BackgroundFor many decades, the debate on children’s competence to give informed consent in medical settings concentrated on ethical and legal aspects, with little empirical underpinnings. Recently, data from empirical research became available to advance the discussion. It was shown that children’s competence to consent to clinical research could be accurately assessed by the modified MacArthur Competence Assessment Tool for Clinical Research. Age limits for children to be deemed competent to decide on research participation have been studied: generally children of 11.2 (...) years and above were decision-making competent, while children of 9.6 years and younger were not. Age was pointed out to be the key determining factor in children’s competence. In this article we reflect on policy implications of these findings, considering legal, ethical, developmental and clinical perspectives.DiscussionAlthough assessment of children’s competence has a normative character, ethics, law and clinical practice can benefit from research data. The findings may help to do justice to the capacities children possess and challenges they may face when deciding about treatment and research options. We discuss advantages and drawbacks of standardized competence assessment in children on a case-by-case basis compared to application of a fixed age limit, and conclude that a selective implementation of case-by-case competence assessment in specific populations is preferable. We recommend the implementation of age limits based on empirical evidence. Furthermore, we elaborate on a suitable model for informed consent involving children and parents that would do justice to developmental aspects of children and the specific characteristics of the parent-child dyad.SummaryPrevious research outcomes showed that children’s medical decision-making capacities could be operationalized into a standardized assessment instrument. Recommendations for policies include a dual consent procedure, including both child as well as parents, for children from the age of 12 until they reach majority. For children between 10 and 12 years of age, and in case of children older than 12 years in special research populations of mentally compromised patients, we suggest a case-by-case assessment of children’s competence to consent. Since such a dual consent procedure is fundamentally different from a procedure of parental permission and child assent, and would imply a considerable shift regarding some current legislations, practical implications are elaborated. (shrink)

For decades, the discussion on children’s competence to consent to medical issues has concentrated around normative concerns, with little progress in clinical practices. Decision-making competence is an important condition in the informed consent model. In pediatrics, clinicians need to strike a proper balance in order to both protect children’s interests when they are not fully able to do so themselves and to respect their autonomy when they are. Children’s competence to consent, however, is currently not assessed in a standardized way. (...) Moreover, the correlation between competence to give informed consent and age in children has never been systematically investigated, nor do we know which factors exactly contribute to children’s competence. (shrink)

What, if anything remains of religion after the demise of traditional theism and the theologies based upon it? What are the consequences of so-called Post-theism for the modern scholarly study of religion (in Religionswissenschaft and philosophical theology or church dogmatics, in the philosophy of religion as well as in the more recent phenomenon of comparitive religious studies)? This volume collects some thirty articles written in honor of Professor Hendrik Johan Adriaanse whose intellectual trajectory, recounted here in extensive personal reflections, has (...) lead to an incisive inquiry into the possibilities of thinking and experiencing "After Theism" (the title of a fundamental article reprinted here). Post-theism : Refraiming the Judeo-Christian Tradition raises this question from three different perspectives : first, by spelling out the historical and intellectual backgrounds that have led to the supposed end of theism as it had been known through the ages; secondly, by discussing the systematic relationship between the disciplines of theology and competing concepts of rationality; and, thirdly, by sketching out the contours of a philosophical thought that ventures beyond the most tenacious classical and modern presuppositions of theism. Along the way, the contributors explore a variety of ways in which the concepts and arguments, imagery and rhetoric of the Judeo-Christian traditions are in need and in the process of being constantly displaced. Henri Krop, Arie L. Molendijk and Hent de Vries teach Philosophy, the history of Christianity, and Metaphysics, respectively, at the Erasmus University, The University of Groningen, and the University of Amsterdam. (shrink)

Les thèses, proposées par M. Krämer, dans son ouvrage Arete bei Platon und Aristoteles, marqueraient une révolution dans les études platoniciennes, si elles étaient acceptables. Selon lui, Platon a, dès le commencement de sa carrière philosophique, au moins dès l'ouverture de l'Académie, possédé un système élaboré d'ontologie. Ce système a été exposé aux membres de l'Académie, sous forme d'une doctrine ésotêrique. Les dialogues, qui sont entièrement des œuvres protreptiques, ne comportent que des allusions à cette doctrine; tout de même, sans (...) connaître ce fonds doctrinal, on ne peut vraiment comprendre les dialogues. Sans vouloir dresser un compte-rendu complet du livre en question, l'auteur du présent article voulait écrire quelques notes marginales. Ni le récit d'Aristoxène, ni les données plus tardives n'autorisent M. Kr. à déclarer que la fameuse conférence πεϱ τἀγαϑοῦ ait constitué une série de cours. En outre, le récit même n'est pas exempt d'invraisemblance, si l'on compare les fragments des poètes de la comédie moyenne. La dépréciation de l'œuvre écrite que contient la fin du Phèdre n'est pas absolue, comme le croît M. Krämer, mais relative. Dans la vue de M. Kr., il est difficile de comprendre pourquoi Platon a écrit. Surtout la composition des Lois est inexplicable. Dans la théorie d'un système ésotérique, l'héritage de Socrate ne reste plus reconnaissable. Si, comme dans les théories de M. Krämer, l'axiologie se confond avec l'ontologie, l'autonomie de la décision éthique disparaît, et la position priviligiée du Bien ne peut plus être comprise. Le refus de tout développement chez Platon contraint M. Krämer à donner des interprétations très forcées de plusieurs textes platoniciens. (shrink)

