: As the twentieth century closes, marked by triumphal strides in medical advances, the American society has yet to ensure that each person has access to affordable health care. To correct this injustice, this article calls on the nation's political and corporate leaders, providers, and faith-based groups to join all Americans in a new national conversation on systemic health care reform. The Catholic faith tradition is one that compels both a proclamation to ministry values and a commitment to speak out (...) against the challenges or threats to what are essential to the well-being of individuals and society. The Catholic health ministry must therefore be both a voice for the voiceless and an agent of transformation. The nation's goal should be to "reposition" health care from its status as an important, but ultimately optional building block to one that is essential. (shrink)

Michael Ryan (d. 1840) remains one of the most mysterious figures in the history of medical ethics, despite the fact that he was the only British physician during the middle years of the 19th century to write about ethics in a systematic way. Michael Ryan’s Writings on Medical Ethics offers both an annotated reprint of his key ethical writings, and an extensive introductory essay that fills in many previously unknown details of Ryan’s life, analyzes the significance of his (...) ethical works, and places him within the historical trajectory of the field of medical ethics. (shrink)

Chapter 1 presents BS, a basic syllogistic system based on Aristotle's logic, in natural deduction form. Chapters 2 and 3 treat the metatheory of BS: consitency, soundness, independence, and completeness. Chapter 4 and 5 deal with syllogistic and, in turn, propositional and predicate logic, chapter 6 is on existential import, chapter 7 on subject and predicate and chapter 8 on classes. Chapter 9 adds negative variables to BS, and proves its soundness and completeness.

A pervasive theme in George Seddon's extensive oeuvre is sense of place. Over a number of decades he has explored and reworked the conceptual and phenomenological aspects of this theme. This article takes its cue from Seddon's more recent critical observations on sense of place and considers the temporal and spatial dimensions of everyday experience in the informational age. Recent trends in gardening and garden theory are examined in the context of certain pathologies associated with this experience, and (...) in particular cultural simultanagnosia: `unable to see the forest for the trees'. A key argument is that as contemporary experience tends to differentiate into discrete modules there is paradoxically also a tendency to reengage with the ecocultural world in the form of place-making, in symbolic performances of milieu. (shrink)

In this essay Michael Glassman and Jonathan Burbidge explore the idea of a dialectical relationship between the traditional place(s) of teaching/learning settings and the challenges to our perceptions created by the new spaces of the Internet. The authors examine this topic in the context of a three-stage evolution of humans' relationship with new technologies: (1) fear of how new technologies will change our everyday actions, (2) recognition of emerging technologies as tools capable of offering new possibilities in our (...) activities, and (3) integration of new technologies into productive everyday activities. The Internet is moving quickly through all three stages, but this process takes different forms with disparate populations. What makes recognition of the fast-moving integration of Internet technology important in the field of education is that students and educators are often at different points in this process. It is critical that we are aware of the role technology is playing in the classroom, in particular the dynamic dialectical relationship between space and place. (shrink)

Why believe in the a priori? The answer is clear: there are many examples, drawn from mathematics, logic and philosophy, of knowledge that does not seem to be empirical. It does not seem possible that this knowledge could be justified or revised “by experience.” It must be justified in some other way, justified a priori.

The classical Western concept of place points in two directions: toward isolating things from one another and toward articulating their connections. Aristotle’s famous definition of a thing’s place as the limit of its surrounding body, which serves to isolate the thing from all but its immediate surroundings, sits side-by-side in the Physics with his theory of natural places, according to which things have places only in relation to each other.1 A thing’s natural place may be at the (...) center—as the earth is at the center of the cosmos in the classical theory—but the center exists only with respect to the periphery, and vice versa. Likewise, a thing can be below only in relation to something above it. The relationship... (shrink)

Some strands of environmental concern invite a radical re-evaluation of many taken for granted assumptions of late modern ways of life—particularly those that structure how we relate to the natural world. This article explores some of the implications of such a re-evaluation for our understanding of moral education by examining the significance of ideas of our place in nature that focus not on our location in some grand abstract system, but on our felt sense of place in the (...) course of our daily existence. It will be argued that exploration of the anticipatory and ecstatic nature of such concrete emplacement reveals an underlying normative character to our encounters with nature, now experienced as an autonomous and essentially mysterious non-human other that both sustains and is sustained by places—places in which find ourselves and live out our lives. It is argued that this view foregrounds a notion of transcendence that leads to both a questioning of the anthropocentrism (i.e. its metaphysical basis) that informs many Western moral views and an acknowledgement of intrinsic value in nature, such that some current mainstream understandings of the character of moral sensibility and of moral education can no longer be regarded as adequate. (shrink)

