Aristotelian virtue ethics is often charged with counseling a self-centred approach to the moral life. Reviewing some influential responses made by defenders of virtue ethics, I argue that none of them goes far enough. I begin my own response by evaluating two common targets of the objection, Aristotle and Aquinas, and based on my findings sketch the outlines of a clearly non-self-centred version of virtue ethics, according to which the ‘center’ is instead located in the agent’s right relation (...) to others and ultimately to the Good. I conclude that while some species of virtue ethics may be self-centred, the objection cannot be used to indict the whole genus. (shrink)

Aristotelian virtue ethics is often charged with counseling a self-centred approach to the moral life. Reviewing some influential responses made by defenders of virtue ethics, I argue that none of them goes far enough. I begin my own response by evaluating two common targets of the objection, Aristotle and Aquinas, and based on my findings sketch the outlines of a clearly non-self-centred version of virtue ethics, according to which the ‘center’ is instead located in the agent’s right relation (...) to others and ultimately to the Good. I conclude that while some species of virtue ethics may be self-centred, the objection cannot be used to indict the whole genus. (shrink)

Youniverse is about you and the way things really are--how to improve your chances of a much longer and more satisfying life.

Successful learning is based on a reciprocal relationship between instructor and student that, in turn, requires the instructor to have a deep understanding of the student’s background, interests, fears and resistances. In fact, many beginning philosophy instructors have a rather limited understanding of what their students bring to the educational interaction. The conclusion is that training in pedagogy must be more than teaching techniques but should also include more exposure to an understanding of the experience of contemporary college students. An (...) experimental graduate student teacher preparation at Villanova University is presented as a model to stimulate further thought. (shrink)

A contemporary of Krishnamurti, Ravi Ravindra explores Krishnamurti's assertion that the miracle of personal transformation can be linked directly to the art of seeing rightly.

This article discusses the vice of self-centeredness, argues that it inhibits our ability to treat humanity as an end in itself, and that Kantian moral theory cannot account for this fact. After in this way arguing that Kantian theory fails to provide a fully adequate account of agents who live up to the formula of humanity, I discuss Buddhist resources for developing a better account.

In this paper, I will reread the history of molecular genetics from a psychoanalytical angle, analysing it as a case history. Building on the developmental theories of Freud and his followers, I will distinguish four stages, namely: (1) oedipal childhood, notably the epoch of model building (1943–1953); (2) the latency period, with a focus on the development of basic skills (1953–1989); (3) adolescence, exemplified by the Human Genome Project, with its fierce conflicts, great expectations and grandiose claims (1989–2003) and (4) (...) adulthood (2003–present) during which revolutionary research areas such as molecular biology and genomics have achieved a certain level of normalcy—have evolved into a normal science. I will indicate how a psychoanalytical assessment conducted in this manner may help us to interpret and address some of the key normative issues that have been raised with regard to molecular genetics over the years, such as ‘relevance’, ‘responsible innovation’ and ‘promise management’. (shrink)

This book focuses on two important, interlinked themes in psychiatry, i.e., the relation between self (or: person), context and psychopathology; and the intrinsic value-ladenness of psychiatry as a practice. -/- Written against the background of scientistic tendencies in today’s psychiatry, it is argued in Part I that psychiatry needs a clinical conception of psychopathology alongside more traditional scientific conceptions; that this clinical conception of psychopathology must be based on a fundamental rethinking of the interaction between illness manifestations, contextual influences (...) and the patient as person, such that psychopathology is conceived as the product of this interaction rather than as the outward manifestation of a broken mechanism within the patient. -/- In Part II, it is shown that self- and context-related factors have a large impact on who one is as a professional. I argue that an analysis is needed of the normative aspects of the relations that sustain and frame professional role-fulfilment. This analysis culminates into a so-called normative practice model (NPM) which distinguishes between qualifying, conditioning and foundational principles (or: rules, norms). The normative practice model helps to locate and resist scientistic defenses of the legitimacy of psychiatry and to replace them by a positive account that provides clinicians (and scientists) the conceptual tools they need to justify what they do in broader contexts. The main thrust of the argument is to show that psychiatry needs a value-sensitive account of its legitimacy, in which other normative dimensions are recognized than those that sustain the expert role. Psychiatrists should in other words not defend the legitimacy of their profession by referring to the expert role solely but provide a broader account in which justice is done to the broader social, legal, and economic contexts of professional activity. The analysis of this inherent normativity begins within clinical practice, it extends to the concept of disease as well as to wider domains of psychiatric care and the sociology of professions, and, finally, amounts into an analysis of the value-ladenness of interactions between healthcare institutions, the government, professional organizations and patient groups. (shrink)