Traveling-wave solutions of the standard and compound form of Korteweg–de Vries–Burgers equations are found using factorizations of the corresponding reduced ordinary differential equations. The procedure leads to solutions of Bernoulli equations of non-linearity 3/2 and 2 (Riccati), respectively. Introducing the initial conditions through an imaginary phase in the traveling coordinate, we obtain all the solutions previously reported, some of them being corrected here, and showing, at the same time, the presence of interesting details of these solitary waves that have (...) been overlooked before this investigation. (shrink)

The cell assembly as a simple attractor cannot explain many cognitive phenomena. It must be a highly structured network that can sustain highly structured excitation patterns. Moreover, a cell assembly must be more widely distributed in space than on a square millimeter.

BackgroundGenome-wide association studies (GWAS) provide a powerful means of identifying genetic variants that play a role in common diseases. Such studies present important ethical challenges. An increasing number of GWAS is taking place in lower income countries and there is a pressing need to identify the particular ethical challenges arising in such contexts. In this paper, we draw upon the experiences of the MalariaGEN Consortium to identify specific ethical issues raised by such research in Africa, Asia and Oceania.DiscussionWe explore ethical (...) issues in three key areas: protecting the interests of research participants, regulation of international collaborative genomics research and protecting the interests of scientists in low income countries. With regard to participants, important challenges are raised about community consultation and consent. Genomics research raises ethical and governance issues about sample export and ownership, about the use of archived samples and about the complexity of reviewing such large international projects. In the context of protecting the interests of researchers in low income countries, we discuss aspects of data sharing and capacity building that need to be considered for sustainable and mutually beneficial collaborations.SummaryMany ethical issues are raised when genomics research is conducted on populations that are characterised by lower average income and literacy levels, such as the populations included in MalariaGEN. It is important that such issues are appropriately addressed in such research. Our experience suggests that the ethical issues in genomics research can best be identified, analysed and addressed where ethics is embedded in the design and implementation of such research projects. (shrink)

Teaching about technology, at all levels of education, can only be done properly when those who teach have a clear idea about what it is that they teach. In other words: they should be able to give a decent answer to the question: what is technology? In the philosophy of technology that question is explored. Therefore the philosophy of technology is a discipline with a high relevance for those who teach about technology. Literature in this field, though, is not always (...) easy to access for non-philosophers. This book provides an introduction to the philosophy of technology for such people. It offers a survey of the current state-of-affairs in the philosophy of technology, and also discusses the relevance of that for teaching about technology. The book can be used in introductory courses on the philosophy of technology in teacher education programs, engineering education programs, and by individual educators that are interested in the intriguing phenomenon of technology that is so important in our contemporary society. (shrink)

Health technology assessment (HTA) is often biased in the sense that it neglects relevant perspectives on the technology in question. To incorporate different perspectives in HTA, we should pursue agreement about what are relevant, plausible, and feasible research questions; interactive technology assessment (iTA) might be suitable for this goal. In this way a kind of procedural ethics is established. Currently, ethics too often is focussed on the application of general principles, which leaves a lot of confusion as to what really (...) is the matter in specific cases; in an iTA clashes of values should not be approached by use of such ethics. Instead, casuistry, as a tool used within the framework of iTA, should help to articulate and clarify what is the matter, as to make room for explication and consensus building. (shrink)

In Philosophia Reformata, Vol. 69, No. 1, Johan Stellingwerff published a challenging article1 on the need to rethink the philosophy of technology in reformational philosophy. Stellingwerff is not only critical about the work done by Van Riessen and Schuurman, but he also criticizes the Dual Nature of Technical Artifacts program at the Delft University of Technology.2 In this reply I want to take up particularly some of the points of criticism against the latter and see if they can be upheld (...) when taking a closer look at what has been published in this program so far. Although the article by Stellingwerff is in Dutch, I have decided to write my reply in English to enable a wider audience to take part in the debate. (shrink)

In this article I will show how the conceptual framework for analyzing reality as developed in reformational philosophy can help us to get a fuller understanding of the ethics of technology than in popular reductionist views. Thereby I will use Caroline Whitbeck’s suggestion that ethical problems should be dealt with as if they were design problems. Reformational philosophy helps us to understand the nature of complexity in design and also how order in this complex chaos can be created by observing (...) the various functions of technical artifacts. In line with the current empirical turn in the philosophy of technology, I will illustrate this by describing a case study: nanotechnology. (shrink)

Artifacts are probably our most obvious everyday encounter with technology. Therefore, a good understanding of the nature of technical artifacts is a relevant part of technological literacy. In this article we draw from the philosophy of technology to develop a conceptualization of technical artifacts that can be used for educational purposes. Furthermore we report a small exploratory empirical study to see to what extent teachers’ intuitive ideas about artifacts match with the way philosophers write about the nature of artifacts. Finally, (...) we suggest a teaching and learning strategy for improving teachers’ concepts of technical artifacts through practical activities. (shrink)