What is the future of Philosophy of education? Or as many of scholars and thinkers in this final ‘future-focused’ collective piece from the philosophy of education in a new key Series put it, what are the futures—plural and multiple—of the intersections of ‘philosophy’ and ‘education?’ What is ‘Philosophy’; and what is ‘Education’, and what role may ‘enquiry’ play? Is the future of education and philosophy embracing—or at least taking seriously—and thinking with Indigenous ethicoontoepistemologies? And, perhaps most importantly, what is that (...) ‘Future’? These debates have been located in the work of diverse scholars: from the West, from Global South, from indigenous thinkers. In this collective piece, we purposefully juxtapose diverse takes on the future of these intersections. We have given up the urge to organise, place together, separate with subheadings or connect the paragraphs that follow. Instead, we let these philosophers of education and thinkers who use philosophical texts and ideas to sit together in one long read as potentially ‘strange and unusual bedfellows’. This text urges us to understand how these scholars and thinkers perceive our educational philosophical futures, and how the work and thinking they have done on thinking about what the future of that new key in philosophy of education may look like is embedded in a much deeper and richer literature, and personal experience. (shrink)

Despite iterative learning design being increasingly implemented, such approaches are often delineated by well-defined periods of design/implementation. However, second-order cybernetics, which suggests a participatory approach to learning design, involves responsively adapting learning environments to meet students’ needs, treating them as agentic participants in the classroom. In our mixed methods study, we investigate whether such a process can facilitate egalitarian participation and collaborative interactions in a technology-assisted classroom. We use the example of a graduate psychology class of 17 students and suggest (...) that adaptation of live-chat activities by a participant observer on the Reddit social media platform that supplemented the in-person lecture dynamically, using a network analysis and qualitative ethnography as a modelling facility mimicked the ongoing feedback loops of social media platforms, enabling students to use social media with a critical eye, and engage in productive collaboration. Our quantitative results present network graphs for weekly eigen centrality to understand the egalitarian nature of the network, and transitivity to understand the likelihood for collaboration between more than two agents. Our qualitative results elaborate selected Reddit posts, and weekly field notes to explain how redesigning the chat weekly helped augment lecture-based discussion with the instructor and critique of student presentations, spurring egalitarian participation through a space-place dialectic. Students also provided end-semester feedback that was analyzed using inductive coding, to design future courseware. (shrink)

Experiments in particle physics have hitherto failed to produce any significant evidence for the many explicit models of physics beyond the Standard Model (BSM) that had been proposed over the past decades. As a result, physicists have increasingly turned to model-independent strategies as tools in searching for a wide range of possible BSM effects. In this paper, we describe the Standard Model Effective Field Theory (SM-EFT) and analyse it in the context of the philosophical discussions about models, theories, and (bottom-up) (...) effective field theories. We find that while the SM-EFT is a quantum field theory, assisting experimentalists in searching for deviations from the SM, in its general form it lacks some of the characteristic features of models. Those features only come into play if put in by hand or prompted by empirical evidence for deviations. Employing different philosophical approaches to models, we argue that the case study suggests not to take a view on models that is overly permissive because it blurs the lines between the different stages of the SM-EFT research strategies and glosses over particle physicists' motivations for undertaking this bottom-up approach in the first place. Looking at EFTs from the perspective of modelling does not require taking a stance on some specific brand of realism or taking sides in the debate between reduction and emergence into which EFTs have recently been embedded. (shrink)

Michael Morris, Stephen Neale; Papers from the 1993 Joint Session: The Place of Language, Proceedings of the Aristotelian Society, Volume 94, Issue 1, 1 June 19.

Originally published: Oxford: Clarendon, 1997.

