Over the past 35 years, patients have suffered from a largely hidden epidemic of side effects from drugs that usually have few offsetting benefits. The pharmaceutical industry has corrupted the practice of medicine through its influence over what drugs are developed, how they are tested, and how medical knowledge is created. Since 1906, heavy commercial influence has compromised congressional legislation to protect the public from unsafe drugs. The authorization of user fees in 1992 has turned drug companies into the FDA's (...) prime clients, deepening the regulatory and cultural capture of the agency. Industry has demanded shorter average review times and, with less time to thoroughly review evidence, increased hospitalizations and deaths have resulted. Meeting the needs of the drug companies has taken priority over meeting the needs of patients. Unless this corruption of regulatory intent is reversed, the situation will continue to deteriorate. We offer practical suggestions including: separating the funding of clinical trials from their conduct, analysis, and publication; independent FDA leadership; full public funding for all FDA activities; measures to discourage R&D on drugs with few, if any, new clinical benefits; and the creation of a National Drug Safety Board. (shrink)

Disguised plagiarism often goes undetected. An especially subtle type of disguised plagiarism is translation plagiarism, which occurs when the work of one author is republished in a different language with authorship credit taken by someone else. I focus on the challenge of demonstrating this subtle variety of plagiarism and examine the corruptive influence that plagiarizing articles exert on unsuspecting researchers who later cite them in the downstream literature as genuine products of research. I conclude by arguing that an open discussion (...) of plagiarizing articles in philosophy is necessary for maintaining the reliability of the body of published research and for restoring integrity to scholarly communication. (shrink)

Institutional corruption is a normative concept of growing importance that embodies the systemic dependencies and informal practices that distort an institution’s societal mission. An extensive range of studies and lawsuits already documents strategies by which pharmaceutical companies hide, ignore, or misrepresent evidence about new drugs; distort the medical literature; and misrepresent products to prescribing physicians. We focus on the consequences for patients: millions of adverse reactions. After defining institutional corruption, we focus on evidence that it lies behind the (...) epidemic of harms and the paucity of benefits. (shrink)

Vice crimes, crimes prohibited in part because they are viewed as morally corrupting, engage legal theorists because they reveal importantly contrasting views between liberals and virtue-centered theorists on the very limits of legitimate state action. Yet advocates and opponents alike focus on the role law can play in suppressing personal vice; the role of law is seen as suppressing licentiousness, sloth, greed etc. The most powerful advocates of the position that the law must nurture good character often draw on Aristotelian (...) theories of virtue to ground the connection between law and virtue. While Aristotle believed that law and character were linked, it is ironic to note that he did not argue for the position evidenced in our vice laws that law was likely to succeed in instilling virtue. Indeed, Aristotle thought the project of using law to instill private virtue was nearly certain to fail. Aristotle’s deep concern was not for the way law protected private virtue within each person but the way law had to protect civic virtue between citizens. This article argues that even from its foundations, the project of vice crimes as moral instruction is misconceived. The use of law for overly instrumental or narrow reasons opens law and legal institutions to abuse and factionalism. Lawyers, judges and others specially connected to law must first and foremost aim at addressing “legal vices,” vices internal to the institutions of law. Particularly, increasing factionalism and instrumentalism which disconnects law from the pursuit of the common good threatens our civic bonds. Most importantly, where civic bonds are disrupted, citizens have no reason to remain law abiding. The striking lesson, captured both in ancient philosophy and modern history, is that when legal vices grow unchecked and factions use the law to pursue narrow interests, ultimately law abidingness is corrupted and interest groups harm themselves as much as others. (shrink)

This article argues that the misalignment of private profit-maximizing objectives with public health needs causes institutional corruption in the pharmaceutical sector and systematically leads firms to act contrary to public heath. The article analyzes how financial incentives generate a business model promoting harmful practices and explores several means of realigning financial incentives in order to foster therapeutic innovation and promote the rational use of medicines.

This paper explains how the current architecture of the pharmaceutical markets has created a misalignment of financial incentives and public health that is a central cause of harmful practices. It explores three possible solutions to address that misalignment: taxes, increased financial penalties, and drug pricing based on value. Each proposal could help to partly realign financial incentives and public health. However, because of the limits of each proposal, there is no easy solution to fixing the problem of financial incentives.

