers adopted this method to identify treatment or prevention during the COVID-19 pandemic. However, despite the considerable number of repurposed drugs that were evaluated, only some of them were labeled for new indications. In this article, we present the case of amantadine, a drug commonly used in neurology that attracted new attention during the COVID-19 outbreak. This example illustrates some of the ethical challenges associated with (...) the launch of clinical trials to evaluate already approved drugs. In our discussion, we follow the ethics framework for prioritization of COVID-19 clinical trials proposed by Michelle N Meyer and colleagues (2021). We focus on four criteria: social value, scientific validity, feasibility, and consolidation/collaboration. We claim that launching amantadine trials was ethically justified. Although the scientific value was anticipated to be low, unusually, the social value was expected to be high. This was because of significant social interest in the drug. In our view, this strongly supports the need for evidence to justify why the drug should not be prescribed or privately accessed by interested parties. Otherwise, a lack of evidence-based argument could enhance its uncontrolled use. With this paper, we join the discussion on the lessons learned from the pandemic. Our findings will help to improve future efforts to decide on the launch of clinical trials on approved drugs when dealing with the widespread off-label use of the drug. (shrink)

How can we understand human agency, and what does it mean to educate character? In this essay Klas Roth develops a Kantian notion, one that suggests we render ourselves efficacious and autonomous in education and elsewhere. This requires, among other things, that we are successful in bringing about the intended result through our actions and the means used, and that we act in accordance with and are motivated by the Categorical Imperative. It also requires that we are or strive (...) to become virtuous and that we engage in moral reflection, and, furthermore, that actions are done for the sake of duty, that is, out of respect for the moral law. We accomplish such aims by developing our predispositions, namely the technical, the pragmatic, and the moral predisposition in a society. The extent to which we achieve this, Roth contends, demonstrates what we are prepared to make of ourselves. (shrink)

The life-cycle theory of saving behavior (Modigliani, 1988) suggests that humans strive towards an equal intertemporal distribution of wealth. However, behavioral life-cycle theory (Shefrin & Thaler, 1988) proposes that people use self-control heuristics to postpone wealth until later in life. According to this theory, people use a system of cognitive budgeting known as mental accounting. In the present study it was found that mental accounts were used differently depending on if the income change was positive or negative. This was shown (...) both in a representative nationwide sample of households and in a student sample. Respondents were more willing to cut down on their propensity to consume when faced with an income decrease than to raise it when the income increased. Furthermore, contrary to the predictions of behavioral life-cycle theory, it was found that the respondents adjusted their propensity to consume the most when the income increases or decreases took place immediately. Hence, it is suggested that theories of intertemporal choice (e.g., Loewenstein, 1988; Loewenstein & Prelec, 1992) provide a better account of the data than does the behavioral lifecycle theory. (shrink)

Intertemporal choice is the study of how people make choices about what and how much to do at various points in time, when choices at one time influence the possibilities available at other points in time. These choices are influenced by the relative value people assign to two or more payoffs at different points in time. Most choices require decision-makers to trade off costs and benefits at different points in time. These decisions may be about savings, work effort, education, nutrition, (...) exercise, health care and so forth. Since early in the twentieth century, economists have analyzed intertemporal decisions using the discounted utility model, which assumes that people evaluate the pleasures and pains resulting from a decision in much the same way that financial markets evaluate losses and gains, exponentially 'discounting' the value of outcomes according to how delayed they are in time. Discounted utility has been used to describe how people actually make intertemporal choices and it has been used as a tool for public policy. Policy decisions about how much to spend on research and development, health and education all depend on the discount rate used to analyze the decision. (shrink)