I argue that agent-centered options to favor and sacrifice one’s own interests are grounded in a particular aspect of self-ownership. Because you own your interests, you are entitled to a say over how they are used. That is, whether those interests count for or against some action is, at least in part, to be determined by your choice. This is not the only plausible argument for agent-centered options. But it has some virtues that other arguments lack.

I argue that we have good textual reason to read Kant’s notion of “self-conceit,” and his theory of immorality more generally as being founded on the claim that we have the tendency to think that our ability to achieve happiness is our most valuable feature. I explain how this is not the same as the claim that we are arrogant or think we are better than others. Self-conceit (and the standard of assessment it implies) can lead to the (...) opinion that one is worth more than others, when life is going well. When life goes badly, however, it leads to the opinion that one is worth less. I explain how this reading of self-conceit also amounts to a better theory of immorality, since we ought not to hold that interpersonal arrogance is at the heart of all immorality. (shrink)

In daily academic life, students are exposed to a wide range of potentially stressful situations which could negatively affect their academic achievement and their health. Among the factors that could be weakened by academic stress, attention has been paid to expectations of self-efficacy, which are considered one of the most important determinants for student engagement, persistence, and academic success. From a proactive perspective, research on academic stress has emphasized the importance of coping strategies in preventing harmful consequences. In recent (...) years, there has been a growing interest in discovering the extent to which individuals are able to combine different coping strategies and the adaptive consequences this flexibility entails. However, studies using this person-centered approach are still scarce in the academic context. On that basis, this current study had two objectives: (a) to examine the existence of different profiles of university students based on how they combined different approach coping strategies (positive reappraisal, support seeking, and planning); and (b) to determine the existence of differences in general expectations of self-efficacy between those coping profiles. 1072 university students participated in the study. The coping profiles were determined by Latent Profile Analysis (LPA). The differences in the self-efficacy variable were determined using ANCOVA, with gender, university year, and degree type as covariates. Four approach coping profiles were identified: (a) low generalized use of approach coping strategies; (b) predominance of social approach coping approaches; (c) predominance of cognitive approach coping approaches; (d) high generalized use of approach coping strategies. The profile that showed that a greater combination of the three strategies was related to higher general self-efficacy expectations, and vice versa. These results suggest that encouraging flexibility in coping strategies would help to improve university students’ self-efficacy. (shrink)

This article argues that standard models of person-centred care (PCC) and shared decision making (SDM) rely on simplistic, often unrealistic assumptions of patient capacities that entail that PCC/SDM might have detrimental effects in many applications. We suggest a complementary PCC/SDM approach to ensure that patients are able to execute rational decisions taken jointly with care professionals when performing self-care. Illustrated by concrete examples from a study of adolescent diabetes care, we suggest a combination of moral and psychological considerations to (...) support the claim that standard PCC/SDM threatens to systematically undermine its own goals. This threat is due to a tension between the ethical requirements of SDM in ideal circumstances and more long-term needs actualized by the context of self-care handled by patients with limited capacities for taking responsibility and adhere to their own rational decisions. To improve this situation, we suggest a counseling, self-care, adherence approach to PCC/SDM, where more attention is given to how treatment goals are internalized by patients, how patients perceive choice situations, and what emotional feedback patients are given. This focus may involve less of a concentration on autonomous and rational clinical decision making otherwise stressed in standard PCC/SDM advocacy. (shrink)