Background Ethics is a fundamental component of nursing education to increase students’ moral competence and moral reasoning abilities. However, the core ethics content that should be included in undergraduate education has not been established to date at the international level. Aim To identify the core contents required in formal undergraduate education to ensure morally competent nurses. Research Design An international workshop-research study design in 2023 reported here according to the COnsolidated criteria for REporting Qualitative research. Participants and Research Context Five (...) countries in the context of Promoting a Morally Competent Nurse project participated. In each country, two workshops took place, one with nurse professionals and one with patients’ representatives for a total of 58 individuals (32 and 26, respectively). After being translated into English language, data were categorized deductively. The Dublin Learning Outcomes Descriptors and the blueprint methodology were applied. Ethical Considerations The research protocol was ethically approved in every country where the study was performed. Results A total of 59 core content elements emerged, with ‘ethics of individualized/tailored/patient-centred care’ ( n = 8) and ‘empathy’ ( n = 6) as the most suggested. Nearly half ( n = 26) of the core content items suggested were reported only once (e.g. ‘priority setting’) while overall several referred to ‘communication skills’ ( n = 17). A diverse richness across countries emerged, with some suggesting a few items, and others providing several. Similarly, professionals and patients in most countries agreed that some contents of individualized care, empathy and responsibility should be taught in nursing education, but several core contents were mentioned by only one group of participants and in one country. Conclusion The lack of convergence on core content to be taught suggests that different views are still present. Merging these perspectives may stimulate a reciprocal understanding between professionals and patients, as well as across countries, and support the identification of commonalities and differences to further harmonize undergraduate education in the field. (shrink)

This chapter contains sections titled: Introduction Unselving Anticipation Departures Conclusion: Schools as Places of Unselving Acknowledgement Notes References.

The concept of dignity is widely used in society, particularly in reference to human rights law and bioethics. Several conceptions of dignity are identified, falling broadly within two categories: full inherent dignity (FID) and non-inherent dignity (NID). FID is a quality belonging equally to every being with full moral status, including all members of the human natural kind; it is permanent, unconditional, indivisible and inviolable. Those beings with FID ought to be treated deferentially by others by virtue of their belonging (...) to a noble caste. FID grounds fundamental human rights, such as the rights to freedom and equality.The concept of dignity forms a network of interconnected ideas related to worth and value particularly within legal and ethical discourse; it is a rich and meaningful concept, irreducible to one or two quasi-legal principles. Fundamentally, dignity matters because it forms the foundation of civilized society; without it, serious abuse of people is more likely to occur. (shrink)

With respect to the right of privacy, some of the most difficult concerns arise from the map, and especially the modern, computer-generated map. Maps support a view in which the local--and the private--are unimportant, as they represent the world in ways that make places seem fundamentally alike. By geocoding he location of people, places, and events, maps offer a universal set of identifiers, one much more difficult to regulate than traditional identifiers like the social security number. At the same time, (...) they support the development of a system of geodemographic profiling in a way that creates "digital individuals" over whom most people have little control. And when these data are placed on a map, the problems are exacerbated, just to the extent that the reading of maps is a highly culturally determined practice; different people often interpret the same map in very different ways. This collection of problems suggests that in the context of a rapidly diffusing commercial mapping system, the traditional conception of the right to privacy is under attack, and that in the process that right is being redefined. (shrink)

DOES A STANDARD OF DESERT BELONG IN CHRISTIAN CONCEPTIONS OF distributive justice? This essay places John Calvin and John Rawls, two of desert's most incisive critics, in conversation to examine the theological and philosophical issues raised by this question. Calvin and Rawls make similar arguments against deservingness as a moral principle, but Calvin emerges as the more adamant detractor, noting that God's grace and humanity's corrupt nature make the validity of positive human desert claims virtually unthinkable. Still, the moral force (...) of desert invites a reevaluation of both Calvin's and Rawls's objections and the fittingness of this principle to theological conceptions of distributive justice. (shrink)

Abstract It is argued that the scattered remarks on the fine arts made in Reid's Inquiry into the Human Mind (1764) present a conception of the relation between perception and the fine arts that is at once compatible with and different from Reid's mature theory of art in Of Taste (1785). This alternative account of art-relevant perception also points beyond the limits of a philosophy of art developed according to the traditional theory of taste dominant in 18th-century Scottish aesthetic thought, (...) and anticipates certain 20th-century theories. (shrink)

First published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.

