Some practical problems in the teaching of ethics to medical students are described. The definition of the objectives of the course remains the central aspect, and is more important than the specific content. The use of student projects, buzz groups, case histories and discussion points is described. There is a need for student assessment or examination at the end of the course. The teachers require a broad background in philosophy, clinical medicine and teaching skills. The learning of the teachers may (...) be as important as that of the students. (shrink)

A two-body quantum correlation is calculated for a particle reflecting from a moving mirror. Correlated interference results when the incident and reflected particle substates and their associated mirror substates overlap. Using the Copenhagen interpretation of measurement, an asynchronous joint probability density, which is a function both of the different positions and different times at which the particle and mirror are measured, is derived assuming that no interaction occurs between each measurement. Measurement of the particle first, in the correlated interference region, (...) results in a splitting of the mirror substate into ones which have and have not reflected the particle. An analog of the interference from the Doppler effect for only measurements of the particle, in this two-body system, is shown to be a consequence of the asynchronous measurement. The simplification obtained for a microscopic particle reflecting from a mesoscopic or macroscopic mirror is used to illustrate asynchronous correlation interferometry. In this case, the small displacement between these mirror states can yield negligible environmental decoherence times. In addition, interference of these mirror states does not vanish in the limit of large mirror mass due to the small momentum exchange in reflecting a microscopic particle. (shrink)

Self-, collective, and participative efficacy are strong predictors of sustainability action. Yet, few studies have investigated the dynamics and variability of efficacy beliefs. In this transdisciplinary study, we tested such factors in the context of a peer-to-peer coaching program for sustainability volunteers, embedded in a structured-educational context. Over weekends, 2 qualified coaches trained 36 German bottom-up, student-led sustainability initiatives. These coaches instructed students in team building, envisioning, project planning, and on-campus sustainability practice. While 317 participants completed our pre-questionnaire, N = (...) 165 completed both the pre- and post-questionnaire. As hypothesized, after having participated in the coaching weekend, action skills, collaboration skills, group identification, and self-, collective, and participative efficacy all increased. The latter of these increased, to our knowledge, for the first time in environmental psychology research. Group identification and having a vision emerged as important efficacy predictors, and participative efficacy beliefs in turn predicted volunteering. Moreover, we took initial steps in investigating the interaction of psychological and structural factors from a multilevel perspective. Our analyses revealed that efficacy beliefs on the individual level were higher when the university had a green office and when the student initiative was at a small university. We conclude by proposing an empowerment model for sustainability volunteers and by discussing the practical implications of our findings. (shrink)

These two volumes form a full portrait of Hans Reichenbach, from the school boy and university student to the maturing and creative scholar, who was as well an immensely devoted teacher and a gifted popular writer and speaker on science and philosophy. We selected the articles for several reasons. Many of them have not pre viously been available in English; many are out of print, either in English or in German; some, especially the early ones, have been little known, and (...) deal with subject-matters other than philosophy of science. The genesis and evolu tion of Reichenbach's ideas appeared to be of deep interest, and so we in cluded papers from four decades, despite occasional redundancy. We were, for example, pleased to include his extensive review article from the encyclo pedic Handbuch der Physik of 1929 on 'The Aims and Methods of Physical Knowledge', written at a time of creative collaboration between Reichenbach's Berlin group and the Vienna Circle of Schlick and Carnap. Reichenbach was a pioneer, opening new pathways to the solution of age-old problems in many fields: space, time, causality, induction and probability - philosophical analysis and interpretation of classical physics, relativity and quantum physics - logic, language, ethics, scientific explanation and methodology, critical appreciation and reconstruction of past metaphysical thinkers and scientists from Plato to Leibniz and Kant. Indeed, his own philosophical journey was initiated by his passage from Kant to anti-Kant. (shrink)

R. S. Peters on Education and Ethics reissues seven titles from Peters' life's work. Taking an interdisciplinary approach, the books are concerned with the philosophy of education and ethics. Topics include moral education and learning, authority and responsibility, psychology and ethical development and ideas on motivation amongst others. The books discuss more traditional theories and philosophical thinkers as well as exploring later ideas in a way which makes the subjects they discuss still relevant today.

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as 'What do we actually mean by education?' and provides a proper ethical foundation for education in a democratic society. The book will appeal (...) to both teachers and students of philosophy as well as education. (shrink)

"Williams's masterful translation satisfies (at last!) a long-standing need. There are lots of good translations of Augustine's great work, but until now we have been forced to choose between those that strive to replicate in English something of the majesty and beauty of Augustine's Latin style and those that opt instead to convey the careful precision of his philosophical terminology and argumentation. Finally, Williams has succeeded in capturing both sides of Augustine's mind in a richly evocative, impeccably reliable, elegantly readable (...) presentation of one of the most impressive achievements in Western thought--Augustine's Confessions." --Scott MacDonald, Professor of Philosophy and Norma K. Regan Professor in Christian Studies, Cornell University. (shrink)

Shaḥrūr, Muḥammad; Islamic philosophy; Qurʼan; hermeneutics; criticism, interpretation, etc.

R S Peters; Education and the Educated Man, Journal of Philosophy of Education, Volume 4, Issue 1, 30 May 2006, Pages 5–20, https://doi.org/10.1111/j.1467-9752.

First published in 1981, this collection of essays was taken from Peters' larger work, Psychology and Ethical Development in order to provide a more focused volume on moral education for students. Peters' background in both psychology and philosophy makes the work distinctive, which is evident from the first two essays alone: 'Freud's theory of Moral Development in Relation to that of Piaget' and 'Moral Education and the Psychology of Character'. He also displays balance in his acceptance that reason and feeling (...) are both of great importance where the subject of moral education is concerned. Although written some time ago, the book discusses issues which are still of considerable interest and importance today. (shrink)