BackgroundInvoluntary treatment is a key issue in healthcare ethics. In this study, ethical issues relating to involuntary psychiatric treatment are investigated through interviews with Swedish psychiatrists.MethodsIn-depth interviews were conducted with eight Swedish psychiatrists, focusing on their experiences of and views on compulsory treatment. In relation to this, issues about patient autonomy were also discussed. The interviews were analysed using a descriptive qualitative approach.ResultsThe answers focus on two main aspects of compulsory treatment. Firstly, deliberations about when and why it was justifiable (...) to make a decision on involuntary treatment in a specific case. Here the cons and pros of ordering compulsory treatment were discussed, with particular emphasis on the consequences of providing treatment vs. refraining from ordering treatment. Secondly, a number of issues relating to background factors affecting decisions for or against involuntary treatment were also discussed. These included issues about the Swedish Mental Care Act, healthcare organisation and the care environment.ConclusionsInvoluntary treatment was generally seen as an unwanted exception to standard care. The respondents’ judgments about involuntary treatment were typically in line with Swedish law on the subject. However, it was also argued that the law leaves room for individual judgments when making decisions about involuntary treatment. Much of the reasoning focused on the consequences of ordering involuntary treatment, where risk of harm to the therapeutic alliance was weighed against the assumed good consequences of ensuring that patients received needed treatment. Cases concerning suicidal patients and psychotic patients who did not realise their need for care were typically held as paradigmatic examples of justified involuntary care. However, there was an ambivalence regarding the issue of suicide as it was also argued that risk of suicide in itself might not be sufficient for justified involuntary care. It was moreover argued that organisational factors sometimes led to decisions about compulsory treatment that could have been avoided, given a more patient-oriented healthcare organisation. (shrink)

Why should we deliberate? I discuss a Kantian response to this query and argue that we cannot as rational beings avoid deliberation in principle; and that we have good reasons to consider the value and strength of Kant's philosophical investigations concerning fundamental moral issues and their relevance for the question of why we ought to deliberate. I also argue that deliberation is a wide duty. This means that it has to be set as an end, that it is meritorious, and (...) that we cannot specify exactly what acts can be identified with it or are required for its realization. I begin by discussing why we cannot avoid deliberation in principle, that deliberation is a wide duty and why we ought to set it as an end. In the second part I argue how deliberation can be acknowledged in cosmopolitan education, and how we can inquire into the quality of communication in terms of deliberation in such an education or elsewhere. (shrink)

Do we need principles of the unification of our agency, our mode of acting? Immanuel Kant and Christine Korsgaard argue that the reflective structure of our mind forces us to have some conception of ourselves, others and the world—including our agency—and that it is through will and reason, and in particular principles of our agency, that we take upon ourselves to unify and test the way(s) in which we make our lives consistent. I argue that the principles suggested—the hypothetical imperative (...) and the categorical imperative—function to unify our understanding of ourselves and others as agents as efficacious and autonomous and that the extent to which those concerned render themselves efficacious and autonomous in cosmopolitan education or elsewhere is due to the extent to which they act in accordance with and are motivated by the suggested principles and in particular the categorical one. I first discuss how the principles function to unify our agency and how the categorical imperative functions as a test of maxims for our actions, how the will is the source of our morality, and how we are forced to have practical identities. I end with some remarks on what it means to acknowledge the mentioned principles in cosmopolitan education. (shrink)

Mental accounting is a concept associated with the work of Richard Thaler. According to Thaler, people think of value in relative rather than absolute terms. They derive pleasure not just from an object’s value, but also the quality of the deal – its transaction utility (Thaler, 1985). In addition, humans often fail to fully consider opportunity costs (tradeoffs) and are susceptible to the sunk cost fallacy. Why are people willing to spend more when they pay with a credit card than (...) cash (Prelec & Simester, 2001)? Why would more individuals spend $10 on a theater ticket if they had just lost a $10 bill than if they had to replace a lost ticket worth $10 (Kahneman & Tversky, 1984)? Why are people more likely to spend a small inheritance and invest a large one (Thaler, 1985)? According to the theory of mental accounting, people treat money differently, depending on factors such as the money’s origin and intended use, rather than thinking of it in terms of the “bottom line” as in formal accounting (Thaler, 1999). An important term underlying the theory is fungibility, the fact that all money is interchangable and has no labels. In mental accounting, people treat assets as less fungible than they really are. Even seasoned investors are susceptible to this bias when they view recent gains as disposable “house money” (Thaler & Johnson, 1990) that can be used in high-risk investments. In doing so, they make decisions on each mental account separately, losing out the big picture of the portfolio. (See also partitioning and pain of paying for ideas related to mental accounting.) . (shrink)