Notwithstanding its many successes, African-centred pedagogy (ACP) has been vulnerable to criticism, implicit and explicit, from several quarters. For example, ACP can be justly criticized for not recognizing the general diversity of blacks in America, a “nation” of more than 30 million spread across a tremendous variety of lifeways, locations, and historical circumstances. It also has been accused of abandoning the democratic purposes of the civil rights movement and repudiating its real successes. In addition to the ambiguities of Black identity, (...) many difficulties also attend the conceptualization and implementation of ACP. To examine the various challenges that confront ACP, our essay will be framed by the following three questions: (1) Does the historical context in which many black children live justify the existence of African-centered schools? (2) Does ACP prepare black children to participate in a democratic society? (3) Does the construction of an essentialist racial identity in ACP compromise its mission and success? In response to the first question, we will briefly review the historical conditions and circumstances of American schooling for blacks before considering both the motivations for establishing African-centered schools and the aims of ACP. Efforts to forge a parallel society and to foster Black consciousness and pride, including the establishment of separatist schools, are not new. We will limit our historical overview to the years following the 1954 Brown decision and leave to others the examination of historically unique examples of separate Black schooling that predate the rise of African-centered schools in their present incarnation. We conclude that both historical and contemporary realities do in fact justify some forms of voluntary separated schooling such as African-centered schools. (shrink)

Decolonizing the Body explores the traumatic physical and emotional effects of colonization and systemic racism on the body and mind. Written by a woman of color for women of color, it offers body-centered somatic practices to free women from internalized oppression, so they can reclaim confidence, dignity, and self-worth.

I suggest a way of extending Stalnaker’s account of assertion to allow for centered content. In formulating his account, Stalnaker takes the content of assertion to be uncentered propositions: entities that are evaluated for truth at a possible world. I argue that the content of assertion is sometimes centered: the content is evaluated for truth at something within a possible world. I consider Andy Egan’s proposal for extending Stalnaker’s account to allow for assertions with centered content. I argue that Egan’s (...) account does not succeed. Instead, I propose an account on which the contents of assertion are identified with sets of multi-centered worlds. I argue that such a view not only provides a plausible account of how assertions can have centered content, but also preserves Stalnaker’s original insight that successful assertion involves the reduction of shared possibilities. (shrink)

In a time of globally changing environments and economic challenges, many institutions of higher education are attempting to reform by promoting standardization approaches. Meaning-Centered Education explores the counter-tide for an alternative vision of education, where students and instructors engage in open meaning-making processes and self-organizing educational practices. In one contributed volume, Meaning-Centered Education provides a comprehensive introduction to current scholarship and pedagogical practice on meaning-centered education. International contributors explore how modern educational scholars and practitioners all around the world are (...) implementing a comprehensive framework that supports meaning making in a classroom. This edited collection is a valuable resource for higher education faculty and scholars interested in renewing the deep purposes of higher education. (shrink)

David Lewis argues that centered worlds give us a way to capture de se, or self-locating, contents in philosophy of language and philosophy of mind. In recent years, centered worlds have also gained other uses in areas ranging widely from metaphysics to ethics. In this paper, I raise a problem for centered worlds and discuss the costs and benefits of different solutions. My investigation into the nature of centered worlds brings out potentially problematic implicit commitments of the theories that (...) employ them. In addition, my investigation shows that the conception of centered worlds widely attributed to David Lewis is not only problematic, but in fact not his. (shrink)

In recent commentary on Kierkegaard’s Works of Love, a distinction is commonly drawn between ‘proper’ and ‘selfish’ forms of self- love. In arguing that not all vices of self-focus can be captured under the heading of selfishness, I seek to distinguish selfishness from self-centredness. But the latter vice has a far more handsome cousin: proper self-focus of the kind necessary for ‘becoming a self’. As various feminist thinkers have argued, this will be missed if (...) we valorise self-sacrifice too uncritically. But nor need the latter concept be ditched. By distinguishing varieties of self-sacrifice, we can see the importance of avoiding the all too easy slide from proper self-sacrifice to outright self-annihilation. And we can discover that this avoidance is aided by recognising a kind of pride as part of true self- love. (shrink)

