The relationship between medical clinicians and patients is described as potentially tragic in nature and a context in which courage can be a relevant virtue. Danger, risk, uncertainty, and choice are presented as features of clinical relationships that also function as necessary conditions for courage. The clinician is seen as a ‘sustaining presence’ who has duties of ‘encouragement’ with respect to patients. The patient is seen to have a duty to learn the condition of human existence which can be discovered (...) in clinical relations and to develop the virtues necessary to a fitting negotiation of human life. Case examples of courage on the parts of the principal participants in the clinical encounter are provided. In addition, several goods for clinicians and patients as objects of courage are identified. Keywords: virtue, courage, tragedy, clinical medicine CiteULike Connotea Del.icio.us What's this? (shrink)

Theology and Bioethics. Earl E. Shelp, editor.

A survey of 106 medical students assessing their interest in and attitudes to medical ethics in the curriculum is reported by the authors. Results indicate that 64 per cent of the students rated the importance of medical ethics to good medical care as high or critical and 66 per cent desired to learn more about the topic. However, in reports of patient encounters identifying ethical issues, less than six per cent of the students reported a frequency of more than one (...) such patient encounter per week. The students also demonstrated a greater awareness of more obvious ethical issues than of more subtle, less publicised issues. When asked how medical ethics should be taught, the students clearly affirmed a desire for an integrated exposure to the subject throughout the medical curriculum. Possible implications of these findings for medical education are discussed. (shrink)

Paul's concept of the “body,” so obscure for our modern way of thinking, nevertheless underlies the whole of his theology, and is decisive for understanding Paul's teaching on ethics, sacraments, ministry, and the Christian hope.

Moral judgment and behavior are uniquely resistant to psychological analysis because morality generally is defined in terms that do not admit of psychological predication. Principal among these is the idea of freedom. An agent can act morally only on the condition that it is also free to do otherwise. The respective theoretical premises of C. Sunstein and E. Brunswik are contrasted in order to suggest that Brunswikian theory constitutes a distinct and highly promising new approach to the psychology of moral (...) judgment. 2012 APA, all rights reserved). (shrink)

A state's foreign policy is constrained by parameters that inhere in the structure of the international system and in the nation's own political‐constitutional, social, and economic systems. The latter, domestic parameters, include “public opinion.” Because the public is largely ignorant of foreign affairs, policy‐making elites have wide scope for acting more rationally than would otherwise be possible, although public opinion operates on the second‐order effects of foreign policy (e.g., taxes, casualties)—inviting mismatches of objectives and means. The prevalent nonrational theories of (...) foreign‐policy derivation are themselves largely ignorant of the dominantly rational processes of the state, particularly in its foreign and military functions. (shrink)

E j lemmon, B a o williams, Bas van fraassen, And ruth marcus have argued on behalf of the existence of moral dilemmas, I.E., Cases where an agent is subject to conflicting absolute moral obligations. The paper criticizes this support and contends that no moral dilemma is possible.

Notes on stratification, education, and mobility in industrial societies, by E. Hopper.--Social selection in the welfare state, by T. H. Marshall.--Domination and assertion in educational systems, by M. Scotford-Archer and M. Vaughan.--Sponsored and contest mobility and the school system, by R. H. Turner.--A typology for the classification of educational systems, by E. Hopper.--The management of knowledge: a critique of the use of typologies in educational sociology, by I. Davies.--Selection and knowledge management in education systems, by D. Smith.--Systems of education and (...) systems of thought, by P. Bourdieu.--On the classification and framing of educational knowledge, by B. Bernstein.--The political functions of the educational system, by H. Zeigler.--Power, ideology, and the transmission of knowledge: an exploratory essay, by D. Smith.--Theoretical advance and empirical challenge, by A. H. Halsey.--A cross-cultural outline of education, by J. Henry.--Educational systems and selected consequences of patterns of mobility and non-mobility in industrial societies: a theoretical discussion, by E. Hopper. (shrink)

The Search for the Legacy of the USPHS Syphilis Study at Tuskegee is a collection of essays from experts in a variety of fields seeking to redefine the legacy of the infamous Tuskegee Syphilis Study. The essayists place the legacy of the study within the evolution of racial and ethnic relations in the United States. Contributors include two leading historians on the study, two former United States Surgeons General, and other prominent scholars from a wide range of fields.

Bryan Caplan’s The Myth of the Rational Voter treats several immensely important and understudied topics—public ignorance of economics, political ideology, and their connection to policy error—from an orthodox economic perspective whose applicability to these topics is overwhelmingly disproven by the available evidence. Moreover, Caplan adds to the traditional and largely irrelevant orthodox economic notion of rational public ignorance the claim that when voters favor counterproductive economic policies, they do so deliberately, i.e., knowingly. This leads him to assume (without any evidence) (...) that “emotion or ideology” explain mass economic error. Straightforward, unchosen mass ignorance of economic principles—neither “rational” nor “irrational,” but simply mistaken—is a more coherent explanation for economic error, and it is backed up by the vast body of public‐opinion research. (shrink)