Present arrangements for the control and administration of schools in Sweden foster freedom of choice and the interests of different value communities more than ideals such as democratic deliberation. I argue that children and young people should be given the opportunity to deliberate in ‘discourse ethics’ terms during their compulsory schooling, and I suggest that their right to engage in such deliberation is contained in the national curriculum. A discourse ethics approach to democratic deliberation pays attention to whether, and to (...) what extent, individuals are free and able to participate in joint democratic deliberation. (shrink)

Paul Guyer’s reading of the work by Stanley Cavell and Immanuel Kant on moral perfectionism is, I think, insightful, valuable and sympathetic, and his critique of Stanley Cavell is nuanced and considerate. He argues in “Examples of Perfectionism,” the previous article in this journal, that “Kant offers a fuller example of what Stanley Cavell calls Emersonian perfectionism, … than Cavell himself has recognized even in his most sympathetic account of Kant” (5). Guyer argues, moreover, “that there is a deep affinity (...) between the views of moral education with which Kant and Cavell accompany their examples of moral perfectionism, in that each thinks that examples of the possibility of actually living a moral life in the.. (shrink)

Decision-making capacity is a key concept in contemporary healthcare ethics. Previous research has mainly focused on philosophical, conceptual issues or on evaluation of different tools for assessing patients’ capacity. The aim of the present study is to investigate how the concept and its normative role are understood in Swedish psychiatric care. Of special interest for present purposes are the relationships between decisional capacity and psychiatric disorders and between health law and practical ethics.

What kind of a science is psychoanalysis? What constitutes its domain? What truth claims does it maintain? In this unique and scholarly work concerning the nature of psychoanalysis, Gunnar Karlsson guides his arguments through phenomenological thinking which, he claims, can be seen as an alternative to the recent attempts to cite neuropsychoanalysis as the answer to the crisis of psychoanalysis. Karlsson criticizes this effort to ground psychoanalysis in biology and neurology and emphasizes instead the importance of defining the (...) psychoanalytic domain from the vantage point of the character of consciousness. His understanding of the unconscious, the libido and the death drive offer new insights into the nature of psychoanalysis, and he also illuminates and develops neglected dimensions such as consciousness and self-consciousness. Karlsson's approach to psychoanalysis is rigorous yet original, and this book fills an intellectual gap with implications for both the theoretical understanding and clinical issues of psychoanalysis. (shrink)

Immanuel Kant’s conception of ethics and aesthetics, including his philosophy of judgment and practical knowledge, are widely discussed today among scholars in various fields: philosophy, political science, aesthetics, educational science, and others. His ideas continue to inspire and encourage an ongoing interdisciplinary dialogue, leading to an increasing awareness of the interdependence between societies and people and a clearer sense of the challenges we face in cultivating ourselves as moral beings.Early on in his career, Cavell began to recognize the strong connection (...) between Kant’s aesthetics (as it finds its expression in the Critique of the Power of Judgment) and the claims of ordinary language.. (shrink)

Robin Barrow claims in his ?Moral education's modest agenda? that ?the task of moral education is to develop understanding, at the lowest level, of the expectations of society and, at the highest level, of the nature of morality???[that is, that moral education] should go on to develop understanding, not of a particular social code, but of the nature of morality ? of the principles that provide the framework within which practical decisions have to be made? [Barrow, R. 2006. Moral education's (...) modest agenda. Ethics and Education 1, no. 1: 3?13.]. Barrow's words are noteworthy not only because he sets out to define the ?modest? agenda of moral education in terms of principles, but also because he asserts that education is important for teaching students to understand morality in such terms. However, even though he is arguing that understanding morality is important in terms of principles, he says little about their function or status, or how we cultivate ourselves so that we act in agreement with and are motivated by the principles of practical reason. In this article I therefore discuss two distinctive features of human beings and offer a Kantian notion of morality as a response to Barrow's development of an understanding of morality in terms of principles. I argue that the principles Kant suggests are constitutive of action, and that we both develop our understanding and also value our humanity when we act in agreement with and are motivated by the suggested principles, and cultivate our predispositions (technical, pragmatic and moral). Moreover, I argue that we reach the goal of ?a progressive organization of citizens of the earth into and toward the species as a system that is cosmopolitically united? [Kant, I. 2006b. Anthropology from a pragmatic point of view. Trans. Robert B. Louden. Cambridge: Cambridge University Press.] when we, inter alia, value our humanity and comply with the principles of practical reason, in practice. (shrink)

Kant argues that we have a duty to perfect ourselves morally and promote the happiness of others. He also argues that we have an innate propensity to evil. Our duty to perfect ourselves sug...

