This article presents an empirical study of approaches to ethical decision-making among nurses and doctors. It takes as its starting point the distinction between the perspectives of care and of justice in ethical thinking, and the view that nurses' thinking will be aligned with the former and doctors' with the latter. It goes on to argue that the differences in these approaches are best understood in terms of the distinction between partialist and impartialist modes of moral thinking. The study seeks (...) to determine the distribution of these modes of thinking between nurses and doctors, and finds that there are no signif icant differences between them. A 'two-level' philosophical view of the nature of moral thinking is appealed to in order to explain the study findings. (shrink)

RÉSUMÉ: Cet article examine la relation que Ronald Dworkin veut établir entre les idéaux libéraux d’égalité et de liberté dans le cadre de sa théorie dite de l’Égalité des ressources. Dworkin soutient que la spécification d’un système de libertés est essentielle à la définition même de l’égalité et que la théorie de l’Égalité des ressources unifie en profondeur ces deux idéaux par sa notion centrale de «vrais coûts de renonciation». Le présent article accepte avec Dworkin que la liberté et l’égalité (...) doivent être définies en interdépendance, mais nie que la théorie de l’Égalité des ressources y parvienne d’une manière cohérente. Cette théorie reste incomplète en tant que théorie de l’égalité et critiquable comme interprétation du libéralisme. Une autre voie serait de dériver le libéralisme d’un idéal libéral perfectionniste — celui de l’autonomie personnelle. On indique brièvement comment la chose pourrait être accomplie. (shrink)

RÉSUMÉ: Cet article examine la relation que Ronald Dworkin veut établir entre les idéaux libéraux d’égalité et de liberté dans le cadre de sa théorie dite de l’Égalité des ressources. Dworkin soutient que la spécification d’un système de libertés est essentielle à la définition même de l’égalité et que la théorie de l’Égalité des ressources unifie en profondeur ces deux idéaux par sa notion centrale de «vrais coûts de renonciation». Le présent article accepte avec Dworkin que la liberté et l’égalité (...) doivent être définies en interdépendance, mais nie que la théorie de l’Égalité des ressources y parvienne d’une manière cohérente. Cette théorie reste incomplète en tant que théorie de l’égalité et critiquable comme interprétation du libéralisme. Une autre voie serait de dériver le libéralisme d’un idéal libéral perfectionniste — celui de l’autonomie personnelle. On indique brièvement comment la chose pourrait être accomplie. (shrink)

The association of women with caring dispositions and thinking has become a persistent theme in recent feminist writing. There are a number of reasons for this. One reason is the impetus that has been provided by the empirical work of Carol Gilligan on women’s moral development. The fact that this association is not merely an ideologically or philosophically postulated one, but is argued for on empirical grounds, tends to add to its credibility. Another reason for the resilience of the association (...) is the existence of an increasingly prominent theme in feminist thought and action that focuses on the importance of women’s difference from men, both as a fact and as a goal. Within this theme, there are various views on what the relevant differences are between women and men, and why the differences ought to be emphasized and properly respected. Women’s caring, as will be seen, turns out to have a firm presence in all of these views, and as a result, many women argue that caring should form the basis of a distinctive feminist ethic. On these views, women’s approaches to understanding moral situations, defining selfconceptions, choosing goals and roles, and guiding behaviour, should all be informed by and based upon dispositions of caring. However, if this idea of a feminist ethic of care is to be plausible, it will need to be reconciled with another strong theme in feminism, according to which in fundamental moral respects women ought not be considered or treated differently from men. We will examine the standing of a feminist ethic of care in the context of this tension between the difference theme and the sameness theme in feminism. The discussion begins by re-characterizing the justice and care debate in terms of impartialist and partialist ethical perspectives, and it then goes on to indicate the various ways in which women’s presumed disposition to caring and partialism finds prominence within the difference theme. The central focus of the discussion, however, will be the question of how to reconcile the conflict that exists between impartialist, justice-based moral thinking, and a partialist, caring approach to morality.. (shrink)

