Opponents of women's education assumed that women were less naturally gifted than men, that education was inappropriate for Christian women, or that it was irrational to educate women because they could not fulfil the civil and ecclesiastical offices for which education was the required preparation. Van Schurman argued against all three assumptions in her Dissertatio . She presented her arguments as syllogisms, which she based on the authority of the Bible, on the Christian churches' understanding of human nature, and (...) on the necessity of knowledge to acquire virtues and to avoid falling into heresy. Van Schurman concluded that education was appropriate for women, in general, for exactly the same reasons as it was appropriate for men. Les opposants à une éducation des femmes considéraient qu'elles étaient naturellement moins douées que les hommes, que l'éducation était quelque chose d'inapproprié pour les femmes chrétiennes, ou qu'il était irrationnel d'éduquer les femmes car elles ne remplissent aucune charges civile ou ecclé siastique, charges pour lesquelles l'éducation constituait une préparation requise. Van Schurman discute ces trois assertions dans sa Dissertatio . Elle présente ses arguments comme des syllogismes, qu'elle fonde sur l'autorité de la Bible, sur la compréhension de la nature humaine par les églises chrétiennes, et sur la nécessité de la connaissance pour acquérir de la vertu et pour éviter de tomber dans l'hérésie. Van Schurman conclut qu'il est approprié que les femmes en général soient éduquées, tout comme cela est approprié pour les hommes. (shrink)

Opponents of women's education assumed that women were less naturally gifted than men, that education was inappropriate for Christian women, or that it was irrational to educate women because they could not fulfil the civil and ecclesiastical offices for which education was the required preparation. Van Schurman argued against all three assumptions in her Dissertatio. She presented her arguments as syllogisms, which she based on the authority of the Bible, on the Christian churches' understanding of human nature, and on (...) the necessity of knowledge to acquire virtues and to avoid falling into heresy. Van Schurman concluded that education was appropriate for women, in general, for exactly the same reasons as it was appropriate for men. Les opposants à une éducation des femmes considéraient qu'elles étaient naturellement moins douées que les hommes, que l'éducation était quelque chose d'inapproprié pour les femmes chrétiennes, ou qu'il était irrationnel d'éduquer les femmes car elles ne remplissent aucune charges civile ou ecclé siastique, charges pour lesquelles l'éducation constituait une préparation requise. Van Schurman discute ces trois assertions dans sa Dissertatio. Elle présente ses arguments comme des syllogismes, qu'elle fonde sur l'autorité de la Bible, sur la compréhension de la nature humaine par les églises chrétiennes, et sur la nécessité de la connaissance pour acquérir de la vertu et pour éviter de tomber dans l'hérésie. Van Schurman conclut qu'il est approprié que les femmes en général soient éduquées, tout comme cela est approprié pour les hommes. (shrink)

Pendant la Renaissance nous observons plusieurs changements à l’égard de la femme lettrée. Bien que le sexe féminin est exclu de tout enseignement formel, les érudites revendiquent le droit à une formation intellectuelle et s’avèrent d’excellentes autodidactes. Au-delà des frontières, elles maintiennent une correspondance de haut niveau via des réseaux qui se développent entre elles. Anna Maria van Schurman (1607-1678) est une de ces humanistes qui maintient une correspondance active avec ses contemporains lettrés, et qui s’oppose au fait (...) qu’elle est regardée comme exception en tant qu’érudite. Selon van Schurman chaque femme qui a le temps et les moyens doit se vouer à l’étude. Malgré l’absence d’un degré académique, nous pouvons sans hésitation considérer ces femmes lettrées comme des intellectuelles à part entière. (shrink)

A contrast is developed between the educational views of van Schurman and Astell, revolving around their sense of Christian piety and their stance on women’s place in the social and political sphere. The work of Irwin, Hill, and others is cited, and it is concluded that important differences between the views of the two thinkers can be delineated, and that doing so helps us to understand the intellectual and philosophical milieu of the seventeenth century. In addition, the debate sheds (...) light on today’s gender-essentialism controversies in education, and the extent to which intellectual rationality is a general human virtue. (shrink)