One important distinction in psychology is between inferences based on associative memory and inferences based on analysis and rules. Much previous empirical work conceive of associative and analytical processes as two exclusive ways of addressing a judgment task, where only one process is selected and engaged at a time, in an either-or fashion. However, related work indicate that the processes are better understood as being in interplay and simultaneously engaged. Based on computational modeling and brain imaging of spontaneously adopted judgment (...) strategies together with analyses of brain activity elicited in tasks where participants were explicitly instructed to perform similarity-based associative judgments or rule-based judgments (n = 74), we identified brain regions related to the two types of processes. We observed considerable overlap in activity patterns. The precuneus was activated for both types of judgments, and its activity predicted how well a similarity-based model fit the judgments. Activity in the superior frontal gyrus predicted the fit of a rule-based judgment model. The results suggest the precuneus as a key node for similarity-based judgments, engaged both when overt responses are guided by similarity-based and rule-based processes. These results are interpreted such that similarity-based processes are engaged in parallel to rule-based-processes, a finding with direct implications for cognitive theories of judgment. (shrink)

The notion of `truth' is one of the most important concepts within critical thinking and critical pedagogy as well as in other traditions or theories, and truth is seen by many as the outcome of inquiry. In this article I will argue for an alternative notion of truth to those that will be discussed in it and that such a view has to be included in a new critical language in education. I discuss a realist notion, a postmodernist social constructivist (...) notion, a relativist notion, a deflationist and a cautionary discursive conception of truth put forward by Habermas, and contend that they are problematic in the light of my interpretation of Donald Davidson's philosophy of language. I also argue that truth cannot be a goal of inquiry, but that understanding and justification are legitimate goals. Finally, I contend that it is reasonable to include notions such as understanding, justification and deliberation in Davidson's terminology in a new critical language of education. (shrink)

In nursing practice, awareness of ethical inner values and a common understanding of nursing and caring are needed. It is therefore important to highlight ideas of caring in nursing practice. The aim of this paper was to illuminate nursing, caring and ethical inner values in caring and caring in nursing practice. By being attentive, open, respectful and treating the patient as a person, nurses can enhance both their own and the patient's sense of personal meaning in the caring relationship. Nurses (...) can use self‐reflection to create an awareness of nursing, caring and ethical inner values in caring. (shrink)

Institutions worldwide respond to the need to recognise the value of educating children and young people to handle or solve conflicts in communication. But how do they or we know that an event is correctly interpreted as a conflict? How can people analyse the quality of deliberation when handling or solving conflicts in communication in education? I discuss these questions and argue that the notion of conflict cannot be defined only in terms of incompatibility, clash, opposition and/or disagreement; it also (...) has to encompass negativity in the approach to the other. I also argue that the quality of deliberation can be analysed through a deliberative pedagogical approach, which takes into account structural features of deliberation and required dispositions of the participants, and that our knowledge of conflicts emerges holistically and is interpersonal and objective. I begin by giving an account of some institutional responses to conflicts. Then I discuss the notion of conflict and define it, inter alia, in terms of incompatibility, disagreement and negativity. Finally, I discuss ideas for analysing the quality of deliberation in communication when handling or solving conflicts in education. (shrink)