Sven Erik Nordenbo; Bildung and the Thinking of Bildung, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002, Pages 341–352, https://doi.or.

This article argues that curriculum work can benefit from signifiers of Bildung to promote democracy in public education. The argument is built on the premise that cultural and intellectual traditions that value Bildung presume a link between the inner cultivation of the individual and the development of better societies (Horlacher 2017). I start by presenting Mouffe’s (2000) democratic paradox and how pluralism is the defining feature of liberal democracies. Based on how curriculum work is a standard of public (...) education (Hopmann 1999), I state that the curriculum must formalise pluralism in education and convey the democratic paradox in educational terms. With reference to Laclau and Mouffe’s discourse theory, I then argue that such a laborious task can be achieved in the curriculum with the aid of signifiers of Bildung. Signifiers of Bildung are discursively empty and cannot acquire a definite meaning. Because of this, they make it possible to speak of the student and the society of liberal democracies while impeding a too narrow comprehension of what they are and ought to be. Therefore, to implement signifiers of Bildung in the curriculum can help establish both a standard of public education and limits to popular sovereignty. However, their use must undergo careful scrutiny, and teachers must remain free to interpret them. (shrink)

The notion of Bildung comes to prominence in the second half of the eighteenth century. It was originally conceived to capture the cultural conditions by which an individual becomes a moral agent. In Hegel’s thought, it develops a much more expansive role; it is at the heart of his socio-historical project. Bildung is Hegel’s theory of culture, but for Hegel, is not just the way in which individuals are cultivated, the process by which individuals internalise the norms of (...) their society, or develop their autonomy. This paper argues that Bildung is key to understanding normative change and has a critical and underappreciated role in the development of world history. It is also at the heart of Hegel’s challenge to the dualism of nature and culture. (shrink)

Fragen der Korruption von Vertragsärzten sind seit längerer Zeit höchst umstritten: Nach dem so genannten „Herzklappenskandal“ sind in den vergangenen Jahren wiederholt Pharma-Konzerne mit dem Vorwurf der Bestechung von Ärzten in die Schlagzeilen geraten. Das Thema wirft nicht nur juristische oder sozialpolitische, sondern auch ethische Fragen auf. Bislang gab es dazu in Deutschland jedoch nur wenig Reflexion. Bewertungen wurden von der Ärzteschaft vor allem Politikern und Juristen überlassen. Dabei bleibt die Frage der strafbaren Bestechlichkeit im Kern ein Problem, das Ärzteschaft (...) und Medizinethik betrifft. Im Alltag ist es oft schwer zu entscheiden, wann es sich bei Zuwendungen um mögliche Bestechung handelt. Die Übergänge zwischen dem unproblematischen Annehmen kleiner Geschenke und Korruption sind fließend. Es bleibt fast ausschließlich dem moralischen Empfinden der Ärzte überlassen, die Grenze zwischen Kooperation und Korruption im Umgang mit Pharmaunternehmen zu ziehen: Unausweichlich vorhandene Konflikte zwischen privaten und berufsethischen Interessen müssen von den Ärzten angesichts unzureichender allgemeingültiger Richtlinien für angemessenes Verhalten individuell gelöst werden. Das Bewusstsein für die sozialpolitische und berufsethische Bedeutung von Interessenkonflikten unter Ärzten und Studierenden sollte erhöht werden. Eine offensivere Auseinandersetzung mit der Frage der Bestechlichkeit in der Medizin ist wünschenswert und erforderlich. (shrink)

AAA videogames often offer expansive experiences to the millions who engage with the medium, but they are vulnerable to disruption from neoliberal structures. The Corruption of Play explores how neoliberal ideology corrupts play in AAA videogames by creating conditions in which play becomes unbound from leisure, allowing play to be understood, undertaken, and assessed in economic terms, and fundamentally undermining the nature of play. Providing a cutting-edge and innovative approach to this problem, McMahon uses cognitive mapping to make neoliberalism (...) visible in play-space, showcasing a new way of seeing and understanding how play is enabled and how the player forms an understanding of themselves by it. How does the player form their sense of self in the videogame? What level of agency does the player have? How are AAA videogames consumed and what is the extent of the corruption of play? Offering a timely level-up to the existing critical work on videogames, McMahon's revelations that play in AAA videogames does not often occur under ideal conditions due to the influence of neoliberal ideology are a captivating read for communication and media scholars interested in videogames. Understanding that play should be a core activity, and a natural barrier to market and economic logics, McMahon sets the scene for equipping us to understand how the process of neo liberalisation can be resisted. (shrink)