A contrast is developed between the educational views of van Schurman and Astell, revolving around their sense of Christian piety and their stance on women’s place in the social and political sphere. The work of Irwin, Hill, and others is cited, and it is concluded that important differences between the views of the two thinkers can be delineated, and that doing so helps us to understand the intellectual and philosophical milieu of the seventeenth century. In addition, the debate sheds (...) light on today’s gender-essentialism controversies in education, and the extent to which intellectual rationality is a general human virtue. (shrink)

The debate between realism and antirealism has been central in the general philosophy of science of the last decades. But ever since the heydays of the debate in the 1980s, there have been authors who have tried to argue for the overcoming or dissolution of the debate itself, by proposing a position that is neither realist nor antirealist. Prominent among these is Joseph Rouse (Rouse 1987). Yet, Jeff Kochan has recently argued that Rouse, despite his efforts to transcend the realism/antirealism (...) debate through his universal practical hermeneutics, ends up an implicit realist (Kochan 2011). Kochan furthermore uses this as an occasion to rectify what he sees as Rouse’s influential but misleading interpretation of .. (shrink)

Geschiedenissen van de filosofie zijn zo oud als de filosofie. Maar een geschiedenis van de filosofie in de Lage Landen is weer even geleden. In 'Denkers en dwalers' schetst Erno Eskens, die al tientallen jaren publiceert over filosofie en haar plek in de samenleving, met vlotte pen de denkpaden die onze geschiedenis mede hebben bepaald.0In zijn overzichtswerk geeft Eskens speciale aandacht aan onderdrukte denkers. Vrouwelijke filosofen, autodidacten, literaire denkers en denkers uit de voormalige koloniën krijgen eindelijk een plaats op het (...) podium van de geschiedschrijving. Zo staan algemeen bekende denkers als Erasmus, Descartes en Spinoza zij aan zij met Anna Maria van Schurman, Clara Wichmann en Tan Malaka. (shrink)

This content analysis examines the ways that genocide is included in the high school world history content standards of eleven states with legislative mandates requiring genocide education, as well as if the content standards in those states differ from those of states without mandated genocide education. The null curriculum theorizes that the content that is not taught may be as important as what is taught; this lens allows for a nuanced analysis of the ways that genocide is included and excluded (...) in state standards. The findings suggest that states with legislative mandates requiring genocide education do not necessarily have high school world history content standards that require genocide education. The content standards in states with legislative mandates often omit acts of genocide, refrain from using the term “genocide,” and frame genocides as less important than the Holocaust, perpetuating the null curriculum of genocides. (shrink)

Nurses are responsible for the well-being and quality of life of many people, and therefore must meet high standards of technical and ethical competence. The most common form of ethical guidance is a code of ethics/professional practice; however, little research on how codes are viewed or used in practice has been undertaken. This study, carried out in six European countries, explored nurses’ opinions of the content and function of codes and their use in nursing practice. A total of 49 focus (...) groups involving 311 nurses were held. Purposive sampling ensured a mix of participants from a range of specialisms. Qualitative analysis enabled emerging themes to be identified on both national and comparative bases. Most participants had a poor understanding of their codes. They were unfamiliar with the content and believed they have little practical value because of extensive barriers to their effective use. In many countries nursing codes appear to be ‘paper tigers’ with little or no impact; changes are needed in the way they are developed and written, introduced in nurse education, and reinforced/implemented in clinical practice. (shrink)

Desmond M. Clarke presents new translations, from French and Latin, of three of the first feminist tracts to support explicitly the equality of men and women: Marie le Jars de Gournay's The Equality of Men and Women, Anna Maria van Schurman's Dissertation, and François Poulain de la Barre's Physical and Moral Discourse concerning the Equality of Both Sexes. These works transformed the language and conceptual framework in which questions about women's equality were subsequently discussed. This edition includes new (...) translations, from French and Latin, of these three feminist authors, excerpts from their related writings, together with an extensive introduction to the religious and philosophical context within which they argued against the traditional view of women's natural inferiority to men. (shrink)

Recent frameworks, models, and reports highlight the critical need to address social determinants of health for achieving health equity in the United States and around the globe. In the United States, data play an important role in better understanding community‐level and population‐level disparities particularly for local health departments. However, data‐driven decision‐making—the use of data for public health activities such as program implementation, policy development, and resource allocation—is often presented theoretically or through case studies in the literature. We sought to develop (...) a preliminary model that identifies the factors that contribute to data‐driven decision‐making in US local health departments and describe relationships between them. Guided by implementation science literature, we examined organizational‐level capacity and individual‐level factors contributing to using data for decision‐making related to social determinants of health and the reduction of county‐level disparities. This model has the potential to improve implementation of public health interventions and programs aimed at upstream structural factors, by elucidating the factors critical to incorporating data in decision‐making. (shrink)

This paper is the introduction to the Special Issue “Philosophical Methods”. The Special Issue will be published by Synthese.