Our goal was to explore self‐care practices among men who have sex with men in the context of Mpox in Brazil. This study used qualitative research methods, including interviews and thematic analysis, to collect and analyze data from male participants across the Brazilian territory. The narratives unveil men's perspectives on self‐care, risk reduction, and health beliefs during the Mpox pandemic. Our findings highlight a multifaceted approach to self‐care among men, encompassing hygiene, physical contact management, mask usage, skin (...) lesion vigilance, and adherence to official guidelines. Men's attitudes toward sexual behaviors emphasize the importance of reducing sexual partners, practicing safe sex, and combating misinformation through accurate information dissemination. The development of these behaviors and self‐care practices can be facilitated by nurses guided by Dorothea Orem's Self‐Care Theory, supported by patient‐centered care, with strategies to address and confront the stigma associated with the disease and provide emotional support. Thus, the study underscores the pivotal role of self‐care in mitigating infection risks, especially in the context of emerging infectious diseases. It acknowledges the impact of socio‐cultural factors and healthcare policies on men's preventive measures. However, it also recognizes limitations, such as potential bias due to stigma concerns and a nonrepresentative sample. Ultimately, the research advocates for tailored education, promotion of gender equity, and healthcare empowerment to effectively manage health risks in such contexts. (shrink)

David Lewis argues that centered worlds give us a way to capture de se, or self‐locating, contents in philosophy of language and philosophy of mind. In recent years, centered worlds have also gained other uses in areas ranging widely from metaphysics to ethics. This paper raises a problem for centered worlds and discusses the costs and benefits of different solutions. The present investigation into the nature of centered worlds helps to explicate potentially problematic implicit commitments of the theories that (...) employ them. In addition, this investigation reveals that the conception of centered worlds widely attributed to David Lewis is not only problematic, but in fact not his. (shrink)

Are ethical principles that guide human behavior suitable for the array of complex new environmental problems? Justice, nonmaleficence, noninterference, and fidelity seem by extension to apply. Conflicts between the principles of humanistic ethics and environmental ethics may perhaps be resolved, as Paul W. Taylor indicates, through the application of such “priority principles” as “self-defense,” “proportionality,” “minimum wrong,” and “restitutive justice.” Taylor suggests that these principles would forbid moral agents from perpetrating harm through direct killing, habitat destruction, environmental contamination, and (...) pollution. (shrink)

Person-centered care offers a promising way to manage clinicians’ conscientious objection to providing services they consider morally wrong. Health care centered on persons, rather than patients, recognizes clinicians and patients on the same stratum. The moral interests of clinicians, as persons, thus warrant as much consideration as those of other persons, including patients. Interconnected moral interests of clinicians, patients, and society construct the clinician as a socially embedded and integrated self, transcending the simplistic duality of private conscience versus public (...) role expectations. In this milieu of blurred boundaries, person-centered care offers a constructive way to accommodate conscientious objection by clinicians. The constitutionally social nature of clinicians commits and enables them, through care mechanisms such as self-care, to optimize the quality of health care and protect the welfare of patients. To advance these conditions, it is recommended that the medical profession develop a person-centered culture of care, along with clinician virtues and skills for person-centered communication. (shrink)

Health-related quality of life measures aim to assess patients’ subjective experience in order to gauge an increasingly wide variety of health care issues such as patient needs; satisfaction; side effects; quality of care; disease progression and cost effectiveness. Their popularity is undoubtedly due to a larger initiative to provide patient-centered care. The use of patient perspectives to guide health care improvements and spending is rooted in the idea that we must respect patients as self-determining agents. In this paper I (...) look at the two main orientations to quality of life measurement: standardized and individualized measures. I argue that while these measures are attempts to provide for patient self-determination, they both fail to do so. In their place I suggest a new approach which overcomes their respective difficulties: a dialogic approach. (shrink)

In instances of "twisted" self-deception, people deceive themselves into believing things that they do not want to be true. In this, twisted self-deception differs markedly from the "straight" variety that has dominated the philosophical and psychological literature on self-deception. Drawing partly upon empirical literature, I develop a trio of approaches to explaining twisted self-deception: a motivation-centered approach; an emotion-centered approach; and a hybrid approach featuring both motivation and emotion. My aim is to display our resources for (...) exploring and explaining twisted self-deception and to show that promising approaches are consistent with a plausible position on straight self-deception. (shrink)