What is reality for an agent? What is minimal cognition? How does the morphology of a cognitive agent affect cognition? These are still open questions among scientists and philosophers. In this chapter we propose the idea of info-computational nature as a framework for answering those questions. Within the info-computational framework, information is defined as a structure, and computation as the dynamics of information. To an agent, nature therefore appears as an informational structure with computational dynamics. Both information and computation in (...) this context have broader meaning than in everyday use, and both are necessarily grounded in physical implementation. Evolution of increasingly complex living agents is understood as a process of morphological computation driven by agents’ interactions with the environment. It is a process much more complex than random variation; instead the mechanisms of change are morphological computational processes of self-organisation. Reality for an agent emerges as a result of interactions with the environment together with internal information processing. Following Maturana and Varela, we take cognition to be the process of living of an organism, and thus it appears on different levels of complexity, from cellular via organismic to social. The simpler the agent, the simpler its “reality” defined by the network of networks of info-computational processes, which constitute its cognition. The debated topic of consciousness takes its natural place in this framework, as a process of information integration that we suggest naturally evolved in organisms with a nervous system. Computing nature/pancomputationalism is sometimes confused with panpsychism or claimed to necessarily imply panpsychism, which we show is not the case. Even though we focus on natural systems in this chapter, the info-computational approach is general and can be used to model both biological and artifactual cognitive agents. (shrink)

Graphene is a nanomaterial with many promising and innovative applications, yet early studies indicate that graphene may pose risks to humans and the environment. According to ideas of responsible research and innovation, all relevant actors should strive to reduce risks related to technological innovations. Through semi-structured interviews, we investigated the idea of graphene as a risk held by two types of key actors: graphene researchers and innovation advisors at universities, where the latter are facilitating the movement of graphene from the (...) laboratory to the marketplace. The most common idea found is that graphene is not a risk due to, e.g., low toxicity, low amounts produced/used, and its similarity to harmless materials. However, some researchers and advisors also say that graphene is a risk, e.g., under certain conditions or due to a lack of risk-related information. We explain the co-existence of these seemingly contradictory ideas through the semantic ambiguity of the word risk and a risk/no-risk rhetoric, where risks are mentioned rhetorically only to be disregarded as manageable or negligible. We suggest that some of the ideas held by the researchers and innovation advisors constitute a challenge to responsible research and innovation regarding graphene. At the same time, we acknowledge the dilemma that the discourse of responsible innovation creates for the actors: denying graphene risks makes them irresponsible due to a lack of risk awareness, while affirming graphene risks makes them irresponsible due to their everyday engagement in graphene development. We therefore recommend more research into what researchers and innovation advisors should do in practice in order to qualify as responsible. (shrink)

Martin Buber: The Life of Dialogue , the first study in any language to provide a complete overview of Buber's thought, remains the definitive guide to the full range of his work and the starting point for all modern Buber scholarship. As well as summarizing Buber's early intellectual development and attitudes - his mysticism, his youthful existentialism, his philosophy of Judaism and religious socialism - it focuses on the two crucial issues of his mature thought: his dialogic or I-Thou philosophy, (...) and his probing of the nature and redemption of evil. As a sensitive, intuitive and perennially fascinating account of one of the twentieth century's great spiritual teachers, and as an influential classic in its own right, Martin Buber: The Life of Dialogue reveals the implications of Buber's thought for theory of knowledge, education, philosophy, myth, history and Judaic and Christian belief. This fully revised and expanded 4th edition includes a new preface from the author, an expanded bibliography incorporating new Buber scholarship, and two new appendices in the form of essays on Buber's influence on Emmanuel Levinas and Mikhail Bakhtin. (shrink)

Challenging and rewarding in equal measure, _Phenomenology of Perception_ is Merleau-Ponty's most famous work. Impressive in both scope and imagination, it uses the example of perception to return the _body_ to the forefront of philosophy for the first time since Plato. Drawing on case studies such as brain-damaged patients from the First World War, Merleau-Ponty brilliantly shows how the body plays a crucial role not only in perception but in speech, sexuality and our relation to others. Perhaps above all, Merleau-Ponty's (...) insights about the embodied mind are a bold and refreshing challenge to the new era of virtual reality and artificial intelligence, as scientists and psychologists discover the centrality of the body to mind and intelligence. (shrink)