This 1996 book is the result of a uniquely productive union of philosophy, psychoanalysis and anthropology, and explores the complexity and importance of emotions. Michael Stocker places emotions at the very centre of human identity, life and value. He lays bare how our culture's idealisation of rationality pervades the philosophical tradition and leads those who wrestle with serious ethical and philosophical problems into distortion and misunderstanding. Professor Stocker shows how important are the social and emotional contexts of ethical dilemmas (...) and inner conflicts, and he challenges philosophical theories that try to overgeneralise and over-simplify by leaving out the particulars of each situation. In offering a realistic account of emotions and an in-depth analysis of how psychological factors affect judgments of all kind, this book will interest a broad range of readers across the disciplines of philosophy and psychology. (shrink)

The Power of Community-Centered Education provides psychological, sociological, historical and philosophical insights into why community works so well as an organizing principle for high school. The book concludes with a call to action for all agencies and institutions that have public outreach programs to consider how they assist in building "education-centered communities" that support the work of high schools by offering research opportunities and scaffolding to secondary education.

Biomedical research funding bodies across Europe and North America increasingly encourage—and, in some cases, require—investigators to involve members of the public in funded research. Yet there remains a striking lack of clarity about what ‘good’ or ‘successful’ public involvement looks like. In an effort to provide guidance to investigators and research organisations, representatives of several key research funding bodies in the UK recently came together to develop the National Standards for Public Involvement in Research. The Standards have critical implications for (...) the future of biomedical research in the UK and in other countries as researchers and funders abroad look to the Standards as a model for their own policy development. We assess the Standards and find that despite offering useful suggestions for dealing with practical challenges associated with public involvement, the Standards fail to address fundamental questions about when, why and with whom public involvement should be undertaken in the first place. We show that presented without this justificatory context, many of the recommendations in the Standards are, at best, fragments that require substantial elaboration by those looking to apply the Standards in their own work and, at worst, subject to potentially harmful misapplication by well-meaning investigators. As funding bodies increasingly push for public involvement in research, the key lesson of our analysis is that future recommendations about how public involvement should be conducted cannot be coherently formulated without a clear sense of the underlying goals and rationales for public involvement. (shrink)

Much contemporary thinking about language is animated by the idea that the core function of language is to represent how the world is and that therefore the notion of representation should play a fundamental explanatory role in any explanation of language and language use. Leading thinkers in the field explore various ways this idea may be challenged as well as obstacles to developing various forms of anti-representationalism. Particular attention is given to deflationary accounts of truth, the role of language in (...) expressing mental states, and the normative and the natural as they relate to issues of representation. The chapters further various fundamental debates in metaphysics--for example, concerning the question of finding a place for moral properties in a naturalistic world-view--and illuminate the relation of the recent neo-pragmatist revival to the expressivist stream in analytic philosophy of language. (shrink)

In this article I raise empirical challenges for the claim tha area MT/V5 is the neural correlate for visual experience as of motion (Block 2005). In particular, I focus on the claim that there is matching content between area MT, on one hand, and visual experience as of motion, on the other hand (Chalmers 2000, Block 2007). I survey two lines of empirical evidence which challenge the claim of matching content in area MT. The first line of evidence covers new (...) results in neuroscience which emphasize the ongoing dynamics in cortical activity. The second line of evidence focuses on results regarding area MT in particular (Maier et al. 2007 and Cohen and Newsome 2008). Together, the empirical results indicate that neural processing is context sensitive in a way that challenges the attribution of content to local areas of cortex, to area MT in particular. In the final part of the article I explore alternative approaches and discuss remaining issues. (shrink)

Dignity plays a central role in current thinking about law and human rights, but there is sharp disagreement about its meaning. Combining conceptual precision with a broad historical background, Michael Rosen puts these controversies in context and offers a novel, constructive proposal. “Penetrating and sprightly...Rosen rightly emphasizes the centrality of Catholicism in the modern history of human dignity. His command of the history is impressive...Rosen is a wonderful guide to the recent German constitutional thinking about human dignity...[Rosen] is in (...) general an urbane and witty companion, achieving his aim of accessibly written philosophy.” —Samuel Moyn, The Nation “[An] elegant, interesting and lucid exploration of the concept of dignity...Drawing on classical, liberal and Catholic traditions, Rosen hopes to rehabilitate dignity to its rightful place near the centre of moral thought...Rosen's admirable book deserves wide attention from political theorists, jurisprudes and political philosophers.” —Simon Blackburn, Times Higher Education “Dignity deserves to be widely read, not only for its intrinsic interest, but also as a corrective to the habit of discussing such topics in abstraction from their social context. Whether or not one agrees with Rosen's arguments, there can be no doubt he has widened our horizons.” —Rae Langton, Times Literary Supplement. (shrink)

Intellectual humility is a concept in progress—philosophers and psychologists are in the process of defining and coming to understand what intellectual humility is and what place it has in our theories. Most accounts of intellectual humility build from work in virtue epistemology, the study of knowledge as the state that results when agents are epistemically virtuous (or, perhaps, the view that the proper object of study for epistemology is the intellectually virtuous agent). [...].

