The medical humanities have been presented as a panacea for medical reductionism; a means for ‘humanizing’ medicine. However, there is a lack of consensus about the appropriate contributing disciplines and how curricula should be taught and assessed. This special issue critically examines the role of the medical humanities in medical education and their potential to serve, inadvertently or otherwise, as a tool of governance. The contributors, who include medical educators and medical practitioners, employ a range of perspectives for analysing the (...) pertinent issues. (shrink)

It has been estimated that three species on the planet now go extinct every hour and that this rate is orders of magnitude higher than the planet has seen in previous catastrophic extinction events. We clearly are in the midst of a sixth extinction, and this one is different from the previous five. Why? This sixth extinction is caused by the activity of a single species—us. If there is any hope of ameliorating this extinction, it will entirely be up to (...) us, as the current stewards of this planet, to change the course. There are many challenges, though, to marshaling this effort. Two primary ones immediately come to mind. The first is that we simply haven't found the right biological tools to address this crisis. The second is that many humans on this planet don't even admit we have a problem. These are two very different problems. The first is primarily technological. Only recently has some of the more advanced biologically focused technology been available to conservation biology and extinction science. Humans are enthralled by cutting‐edge technology for the most part, and for the public, one of the more exciting possibilities in the realm of conservation biology is that some of the more charismatic species that have gone extinct might be resurrected through next‐generation technologies. While our discussion will articulate some weaknesses with the de‐extinction approach to conservation biology, we suggest that the “sexiness” of the technologies used in de‐extinction may simultaneously provide a definition of the techniques viable in conservation biology and afford a teachable moment. (shrink)

This article seeks to demonstrate a particular application of Foucault's philosophical approach to a particular issue in education: that of personal autonomy. The paper surveys and extends the approach taken by James Marshall in his book Michel Foucault: Personal autonomy and education. After surveying Marshall's writing on the issue I extend Marshall's approach, critically analysing the work of Rob Reich and Meira Levinson, two contemporary philosophers who advocate models of personal autonomy as the basis for a liberal (...) education. (shrink)

This article seeks to demonstrate a particular application of Foucault's philosophical approach to a particular issue in education: that of personal autonomy. The paper surveys and extends the approach taken by James Marshall in his book Michel Foucault: Personal autonomy and education. After surveying Marshall's writing on the issue I extend Marshall's approach, critically analysing the work of Rob Reich and Meira Levinson, two contemporary philosophers who advocate models of personal autonomy as the basis for a liberal (...) education. (shrink)

In this long awaited volume, John Marshall invites us to reconsider Rene Descartes as an ethicist.

Within the context of China, this study seeks to examine the relationship between English language proficiency, the native dialect of the learner, and the learner’s reason, or motivation for learning English. English language proficiency can be an important vehicle for accessing high quality higher education, for interacting with non-Chinese, and for enhancing employment and career opportunities Data was gathered through an online survey with 985 usable responses recorded. Respondents included a distribution of speakers from five of the major distinct dialects (...) of China. The analysis provides empirical evidence of a diversity of propensities and motivations for English language acquisition among learners from different regions and native dialects. Access to international higher education as a type of motivation is found to have a moderating effect on English proficiency. Other findings suggest that learners in regions with more historic exposure to foreign interaction are more likely to be motivated for social reasons, those from regions with export focused commerce will be motivated for business related reasons. The results of this study may be of interest to policy makers, linguists, educators, and those with an interest in socioeconomic sustainability through language acquisition and education as a method of socioeconomic mobility. (shrink)

In Smith’s view, the dédoublement that structures any act of sympathy is internalized and doubled within the self. In endeavoring to “pass sentence” upon one’s own conduct, Smith writes, “I divide myself, as it were, into two persons; and … I, the examiner and judge, represent a different character from that other I, the person whose conduct is examined into and judged of” . Earlier in his book, Smith claims that in imagining someone else’s sentiments, we “imagine ourselves acting the (...) part” of that person ; here he pictures us trying to play ourselves by representing ourselves as two different characters. “The first,” writes Smith, “is the spectator, whose sentiments with regard to my own conduct I endeavour to enter into, by placing myself in his situation.” The second character, according to Smith, is “the agent, the person whom I properly call myself, and of whose conduct, under the character of a spectator, I was endeavouring to form some opinion” . In the version of this chapter that appeared in the first edition, Smith made these roles explicitly by stating that “we must imagine ourselves not the actors, but the spectators of our own character and conduct” . In his final exposition, he makes it clear that we are both actors and spectators of our characters. We are actors not just because we appear before spectators played by ourselves but also because, as Smith describes, we personate ourselves in different parts, persons, and characters. The self is theatrical in its relation to others and in its self-conscious relation to itself; but it also enters the theater because “the person whom I properly call myself” must be the actor who can dramatize or represent to himself the spectacle of self-division in which the self personates two different persons who try to play each other’s part, change positions, and identify with each others. Ironically, after founding his Theory of Moral Sentiments on a supposedly universal principle of sympathy, and then structuring the act of sympathy around the epistemological void that prevents people from sharing each other’s feelings, Smith seems to separate the self from the one self if could reasonably claim to know: itself. In order to sympathize with ourselves, we must imagine ourselves as an other who looks upon us as an other and tries to imagine us. Indeed, calling the spectator within the self the person judged of, Smith writes, “but that the judge should, in every respect, be the same with the person judged of, is as impossible, as that the cause should in every respect, be the same with the effect” . Thus the actor and spectator into which one divides oneself can never completely identify with each other or be made identical. Identity is itself undermined by the theatrical model which pictures the self as an actor who stands beside himself and represents the characters of both spectator and spectacle.14 14. Smith’s depiction of the impartial spectator and the relations it creates within the self suggest that he has been reading Shaftesbury. The characterization of the impartial spectator as the “man within the breast” recalls Joseph Butler’s discussion of “the witness of conscience” in his sermons “Upon the Natural Supremacy of Conscience” . Hume discusses the moral value of considering how we appear in the eyes of those who regard us: “By our continual and earnest pursuit of a character, a reputation in the world, we bring our own deportment and conduct frequently in review, and consider how they appear in the eyes of those who approach and regard us. This constant habit of surveying ourselves, as it were, in reflection, keeps alive al the sentiments of right and wrong” . It is Shaftesbury, however, who expounds a “doctrine of two persons in one individual self” as he presents his “dramatic method” …. The terms and figures of theater are clearly inscribed within Smith’s characterizations of sympathy and the impartial spectator but they are clearly informed by Shaftesbury’s meditation on the dramatic character of the self and the problem of theatricality that threatens the self as it appears before the eyes of the world. This interpretation of Shaftesbury is developed at length in my The Figure of Theater. David Marshall, assistant professor of English and comparative literature at Yale University, has written on Rilke and Shakespeare. The present essay is adapted from a chapter of his forthcoming book, The Figure of Theater: Shaftesbury, Defoe, Adam Smith, and George Eliot. (shrink)