As virtue ethics has developed into maturity, it has also met with a number of objections. This essay focuses on the self-centeredness objection: since virtue ethics recommends that we be concerned with our own virtues or virtuous characters, it is self-centered. In response, I first argue that, for Zhu Xi’s neo-Confucianism, the character that a virtuous person is concerned with consists largely in precisely those virtues that incline him or her to be concerned with the good of others. (...) While such an answer is also available to the Aristotelian virtue ethics, I argue that Zhu Xi’s neo-Confucianism can better respond to the objection on two deeper levels: (1) a virtuous person is not only concerned with others’ external well-being but also their virtuous characters, and (2) a virtuous person’s concern with others’ wellbeing, both internal and external, is neither self-indulgent nor self-effacing. (shrink)

In addition to being uncertain about what the world is like, one can also be uncertain about one’s own spatial or temporal location in the world. My aim is to pose a problem arising from the interaction between these two sorts of uncertainty, solve the problem, and draw two lessons from the solution.

Background An increasing number of studies on physicians’ professionalism have been done since the 2002 publication of Medical Professionalism in the New Millennium: A Physician Charter. The Charter proposed three fundamental principles and ten responsibilities. However, most studies were done in developed countries, and few have been done in China. Additionally, few studies have examined the effect of patient-centered hospital culture (PCHC) on physicians’ professionalism. We aimed to investigate physicians’ medical professionalism in public hospitals in China, and to assess mediating (...) effect of professional attitudes in the relationship of PCHC with professional behaviours. Methods Self-administered questionnaires including professional attitudes (20 items) and behaviours (10 items) survey and PCHC scale (22 items) were given to clinical physicians in five public hospitals, China. The mediating effect of professional attitudes in the relationship of PCHC with professional behaviours was tested. Result 232 valid questionnaires were collected. More than 90% (208) respondents agreed with 15 of 20 specific statements on medical professionalism. As for the responsibility of improving quality of care, 54 (23%) respondents disagreed with reporting of incompetent colleagues and as for the responsibility of maintaining professional competence, 49 (21%) disagreed with recertification. More than 185 (83%) respondents reported that they sometimes, usually, or always showed the four positive behaviours on the questionnaire, and 173 (77%) reported that they never showed the six negative behaviours. Mediating effect analysis revealed that two dimensions of PCHC (i.e. value/institution culture and behaviour/material culture) had a significant positive impact on physicians’ professional behaviour, and professional attitude played a complete mediation role between them, but another dimension of PCHC (i.e. negative evaluation of hospital) directly affected professional behaviour without influencing professional attitude. Conclusion Chinese physicians showed positive professional attitudes and behaviours. Different dimensions of PCHC affected physicians’ attitudes and behaviours in different ways. (shrink)

The deep influence of affectivity on learning is now widely acknowledged (Keefer et al., 2018; Sánchez-Álvarez et al., 2021). For instance, it has been shown that affect influences key learning-relevant processes, such as motivation, perception, behavior, and critical thinking (Izard, 2002; Mayer & Salovey, 1997). Evidence also shows that emotion and mood strongly influence attention, which in turn drives learning and memory (Elbertson et al., 2010; Elias et al., 1997). Intersubjective phenomena, such as the degree of affection and respect between (...) child and teacher, also affect the child’s learning processes, academic outcomes, and brain development (Kusché & Greenberg, 2006; Ryan & Patrick, 2001). However, the relevant literature is not paying attention to increasing evidence showing that affective phenomena are rooted in interoceptive and homeostatic self- and co-regulatory processes within and between people’s living bodies (Barrett, 2017; Carvalho & Damasio, 2021; Craig, 2015, 2018; Fotopoulou et al., 2022; Fotopoulou & Tsakiris, 2017; Seth & Friston, 2016). In this theoretical chapter, we explore this connection and its importance for learning. We argue that affective experience plays a fundamental role in learning, and that affective experience is rooted in the homeostatic self-/co-regulation of living bodies. Therefore, the homeostatic self-/co-regulation of living bodies plays a fundamental role in learning. In other words, there is an intra- and interpersonal somatic dimension of learning that demands explicit consideration in educational contexts. In this way, we aim to contribute to an understanding of learning and education that moves away from an individualistic, brain-centered information-processing conception toward one centered on sentient, interdependent living bodies. (shrink)