Genetic testing technologies are rapidly moving from the research laboratory to the market place. Very little scholarship considers the implications of private genetic testing for a public health care system such as Canada’s. It is critical to consider how and if these tests should be marketed to, and purchased by, the public. It is also imperative to evaluate the extent to which genetic tests are or should be included in Canada’s public health care system, and the impact of allowing (...) a two-tiered system for genetic testing. A series of threshold tests are presented as ways of clarifying whether a genetic test is morally appropriate, effective and safe, efficient and appropriate for public funding and whether private purchase poses special problems and requires further regulation. These thresholds also identify the research questions around which professional, public and policy debate must be sustained: What is a morally acceptable goal for genetic services? What are the appropriate benefits? What are the risks? When is it acceptable that services are not funded under health care? And how can the harms of private access be managed? (shrink)

This book fully discusses Schutz's account of social reality and theory of motivation, including how his phenomenology casts the Marxian sociology of knowledge in a new light.

Numerous authors have interpreted the history of anthropological and medical conceptions of race in nineteenth century France as following a path mapped out by phrenology, anthropometry, and Paul Broca's version of physical anthropology. On balance, this has resulted in an historical narrative centered on Parisian intellectual life and one leaving the impression that by the 1890s anthropological theories had moved away from ethnological and cultural explanations toward more biological views of race. This article, by contrast, examines the world beyond Paris (...) and the literatures of naval and army medicine from about 1830 to 1920. It describes the contours of a medical and anthropological pluralism in matters of race and ethnicity and argues that cultural and ethnological perspectives remained important to theorists of race through World War I. (shrink)

Medical ethics and law (MEL) have a well-established place in medical curricula within the UK, but appropriately assessing MEL in a medical school context can be extremely challenging. The Institute of Medical Ethics convened a working group focused on assessment in 2021, and in this article, we present a summary of the work undertaken by this group. We start by explaining the challenges presented by the assessment of MEL, highlighting the potentially demanding requirements set out by the General Medical (...) Council in the UK. We then explore how MEL is currently assessed in UK medical schools. We go on to consider a number of different forms of assessment and their suitability for assessing ethics and law. Finally, we report the key recommendations from the working group and conclude that we are unconvinced that current approaches to assessing MEL are sufficient to robustly assess the General Medical Council’s learning outcomes. (shrink)

Modern physics has revealed the universe as a much stranger place than we could have imagined. The puzzle at the centre of our knowledge of the universe is time. Michael Lockwood takes the reader on a fascinating journey into the nature of things. He investigates philosophical questions about past, present, and future, our experience of time, and the possibility of time travel. We zoom in on the behaviour of molecules and atoms, and pull back to survey the expansion (...) of the universe. We learn about entropy and gravity, black holes and wormholes, about how it all began and where we are all headed. Things will never seem the same again after a voyage through The Labyrinth of Time. (shrink)

This book introduces a new approach to the issue of radical scientific revolutions, or "paradigm-shifts," given prominence in the work of Thomas Kuhn. The book articulates a dynamical and historicized version of the conception of scientific a priori principles first developed by the philosopher Immanuel Kant. This approach defends the Enlightenment ideal of scientific objectivity and universality while simultaneously doing justice to the revolutionary changes within the sciences that have since undermined Kant's original defense of this ideal. Through a modified (...) Kantian approach to epistemology and philosophy of science, this book opposes both Quinean naturalistic holism and the post-Kuhnian conceptual relativism that has dominated recent literature in science studies. Focussing on the development of "scientific philosophy" from Kant to Rudolf Carnap, along with the parallel developments taking place in the sciences during the same period, the author articulates a new dynamical conception of relativized a priori principles. This idea applied within the physical sciences aims to show that rational intersubjective consensus is intricately preserved across radical scientific revolutions or "paradigm-shifts and how this is achieved. (shrink)