Carbon nanotubes (CNTs) are one of the first examples of nanotechnology, with a history of promising uses and high expectations. This paper uses the recent debate over their future to explore both ethical and value-laden statements which unsettle the notion of CNTs as a value-free nanotechnology and their regulation as purely a technical affair. A point of departure is made with the inclusion of CNTs on the Substitute-It-Now list by the Swedish NGO ChemSec, an assessment process that anticipates and complements (...) the Registration, Evaluation, Authorization and Restriction of Chemicals (REACH) regulation in Europe. An argument map is constructed to illustrate the core contention in the debate—should CNTs be substituted or not—which follows from a systematic literature review and content analysis of sampled journal articles. Nine arguments are articulated that bolster one of two camps: the pro-substitution camp or the contra-substitution camp. Beneath these arguments are a set of three implicit values that animate these two camps in prescribing competing interventions to resolve the dispute: (i) environmental protection and human safety, (ii) good science, and (iii) technological progress. This leads to a discussion around the regulatory problem of safeguarding conflicting values in decision-making under sustained scientific uncertainty. Finally, the study suggests further empirical work on specific nanomaterials in a pivot away from the abstract, promissory nature of nanotechnology and other emerging technologies in science, technology, and innovation policy. The examination of ethics and values is useful for mapping controversies in science and technology studies of regulation, even amongst experts in cognate research fields like nanomedicine and nanotoxicology. (shrink)

Allocution, par M. Bouchard.--La signification historique de l'œuvre de Maurice Blondel, par H. Gouhler.--Leibniz et Blondel, par J. Brun.--L'apologétique blondélienne, par G. Maire.--Centenaire de la naissance de Maurice Blondel. Exposition de livres et de documents à la Faculté des lettres et sciences humaines de l'Université de Dijon, 12 mal 1962.

My friendship with Martin Buber begins -- The cost of my commitment -- On the suspension of the ethical -- Martin Buber's first visit to America -- Sartre, Heidegger, Jung, and Scholem -- The life of dialogue: letters following Buber's first visit -- Personal direction: letters, 1954-1957 -- The Washington School of Psychiatry and the Buber-Rogers dialogue -- Postscript to I and thou: letters following Buber's second visit -- Buber's last visit to America -- Interrogations and responses: letters following Buber's (...) last visit -- Our stay in Jerusalem and Buber's last years -- Epilogue: memorial address. (shrink)

Ce livre ne vise pas à donner un aperçu de ce que devrait être une religion. Il ne vise pas davantage à mettre en valeur l'argumentaire de l'athéisme. Il entend plutôt montrer qu'une personne qui se dit parfaitement agnostique et adepte d'une philosophie qui valorise la rationalité avant tout peut parfaitement être croyante, voire même pratiquante, sans qu'il y ait là la moindre contradiction. Dans une telle démarche, l'armature cognitive à laquelle de nombreux croyants ont jugé approprié d'arrimer leur foi (...) risque de se voir quelque peu déboulonnée. Et nombre d'arguments qui ont fortement contribué à miner les croyances religieuses pourraient s'en trouver passablement affaiblis. Dans les deux cas, tout découlerait de la simple reconnaissance du fait que la foi n'est en rien un savoir. Croire, expose Maurice Lagueux, en un Dieu transcendant ne veut pas dire connaître quoi que ce soit à propos d'un monde transcendant qui, par définition, échappe à nos capacités cognitives et est conçu comme le lieu de mystères insondables. Croire veut dire avoir sincèrement confiance en ce qui pourrait nous réserver l'existence de ce Dieu qui, toutefois, demeure inconnaissable. On peut se reconnaître résolument croyant sans s'estimer moins agnostique pour autant. (shrink)

pt. 1. The interrelation of values. -- pt. 2. Windelband's theory of norms.

Des deux fonctions du médecin, soigner le corps et panser l'âme, la seconde est restée jusqu'au XVIIIe siècle prédominante : on pouvait seulement donner au malade le sentiment qu'il n'était pas abandonné, qu'on luttait avec lui pour obtenir sa guérison. Au début du XIXe siècle, la science, en apportant à la fois des connaissances et une méthode, a permis la naissance de la médecine moderne. Débarrassé des idées reçues et des creuses spéculations, le médecin s'est mis à confronter les signes (...) cliniques avec les lésions anatomiques puis avec les données biologiques, pour définir et classer les affections une à une. Démarche d'une prodigieuse efficacité : en deux siècles, l'espérance de vie est passée de vingt-sept à soixante-dix-sept ans. Mais ces progrès ont fait négliger l'aspect psychologique de la santé. Drogues licites et illicites, maladies sexuellement transmissibles, accidents, suicides : la mortalité des jeunes augmente aujourd'hui. Alors que la victoire semblait à portée de main, le médecin découvre qu'un corps ne petit être sain si l'esprit est malade. Devant le mal-être contemporain, en conservant la rigueur intellectuelle et méthodologique qui lui a valu ses succès, la médecine individuelle et curative doit aussi devenir collective et préventive, tenir compte d'une nouvelle donne économique et sociologique. (shrink)