Resumen Este artículo explora el concepto de corrupción siguiendo la categoría nietzscheana de decadencia en los ámbitos religiosos, morales, metafísicos y epistémicos en el horizonte del nihilismo. El campo de interés estuvo centrado en la constante presencia de la decadencia como elemento definitorio de nuestra cultura occidental según el diagnóstico genealógico nietzscheano. Sobre la base del análisis hermenéutico de las obras de Nietzsche, se evidenció que la corrupción no solo rompe la confianza como pilar antropológico y político, sino que quiebra (...) la promesa como fundamento teológico y filosófico, y reemplaza el ethos de convivencia por el pathos de la sospecha. Se concluye que esta cualidad de corruptibilidad del hombre surge en la actualidad como una condición causal en la arquitectónica del abuso y para el crecimiento decisivo de un nuevo tipo de nihilismo: el nihilismo de la consciencia.This article explores the concept of corruption following the Nietzschean category of decadence in the religious, moral, metaphysical and epistemic realms in the horizon of nihilism. The focus was the constant presence of decadence as a defining element in our Western culture according to the Nietzschean genealogical diagnosis. Based on the hermeneutic analysis of Nietzsche's works, it is demonstrated that corruption not only breaks down trust as a pillar of anthropology and politics, but it also breaks promise as a theological and philosophical basis and replaces the ethos of cohabitation with the pathos of suspicion. It is concluded that this quality of man's corruptibility arises as a causal condition in the architecture of abuse and for the decisive growth of a new type of nihilism: the nihilism of consciousness. (shrink)

Sven Erik Nordenbo; Bildung and the Thinking of Bildung, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002, Pages 341–352, https://doi.or.

Lars Løvlie; The Promise of Bildung, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002, Pages 467–486, https://doi.org/10.1111/1467-9752.

Sven Erik Nordenbo; Bildung and the Thinking of Bildung, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002, Pages 341–352, https://doi.or.

The effects of the late civil strife have been to free the slave and make him a citizen. Yet he is not possessed of the civil rights which citizenship should carry with it. This is wrong, and should be corrected. To this correction I stand committed, so far as Executive influence can avail.

Journal of Philosophy of Education, EarlyView.

In this article, an attempt is made to introduce a systematization of the loosely connected group of authors called Bildungstheorie. This ought to not only be of significance for German-speaking educational science, for the concept of Bildung is also increasingly used internationally for the formulation and development of pedagogical issues. It is proposed that the concept of complexity could be suitable for bringing attention to common presuppositions in the theoretical dealing with the problem of Bildung. The thesis is (...) that Bildung in theories of Bildung is described from various perspectives as complex, meaning it is an open and uncertain interplay of components irreducibly associated with planning and governance problems. As this thesis is corroborated by means of selected positions within Bildungstheorie, evidence is provided that complexity in educational science—differently than it may seem at first glance—is not for the first time today a theme of importance. Rather, it is demonstrated that a nascent discipline-specific complexity research can be linked to already existing traditions. (shrink)

Some people change dramatically over time, and often those changes result partly from what they have chosen to do for a living. Drawing on the work of Richard Sennett and Sandeep Jauhar, I explore how practicing in a market-driven medical system can corrupt the character of doctors.

In this article, I propose a systematization of various aspects of Bildung-supportive teaching, as described in the context of German-language general didactics. I start by describing teaching as the basic form of education in which one person helps another to acquire knowledge. I then clarify the concept of Bildung. It is suggested that Bildung be understood as a process in which an individual deals self-actively with the world and thereby develops a multi-dimensioned ability to self-determination under the (...) claim of morality. Finally, against this background, I develop a description for Bildung-supportive teaching. The proposed answer: teaching aims to support the development of independence of thought; summons the student to deal with teaching contents that reveal potential present and future relevance as well as exemplary significance; and it draws the student into the practice of giving and asking for reasons, in order to trigger activities of recognition, valuation and radical consideration. (shrink)