Student-centered pedagogy has been embraced by many feminist practitioners and educational theorists as an antidote to more “traditional” or “masculinist” forms of classroom relations, epistemological constructs, and theories of self. I will show that the margin-center schema, student-centered pedagogy’s foundational metaphor, undermines feminist projects when applied to teacher-student relations. Although the margin-center schema has been a useful diagnostic tool in feminist theory, it operates prescriptively in student-centered pedagogy. Student-centered pedagogy designates teachers’ “proper place” at the margins of classroom life, (...) a place that echoes bygone visions of domestic femininity. This paper is simultaneously a critique of student-centered pedagogy and a recuperative project to dislodge the work of John Dewey from the teacher-centered/student-centered binary. (shrink)

The political shift toward an economic liberalism in many developed market economies, emphasizing the importance of the marketplace rather than government intervention in the economy and society (Dorman, Systematic Occupational Health and Safety Management: Perspectives on an International Development, 2000; Tombs, Policy and Practice in Health and Safety 3(1): 24-25, 2005; Walters, Policy and Practice in Health and Safety 03(2):3-19, 2005), featured a prominent discourse centered on the need for business flexibility and competitiveness in a global economy (Dorman, 2000; Tombs, (...) 2005). Alongside these developments was an increasing pressure for corporate social responsibility (CSR). The business case for CSR - that corporations would benefit from voluntarily being socially responsible — was increasingly promoted by governments and corporations as part of the justification for self-regulation. The aim of the article is to examine more closely the proposition that self-regulation is effective, with particular reference to the business case for workplace equality and safety. Based on a comprehensive literature review and documentary analysis, it was found that current predominant management discourse and practice focusing on diversity and safety management systems (OHSMS) resonate well with a government and corporate preference for the business case and self-regulation. However, the centrality of individual rather than organizational factors in diversity and OHSMS means that systemic discrimination and inherent workplace hazards are downplayed, making it less likely that employers will initiate structural remedies needed for real change. Thus, reliance on the business case in the argument for self-regulation is problematic. In terms of government policy and management practice, the business case needs to be supplemented by strong, proactive legislation, and worker involvement. (shrink)

On Becoming an Effective Teacher presents the final unpublished writings of Rogers and as such has a unique historical value. It also documents the research results of four highly relevant, related but independent studies which comprise the biggest collection of data ever accumulated to test a person-centred theory in the field of education. This body of comprehensive research on effective teaching was accomplished over a twenty-year period in 42 States in the U.S. and in six other countries including the UK, (...) Germany, Brazil, Canada, Israel, and Mexico, and is highly relevant to the concerns of teachers, psychologists, students, and parents. The principal findings of the research in this book show that teachers and schools can significantly improve their effectiveness through programs focusing on facilitative interpersonal relationships. Teachers who either naturally have, or are trained to have empathy, genuineness (congruence), and who prize their students (positive regard) create an important level of trust in the classroom and exert significant positive effects on student outcomes including achievement scores, interpersonal functioning, self-concept, and attendance. The dialogues between Rogers and Lyon offer a unique and timeless perspective on teaching, counselling and learning. The work of Reinhard Tausch on person-centered teaching to counselors, parents, athletics, and even textbook materials, as well as research on the interactions of teachers and students, is among the most thorough and rigorous research ever accomplished on the significance and potential of a person-centered approach to teaching and learning. (shrink)