Academic integrity has become a significant point of concern in the post-secondary landscape, and many institutions are now exploring ways on how to implement academic integrity training for students. This paper delineates the development of an Academic Integrity E-Learning (AIE-L) tutorial at MacEwan University, Canada. In its first incarnation, the AIE-L tutorial was intended as an education tool for students who had been found to violate the University’s Academic Integrity Policy. However, in a discourse of the academic integrity process, the (...) University reimagined it from only emphasising the increased understanding and strengthened commitment of students found to have committed academic misconduct to a proactive focus with education for all students. The purpose of the present paper is three-fold: first, describe the development of the AIE-L tutorial as an experiential case study; second, improve the content of the AIE-L tutorial through students’ quantitative and qualitative feedback; third, calibrate the pre and post-test questions for content validity for a forthcoming large-scale measurement of the AIE-L tutorial effectiveness. (shrink)

While analysis of what takes people into prostitution has been widely documented, this article explores the way adult ‘30 something’ prostitutes consider their futures and the ideas they have about leaving or staying in prostitution. Drawing on contested notions of prostitution as ‘work’ and the broader context of life-history research with sex workers, it explores the experiences that frame prostitutes’ own narratives about their working lives and futures. An illustrative range of five life-history accounts from British sex workers are analysed (...) as ‘imagined’ curriculum vitae, listing emergent categories of: aliases, education, interests, thoughts on retirement, financial planning, getting older, hopes and ambitions and fantasy futures. These ‘stories’ are analysed looking at ways they inform on-going feminist debates about the realities of (voluntary adult) sex workers’ concerns. They point again to the relevance for sex workers and feminists of understanding sex work as ‘a job’. (shrink)

OBJECTIVES: To determine the relationship between ethical reasoning and gender and occupation among a group of male and female nurses and doctors. DESIGN: Partialist and impartialist forms of ethical reasoning were defined and singled out as being central to the difference between what is known as the "care" moral orientation (Gilligan) and the "justice" orientation (Kohlberg). A structured questionnaire based on four hypothetical moral dilemmas involving combinations of (health care) professional, non-professional, life-threatening and non-life-threatening situations, was piloted and then mailed (...) to a randomly selected sample of doctors and nurses. SETTING: 400 doctors from Victoria, and 200 doctors and 400 nurses from New South Wales. RESULTS: 178 doctors and 122 nurses returned completed questionnaires. 115 doctors were male, 61 female; 50 nurses were male and 72 were female. It was hypothesised that there would be an association between feminine subjects and partialist reasoning and masculine subjects and impartialist reasoning. It was also hypothesised that nurses would adopt a partialist approach to reasoning and doctors an impartialist approach. No relationship between any of these variables was observed. (shrink)

Embodied Care is the first work to argue for the body's centrality to care ethics, doing so by analyzing our corporeality at the phenomenological level.

Rule of law and constitutionalist ideals are understood by many, if not most, as necessary to create a just political order. Defying the traditional division between normative and positive theoretical approaches, this book explores how political reality on the one hand, and constitutional ideals on the other, mutually inform and influence each other. Seventeen chapters from leading international scholars cover a diverse range of topics and case studies to test the hypothesis that the best normative theories, including those regarding the (...) role of constitutions, constitutionalism and the rule of law, conceive of the ideal and the real as mutually regulating. (shrink)

1. Introduction, par F. Best et al.--2. Histoire de la pédagogie, par Janine Assa et al.--3. Pédagogie comparée, par J. Auba et al.--4. Psychologie de l'éducation, par D. Lavenu et al.--5. Psychologie pédagogique, par F. Beaufils et al.--6. Aspects sociaux de l'éducation, par I. Berger et al.--7. Fonction et formation des enseignants, par F. Amiel-Lebigre et al.--8. Éducation permanente et animation socioculturelle, par P. Besnard et al.