We defend a view of the distinction between the normal and the pathological according to which that distinction has an objective, biological component. We accept that there is a normative component to the concept of disease, especially as applied to human beings. Nevertheless, an organism cannot be in a pathological state unless something has gone wrong for that organism from a purely biological point of view. Biology, we argue, recognises two sources of biological normativity, which jointly generate four “ways of (...) going wrong” from a biological perspective. These findings show why previous attempts to provide objective criteria for pathology have fallen short: Biological science recognizes a broader range of ways in which living things can do better or worse than has previously been recognized in the philosophy of medicine. (shrink)

Background: Besides regulatory learning skills, learning also requires students to relate to their social context and negotiate it as they transition and adjust to medical training. As such, there is a need to consider and explore the role of social and cultural aspects in student learning, particularly in problem-based learning, where the learning paradigm differs from what most students have previously experienced. In this article, we report on the findings of a study exploring first-year medical students’ experiences during the first (...) semester of an undergraduate problem-based learning medical program at an African medical school. Method: We employed a qualitative case study approach using in-depth interviews with 23 first-year medical students. Participants ranged in age from 18 to 25 years. All students were bi/multilingual (some spoke three to five languages), with English as the learning language. We conducted an inductive thematic analysis to systematically identify and analyze patterns in the data using the Braun and Clarke framework. Results: Before medical school, students worked hard to compete for admission to medical school, were primarily taught using a teacher-centered approach, and preferred working alone. At the beginning of medical school, students found it challenging to understand the problem-based learning process, the role of the case, speaking and working effectively in a group, managing a heavy workload, and taking increased responsibility for their learning. By the end of the first semester, most students were handling the workload better, were more comfortable with their peers and facilitators, and appreciated the value of the problem-based learning approach. Conclusions: Our study highlights the importance of interrogating contextual sociocultural factors that could cause tension when implementing problem-based learning in non-western medical schools. Adjustment to problem-based learning requires a conceptual and pedagogic shift towards learner-centered practice, particularly concerning self direction, the role of the case, and collaborative learning. As such, there is a need to develop and implement research informed learning development programs that enable students to reflect on their sociocultural beliefs and practices, and enhance their regulatory learning competence to optimize meaningful and early engagement with the problem based learning process. (shrink)

Ever since Darwin people have worried about the sceptical implications of evolution. If our minds are products of evolution like those of other animals, why suppose that the beliefs they produce are true, rather than merely useful? We consider this problem for beliefs in three different domains: religion, morality, and commonsense and scientific claims about matters of empirical fact. We identify replies to evolutionary scepticism that work in some domains but not in others. One reply is that evolution can be (...) expected to design systems that produce true beliefs in some domain. This reply works for commonsense beliefs and can be extended to scientific beliefs. But it does not work for moral or religious beliefs. An alternative reply which has been used defend moral beliefs is that their truth does not consist in their tracking some external state of affairs. Whether or not it is successful in the case of moral beliefs, this reply is less plausible for religious beliefs. So religious beliefs emerge as particularly vulnerable to evolutionary debunking. (shrink)

Some ‘naturalist’ accounts of disease employ a biostatistical account of dysfunction, whilst others use a ‘selected effect’ account. Several recent authors have argued that the biostatistical account offers the best hope for a naturalist account of disease. We show that the selected effect account survives the criticisms levelled by these authors relatively unscathed, and has significant advantages over the BST. Moreover, unlike the BST, it has a strong theoretical rationale and can provide substantive reasons to decide difficult cases. This is (...) illustrated by showing how life-history theory clarifies the status of so-called diseases of old age. The selected effect account of function deserves a more prominent place in the philosophy of medicine than it currently occupies. _1_ Introduction _2_ Biostatistical and Selected Effect Accounts of Function _3_ Objections to the Selected Effect Account _3.1_ Boorse _3.2_ Kingma _3.3_ Hausman _3.4_ Murphy and Woolfolk _4_ Problems for the Biostatistical Account _4.1_ Schwartz _5_ Analysis versus Explication _6_ Explicating Dysfunction: Life History Theory and Senescence _7_ Conclusion. (shrink)

Ever since Darwin people have worried about the sceptical implications of evolution. If our minds are products of evolution like those of other animals, why suppose that the beliefs they produce are true, rather than merely useful? In this chapter we apply this argument to beliefs in three different domains: morality, religion, and science. We identify replies to evolutionary scepticism that work in some domains but not in others. The simplest reply to evolutionary scepticism is that the truth of beliefs (...) in a certain domain is, in fact, connected to evolutionary success, so that evolution can be expected to design systems that produce true beliefs in that domain. We call a connection between truth and evolutionary success a ‘Milvian bridge’, after the tradition which ascribes the triumph of Christianity at the battle of the Milvian bridge to the truth of Christianity. We argue that a Milvian bridge can be constructed for commonsense beliefs, and extended to scientific beliefs, but not to moral and religious beliefs. An alternative reply to evolutionary scepticism, which has been used defend moral beliefs, is to argue that their truth does not depend on their tracking some external state of affairs. We ask if this reply could be used to defend religious beliefs. (shrink)

In a recent article in this journal, Zachary Ardern criticizes our view that the most promising candidate for a naturalized criterion of disease is the "selected effects" account of biological function and dysfunction. Here we reply to Ardern’s criticisms and, more generally, clarify the relationship between adaptation and dysfunction in the evolution of health and disease.