Self-generation of knowledge can activate deeper cognitive processing and improve long-term retention compared to the passive reception of information. It plays a distinctive role within the concept of inquiry-based learning, which is an activity-oriented, student-centered collaborative learning approach in which students become actively involved in knowledge construction. This approach allows students to not only acquire content knowledge, but also an understanding of investigative procedures/inquiry skills – in particular the control-of-variables strategy (CVS). From the perspective of cognitive load theory, generating (...) answers and solutions during inquiry-based learning is inefficient as it imposes an intrinsic and extraneous load on learners. Previous research on self-generation of content knowledge in inquiry-based learning has demonstrated that (1) a high cognitive load impairs retention of the generated information, (2) feedback is a fundamental requirement for self-generation of complex content knowledge, (3) self-generation success is key to long-term retention and (4) generating and rereading place different demands on learners. However, there is still no research on the self-generation of scientific reasoning skills and the interaction between the retention of these skills with prior knowledge, feedback and self-generation success. That is why this experiment was conducted. The focus of this research is to analyze the distinctive role of self-generation of scientific reasoning skills within the concept of inquiry-based learning and to identify the influence of prior knowledge and self-generation success on short-term and long-term retention. For this purpose, an experiment involving 133 6th and 7th graders was conducted. An inquiry activity that included the self-generation of scientific reasoning skills was compared to an inquiry task that had students simply read information about the experimental design. We used both an immediate and a delayed test to examine which treatment better developed a deeper understanding of CVS and an ability to apply this knowledge to novel problems (transfer). Direct instruction was clearly superior to self-generation in facilitating students’ acquisition of CVS immediately after the inquiry task. However, after a period of one week had elapsed, both treatment conditions turned out to be equally effective. A generation effect was only found among students with high self-generation success after a 1-week delay. (shrink)

This essay critically evaluates the claim that competition in medicine destroys the moral integrity of the traditional patient-physician relationship. The author argues that the traditional patient-centered ethic is indefensible on moral grounds, and that it should be jettisoned in favor of a fiduciary ethic. A fiduciary ethic is found to provide the best defensible account of the patient-physician relationship because it takes seriously the roles economic efficiency, competition, and respect for individual self-determination play in fashioning moral health care delivery. (...) Keywords: competition, patient-physician relationship, fiduciary ethic, patient-centered ethic CiteULike Connotea Del.icio.us What's this? (shrink)