Friedrich Schiller, German poet, dramatist, philosopher and publisher, was a prominent contributor to the educational neo‐humanistic concept of Bildung at the threshold to Romanticism. Schiller assigns a pivotal role to the aesthetic education arguing that aesthetic activity reconciles sensuousness and reason and thereby creates the precondition of knowledge and morality. The article examines elitist and sexist traits in Schiller's work and whether they are constitutive to his theory of aesthetics and education. By identifying problems in the philosophical foundations of (...) the concept of Bildung the authors wish to contribute to its ongoing reconstruction in the Nordic Countries. (shrink)

The aim of the article is to contribute to the conceptualization of creativity in education. The article makes use of the self-Bildung perspective, which is an up-to-date version of the Neo-humanistic notion of the formation of the personality in order to interpret the original notion of the 'four stages' of the creative process. The conclusion is that in this perspective creativity can be understood as a state of transcendence and a practice of taste. Finally, the article seeks to sketch (...) out a suggestion of the creative capacities that are important to cultivate in education. (shrink)

This paper is concerned with the transformation of the field of early education in Germany. It poses the question whether these changes can be generally related to the German concept of Bildung – as denoting the children's autonomous activity of engaging themselves and the world. Investigating film material on practices of documentation in early education the paper seeks to clarify the impacts that Bildung has for the constitution of children's subjectivity. Does Bildung bring about a regime of (...) individualization that obfuscates modes of sociality and being with? Are there alternative ways to interpret the modes of subjection in observation? (shrink)

Friedrich Schiller , German poet, dramatist, philosopher and publisher, was a prominent contributor to the educational neo‐humanistic concept of Bildung at the threshold to Romanticism. Schiller assigns a pivotal role to the aesthetic education arguing that aesthetic activity reconciles sensuousness and reason and thereby creates the precondition of knowledge and morality. The article examines elitist and sexist traits in Schiller's work and whether they are constitutive to his theory of aesthetics and education. By identifying problems in the philosophical foundations (...) of the concept of Bildung the authors wish to contribute to its ongoing reconstruction in the Nordic Countries. (shrink)

The article focuses on the implementation of the contemporary neo-Hegelianism of the Pittsburgh-school (Robert B. Brandom, John McDowell) to the philosophy of education. Neo-Hegelianism has recently initiated a highly complex discussion about the notion of Bildung and its use in the post metaphysical and naturalized sense. Based on the critique of what is called a priori intersubjectivism, discussed by the main proponents of the Heidelberg School (Dieter Henrich and Manfred Frank), this article aims to address some theoretical and conceptual (...) problems inherent in the educationist reading of neo-Hegelianism. The basic problem of an educationist reading of neo-Hegelianism is that, based on its own premises, it is not capable of comprehending the emergence of self-consciousness and individuality. It would therefore be inadvisable for educationists to (over-)eagerly adopt contemporary neo-Hegelianism, or we should at least be slightly cautious about its potential for the further development of a theory or philosophy of Bildung. (shrink)

_Teaching, Responsibility, and the Corruption of Youth_ explores the notion of responsibility in a complex world focusing on practices of truth-telling, interculturalism and ethnocentrism, the sources of anti-Westernism, the end of multi-culturalism, the refugee crisis and the demands of global citizenship.

The Obama administration’s HHS mandate to force Catholic and other religious organizations to provide insurance coverage for morally objectionable practices has been the source of a great deal of controversy. While the religious liberty question has received the most attention, the mandate reveals a yet deeper problem in the mainstream acceptance of contraception and even abortion as a normal part of medical practice. The author argues that these practices constitute a deep corruption of medicine itself, away from its original (...) meaning as a kind of restorative justice grounded in a substantive understanding of the human good and towards a formalist emphasis on preference satisfaction and patient autonomy. (shrink)

Prominent philosophical accounts of artistic forgery have neglected a central aspect of the aesthetic harm it perpetrates. To be properly understood, forgery must be seen in the context of our ongoing attempts to augment our aesthetic understanding in conditions of uncertainty. The bootstrapping necessary under these conditions requires a highly refined comprehension of historical context. By creating artificial associations among aesthetically relevant qualities and misrepresenting historical relationships, undetected forgeries stunt or distort aesthetic understanding. The effect of this may be quite (...) pervasive, and removing known forgeries from museum walls will be insufficient to eradicate it. Continued attention to forgeries, once exposed, can in fact serve us by increasing our understanding of how aesthetic understanding is formed and by helping us to repair the damage they have inflicted. (shrink)