This article reports research in three Nottingham schools, concerned with (1) 'The school as fertile ground: how the ethos of a school enables everyone in it to benefit from the presence of artists in class'; (2) 'Children on the edge: how the arts reach those children who otherwise exclude themselves from class activities, for any reason' and (3) 'Children's voices and choices: how even very young children can learn to express their wishes, and then have them realised through arts projects'. (...) The research methodology was rooted in two modes of inquiry, philosophical investigation and action research. The article draws on this research to argue that arts-based work in school has helped disadvantaged and/or disaffected children to engage in activities (both arts-based and others), and to be able to lay the groundwork for exercising voice and agency as they did so. If social justice is to flourish there is a need for particular kinds of public spaces and a need to create conditions such that children can learn to participate in those spaces, whether or not they are comfortable with the usual settings for 'rational argument' or 'deliberative democracy'. It is suggested that arts-based education, in some forms, is one good way of creating these conditions. (shrink)

It is gratifying to read, in a recent issue of this periodical, Mr. A. A. Barrett's informed exposition of the syntax of this passage, even though he balks at the need to extract a grammatical subject for the verb deducit in 157 from the relative pronoun qua in the previous line. However his persuasive presentation of what he relies on as evidence in support of his suggested interpretation from the mosaics from Zliten in Tripolitania, which portray scenes in an amphitheatre, (...) may seduce the unwary into an over-ready acquiescence in his proposal to read raeda in 157 for taeda of the manuscript tradition. Juvenal's words were correctly understood by T. Maguire as long ago as 1881, and the solution was restated with clarity in a note by W. V. Clausen recently. (shrink)

Since its founding in 1943, Medievalia et Humanistica has won worldwide recognition as the first scholarly publication in America to devote itself entirely to medieval and Renaissance studies. Since 1970, a new series, sponsored by the Modern Language Association of America and edited by an international board of distinguished scholars and critics, has published interdisciplinary articles. In yearly hardbound volumes, the new series publishes significant scholarship, criticism, and reviews treating all facets of medieval and Renaissance culture: history, art, literature, music, (...) science, law, economics, and philosophy. (shrink)

Agathon's mannered yet striking encomium on Eros in Plato's Symposium has attracted critical attention in ample measure, yet at least one dark corner remains unilluminated. As the speaker approaches his climax in the words quoted above, he slips into nautical imagery: κυβερντης πιβτης … , but then disconcerts readers and commentators alike by immediately lapsing into the down-to-earth language of παρασττης τε σωτρ … words which seem to lack maritime connotations. The standard editions offer no help: Hug–Schöner devote several lines (...) to the metaphors as they conceive them and suggest various groupings, but conclude somewhat despairingly: ‘dass es im ubrigen hier nicht auf Schärfe der Begriffe ankommt, leuchtet ein’. Dover, elsewhere a supportive editor, here only offers observations on πιβτης and the ‘predominantly nautical sense’ of κυβερντης ; he translates παρασττης as ‘comrade-in-arms, – strictly the hoplite posted beside one’. Bury has some desultory statements which lead nowhere, while lecture-notes of pupils betray perplexity; some consider the four nouns here to be an ‘odd assortment’, and say that ‘many emendations have been suggested’. It has even been suggested that it was perhaps Plato's intention to show Agathon talking ‘near-nonsense’. (shrink)

The world of the early Christian centuries in which the Trinity was developed as a tenet of belief included several religious and philosophical systems with similar beliefs. Triads and Trinity examines three possible areas of impact: Judaism, the religion of Egypt, and various Greek traditions. Whereas a pluralistic concept of God was inherited by Judaism, it eventually accepted a firm monotheism.

The distribution of parts between the available actors in ancient comedy has frequently engaged critical attention, but it has only recently become possible to test the principles believed to be at work against a play of Menander which is for practical purposes preserved complete. The present inquiry will suggest that either four principal actors are needed or, alternatively, that three actors can carry the major roles between them, provided that the part of Getas is split between two of them and (...) that a supernumerary actor is available for two small parts, together with parachoregemata in a few places and a kophon prosopon twice. It is not easy to choose between these two possibilities, but there may be sufficient hints in the dramatic economy of the play to warrant preference for the three-actor alternative. (shrink)

The theme of divine judgement has often been treated, but usually with a concentration on one it its two main aspects: either that which is seen in the present ...