According to one tradition in the philosophy of language and mind, the content of a psychological attitude can be characterized by a set of possibilities. On the classic version of this account, advocated by Hintikka (1962) and Stalnaker (1984) among others, the possibilities in question are possible worlds, ways the universe might be. Lewis (1979, 1983a) proposed an alternative to this account, according to which the possibilities in question are possible individuals or centered worlds, ways an individual might be. The (...) motivation for the centered worlds theory has primarily to do with self-locating – or de se – attitudes. The focus of this paper is on the less-discussed question of how other-locating – or de re – attitudes ought to be treated within this framework. Most advocates of what we might call the modal approach to attitudes, Stalnaker and Lewis included, offer some kind of descriptivist solution to the well-known problems that other-locating attitudes raise. There are intramural differences between Stalnaker, Lewis, and other modal theorists (e.g. two-dimensionalists) on a number of issues: on the precise nature of the descriptivism involved, how attitude content relates to the asserted content of the sentences we utter, and on the proper semantic treatment of attitude reports. I pass over these differences to focus on a problem common to these various approaches: all face a problem when it comes to characterizing the contents of counterfactual attitudes like imagining, dreaming, and wishing. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Self-Interest and Public Interest m Shaftesbury's Philosophy STANLEY GREAN THE SEV~NTEENTrt-CV.NTVRYproblem of the relationship of self-interest and public interest was carried over by the third Earl of Shaftesbury into the eighteenth century where it became a major issue for generations of British moralists. His own preoccupation with the problem began at an early date in his career, for the lnquiry Concerning Virtue or Merit (1699), the first (...) draft of which he wrote in his twenties, deals with it at length,1 and it is, according to him, the "main problem" of that work. This interest must have been deepened by his knowledge and experience of the bitter and tumultuous factional strife of the seventeenth century. There was also a family tradition of public life, the first Earl having been one of the foremost statesmen in the third quarter of the seventeenth century. The third Earl himself was briefly a figure of some importance on the political scene, serving in Parliament for two sessions? Something of Shaftesbury's character and point of view is revealed in the independent position which he took on certain issues during this time. With the emergence of the Whig and Tory parties a new emphasis was being placed on party organization. The principle of party loyalty "was indeed the only loyalty that was practised by some very important statesmen in the reigns of James, William and Anne.''s Though in general Shaftesbury supported Whig principles and policies, he refused to follow the Whig "party line" on every issue even though sometimes bitterly censured for failing to do so.4 Shaftesbury held that a legislative proposal should be judged on its own merits and not by its source? While recognizing t The first publication of the Inquiry was apparently unauthorized. A revised form appeared as Treatise IV in the 1711 edition of Characteristics. 2In the Commons, 1695-1698, and the Lords, 1700-1701. Ill health forced his retirement from politics. s George M. Trevelyan, History of England (3 vols.; New York: 1952), II, 260. 4Anthony, Earl of Shaftesbury, The Life, Unpublished Letters, and Philosophical Regimen, ed. Benjamin Rand (London: 1900), p. 300. Referred to henceforth as LiIe, Letters. See the comment by the fourth Earl in Life, Letters, pp. xxi-xxii; also Thomas Fowler, Shaftesbury and Hutcheson (New York: 1883), pp. 10-12. [37] 38 HISTORY OF PHILOSOPHY the social value of political parties, it was consistent with Shaftesbury's theory that he insisted that party loyalty must at times be superseded by loyalties to larger interests or to the larger community of which one is a member. In his writings Shaftesbury carried on a continual campaign against the type of reductionism which seeks to explain all human behavior by "that one principle and foundation of a cool and deliberate selfishness.''8 Thus, he attacks Epicurus and Lucretius among the ancients, and Hobbes, Lord Rochester, and La Rochefoucault among the moderns. For these "narrowminded philosophers," "interest, interest comes in ever and anon, and must seem a kind of key to things with which it has nothing to do."' One of Shaftesbury's lines of attack is to point out that psychological egoism, when pressed, proves to be meaningless. If everything one does is attributed to self-interest, he asks, what meaning does the tertn "self-interest" have? If there is no real alternative to egoism, and all actions are equally egoistic, then the very term "egoism" loses significance. It would apparently be impossible to be more or less self-centered. Thus, we would lose an important practical principle of differentiation. The English philosopher pictures the defenders of egoism as saying: "Act as disinterestedly or generously as you please, self still is at the bottom, and nothing else." Now if these gentlemen who delight so much in the play of words, but are cautious how they grapple closely with definitions, would tell us only what self-interest was, and determine happiness and good, there would be an end of this enigmatical wit. For in this we should all agree, that happiness was to be pursued, and in fact was always sought after; but whether found in following Nature, and giving way to... (shrink)

Practical and evidence-based, this unique book is the first comprehensive text focused on person-centered approaches to people with serious mental illness such as schizophrenia and bipolar disorder. It reflects a range of views and findings regarding assessment, treatment, rehabilitation, self-help, policy-making, education and research. It is highly recommended for all healthcare professionals, students, researchers and educators involved in general practice, psychiatry, nursing, social work, clinical psychology and therapy. Healthcare service providers, and policy makers and shapers, will find the book's (...) wide-ranging, multi-professional approach enlightening. 'Serious Mental Illness reflects a continued distancing from the outmoded and unsubstantiated belief that people with severe mental illnesses could not recover, and that they would respond positively only to goals and treatment plans chosen, designed and implemented by providers in order to prevent their further deterioration. Anyone with an interest in the concept of person-centered approaches will discover new ideas in this book. Indeed, anyone with an interest in person-centered approaches has to read this book. Not only is it the first such book on person-centered approaches, but it will serve as the gold standard in this topic area for years to come.' William A Anthony, in the Foreword. (shrink)

This paper defends Lewis’ influential treatment of de se attitudes from recent criticism to the effect that a key explanatory notion—self-ascription—goes unexplained. It is shown that Lewis’ treatment can be reconstructed in a way which provides clear responses. This sheds light on the explanatory ambitions of those engaged in Lewis’ project.