This paper considers what realist social theory can add to existing knowledge about black and minority ethnic entrepreneurs and outlines a methodology for exploring the role of the BME entrepreneur. For this group, embodied signifiers such as skills and abilities, cultural characteristics, social norms, and value systems combine with structural antecedents, such as financial, contractual, professional, and other national and regional institutional arrangements to create impediments on the progression of BME enterprises. Understanding such complex social arrangements presents significant ontological and (...) methodological challenges. We argue that previous research has failed to capture the richness of the forms of agency BME entrepreneurs display and that, as a consequence, RST has much to offer this debate. The paper ends with a discussion of the methodological implications of analysing BME entrepreneurs in terms of their social agency. (shrink)

A collection of essays on Wollheim's philosophy of art; includes a response from Wollheim himself.

This paper will examine the various ways in which the regional imaginary has been conceptualized and developed in maritime Southeast Asia, primarily focussing on Indonesia. Utilizing the recent debate on the notion of a this paper examines the role of imperialism and the colonial experience on the development of Indonesian of region and regionalism. This paper is structured into four sections. First of all, it explores the link between postcolonial theory and regionalism studies. Second, it takes into account early ideas (...) of regionalism in the post-independence era. This includes President Sukarno's foreign policy culminating in Indonesia's hosting of the Bandung Conference as well as President Suharto's endorsement of ASEAN. The third and final section examines Indonesia's foreign policy orientation and practices in the post-authoritarian period, particularly under President Susilo Bambang Yudhoyono. With its embrace of democracy in the post-New Order era, the concluding discussion suggests that Indonesia appears to be increasingly prepared to expand its regional engagement concentrically beyond the immediate Southeast Asian region. The question of the role of the US is instrumental in this regard, and can be usefully understood from a postcolonial framework. (shrink)

Dan Marshall and Josh Parsons note, correctly. that the property of being either a cube or accompanied by a cube is incorrectly classified as intrinsic under the definition we have given unless it turns out to be disjunctive. Whether it is disjunctive, under the definition we gave, turns on certain judgements of the relative naturalness of properties. They doubt the judgements of relative naturalness that would classify their property as disjunctive. We disagree. They also suggest that the whole idea (...) of judging relative naturalness is a dubious business. We reply that, like them or not, such judgements cannot easily be avoided. (shrink)

The seventeenth and eighteenth centuries are arguably the most important period in philosophy’s history, given that they set a new and broad foundation for subsequent philosophical thought. Over the last decade, however, discontent among instructors has grown with coursebooks’ unwavering focus on the era’s seven most well-known philosophers—all of them white and male—and on their exclusively metaphysical and epistemological concerns. While few dispute the centrality of these figures and the questions they raised, the modern era also included essential contributions from (...) women—like Margaret Cavendish, Elisabeth of Bohemia, Mary Wollstonecraft, and Émilie Du Châtelet—as well as important non-white thinkers, such as Anton Wilhelm Amo, Julien Raimond, and Ottobah Cugoano. At the same time, there has been increasing recognition that moral and political philosophy, philosophy of the natural world, and philosophy of race—also vibrant areas of the seventeenth and eighteenth centuries—need to be better integrated with the standard coverage of metaphysics and epistemology. -/- A New Modern Philosophy: The Inclusive Anthology of Primary Sources addresses—in one volume—these valid criticisms. Weaving together multiple voices and all of the era’s vibrant areas of debate, this volume sets a new agenda for studying modern philosophy. It includes a wide range of readings from 34 thinkers, integrating essential works from all of the canonical writers along with the previously neglected philosophers. Arranged chronologically, editors Eugene Marshall and Susanne Sreedhar provide an introduction for each author that sets the thinker in his or her time period as well as in the longer debates to which the thinker contributed. Study questions and suggestions for further reading conclude each chapter. At the end of the volume, in addition to a comprehensive subject index, the book includes 13 Syllabus Modules, which will help instructors use the book to easily set up different topically structured courses, such as "The Citizen and the State," "Mind and Matter," "Education," "Theories of Perception," or "Metaphysics of Causation." -/- And an eresource offers a wide range of supplemental online resources, including essay assignments, exams, quizzes, student handouts, reading questions, and scholarly articles on teaching the history of philosophy. (shrink)