BackgroundVascular surgery offers a range of treatments to relieve pain and ulcerations, and to prevent sudden death by rupture of blood vessels. The surgical procedures involve risk of injury and harm, which increases with age and frailty leading to complex decision-making processes that raise ethical questions. However, how vascular surgeons negotiate these questions is scarcely studied. The aim was therefore to explore vascular surgeons’ moral reasoning of what ought to be done for the patient.MethodsQualitative, semi-structured interviews were conducted with 19 (...) vascular surgeons working at three Swedish university hospitals. Data were analysed according to systematic text condensation.ResultsThe surgeons’ moral reasoning about what ought to be done comprised a quest to relieve suffering and avoid harm by exploring what is reasonable to do for the patient. Exploring reasonableness included to shift one´s perspective from the vessels to the whole person, to balance patient’s conflicting needs and to place responsibility for right decision on one´s shoulders. The shift from blood vessels to the whole person implied gaining holistic knowledge in pondering of what is best, struggling with one´s authority for surgery through dialogue, and building relationship for mutual security. To balance patient’s conflicting needs implied weighing the patient’s independence and a sense of being whole against ease of suffering, respecting the patient’s will against protecting life and well-being, and weighing longer life against protecting the present well-being. Finally, to place responsibility on one´s shoulders was conveyed as an urge to remind oneself of the risk of complications, withholding one’s power of proficiency, and managing time during the illness course.ConclusionsThis study contributes to uncovering how moral reasoning is embodied in the vascular surgeons’ everyday clinical discourse as a tangible part of their patient care. The results underpin the significance of moral considerations in the assemblage of medical knowledge and technical skills to further understand vascular surgeons’ clinical practice. The clinical application of these results is the need of forums with sufficient possibilities for articulating these important moral considerations in everyday care. (shrink)

The main causes of suicide and how suicide could and should be prevented are ongoing controversies in the scientific literature as well as in public media. In the bill on public health from 2008, the Swedish Parliament adopted an overarching “Vision Zero for Suicide” and nine strategies for suicide prevention. However, how the VZ should be interpreted in healthcare is unclear. The VZ has been criticized both from a philosophical perspective and against the background of clinical experience and alleged empirical (...) claims regarding the consequences of regulating suicide prevention. This study is part of a larger research project in medical ethics with the overarching aim to explore whether the VZ is ethically justifiable. The aim is to enrich the normative discussion by investigating empirically how the VZ is perceived in healthcare. Interviews based on a semi-structured interview guide were performed with 12 Swedish psychiatrists. The interviews were analysed with descriptive qualitative content analysis aiming for identifying perceptions of the Vision Zero for Suicide as well as arguments for and against it. Though most of the participants mentioned at least some potential benefit of the Vision Zero for Suicide, the overall impression was a predominant skepticism. Some participants focused on why they consider the VZ to be unachievable, while others focused more on its potential consequences and normative implications. The VZ was perceived to be impossible to realize, nonconstructive or potentially counterproductive, and undesirable because of potential conflicts with other values and interests of patients as well as the general public. There were also important notions of the VZ having negative consequences for the working conditions of psychiatrists in Sweden, in increasing their work-related anxiety and thwarting the patient-physician relationship. (shrink)

Six individuals with experience of psychosis were interviewed about their psychotic experiences. The material was analyzed using the empirical phenomenological psychological method. The results consist of a whole meaning structure, a gestalt, entailing the following characteristics: The feeling of estrangement in relationship to the world; the dissolution of time; the loss of intuitive social knowledge; the alienation of oneself, and finally; the loss of intentionality/loss of agency. In brief, the results show that an altered perception of the self and the (...) world was an essential part of the psychotic experience where subjects described themselves as changed; something was sensed as being wrong as psychosis is perceptible but hard to communicate. The normal life-world experience was altered and reality seemed strange. Time perception seemed to be changed as temporality appeared dissolved and the experience of time was focused on the current moment excluding the future. The subjects described loss of intentionality, they were no longer agents in their actions but partly steered by others and they could feel as if their experiences were not theirs. The patients also describe problems regarding their ability to socialize and communicate with others. They seem to lose their intuitive social capacity and were prone to suspiciousness. (shrink)

This study aims at discovering the essential constituents involved in the experiences of guilt and shame. Guilt concerns a subject’s action or omission of action and has a clear temporal unfolding entailing a moment in which the subject lives in a care-free way. Afterwards, this moment undergoes a reconstruction, in the moment of guilt, which constitutes the moment of negligence. The reconstruction is a comprehensive transformation of one’s attitude with respect to one’s ego; one’s action; the object of guilt and (...) the temporal-existential experience. The main constituents concerning shame are its anchorage in the situation to which it refers; its public side involving the experience of being perceptually objectified; the exclusion of social community; the bodily experience; the revelation of an undesired self; and the genesis of shame in terms of a history of frozen now-ness. The article ends with a comparison between guilt and shame. (shrink)