"Margaret L. King has put together a highly representative selection of readings from most of the more significant—but by no means the most obvious—texts by the authors who made up the movement we have come to call the 'Enlightenment.' They range across much of Europe and the Americas, and from the early seventeenth century until the end of the eighteenth. In the originality of the choice of texts, in its range and depth, this collection offers both wide coverage and striking (...) insights into the intellectual transformation which has done more than any other to shape the world in which we live today. It is _simply the best introduction to the subject now available_."_ —Anthony Pagden, UCLA, and author of _The Enlightenment and Why It Still Matters_ Contents:_ Chronology, Introduction _Chapter One - Casting Out Idols: 1620–1697_ _Idols, or false notions: _Francis Bacon, _The New Instrument_ _I think, therefore I am: _René Descartes, Discourse on Method _God, or Nature: _Baruch Spinoza, _Ethics_ _The system of the world: _Isaac Newton, _Mathematical Principles of Natural Philosophy_ _He searched for truth throughout his life: _Pierre Bayle, _Historical and Critical Dictionary_ _Chapter Two - _The Learned Maid: 1638–1740 _A face raised toward heaven:_ Anna Maria van Schurman, _Whether the Study of Letters Befits a Christian Woman_ _The worlds I have made:_ Margaret Cavendish, _The Blazing World_ _A finer sort of cattle:_ Bathsua Makin, _An Essay to Revive the Ancient Education of Gentlewomen_ _I warn you of the world:_ Madame de Maintenon, _Letter: On the Education of the Demoiselles of Saint-Cyr_, and _Instruction: On the World_ _The daybreak of your reason:_ Émilie Du Châtelet, _Fundamentals of Physics_ _Chapter Three - _A State of Perfect Freedom: 1689–1695 _The chief criterion of the True Church:_ John Locke, _Letter on Toleration_ _Freedom from any superior power on earth:_ John Locke, _Second Treatise on Civil Government_ _A white paper, with nothing written on it:_ John Locke, _Essay Concerning Human Understanding_ _Let your rules be as few as possible:_ John Locke, _Some Thoughts Concerning Education_ _From death, Jesus Christ restores all to life:_ John Locke, _The Reasonableness of Christianity, as Delivered in the Scriptures_ _Chapter Four - All Things Made New: 1725–1784_ _In the wilderness, they are reborn:_ Giambattista Vico, _The New Science_ _Without these Names, nothing can be known,_ Carl Linnaeus, _System of Nature_ _All the clouds at last are lifted:_ Anne Robert Jacques Turgot, _The Successive Advancement of the Human Mind_ _A genealogical or encyclopedic tree of knowledge:_ Jean le Rond d’Alembert, _Preliminary Discourse_ _Dare to know! :_ Immanuel Kant, _What Is Enlightenment?_ _Chapter Five - Mind, Soul, and God: 1740–1779_ _The narrow limits of human understanding:_ David Hume, _Anof a Book Lately Published_ _The soul is but an empty word:_ Julien Offray de La Mettrie, _Man a Machine_ _All is reduced to sensation:_ Claude Adrien Helvétius, _On the Mind_ _An endless web of fantasies and falsehoods:_ Paul-Henri Thiry, baron d’Holbach, _Common Sense_ _Let each believe that his own ring is real:_ Gotthold Ephraim Lessing, _Nathan the Wise_ _Chapter Six - Crush That Infamous Thing: 1733–1764_ _This is the country of sects:_ Voltaire, _Philosophical Letters_ _Disfigured by myth, until enlightenment comes:_ Voltaire, _The Culture and Spirit of Nations_ _The best of all possible worlds:_ Voltaire, _Candide_ _Are we not all children of the same God?:_ Voltaire, _Treatise on Tolerance_ _If a book displeases you, refute it! :_ Voltaire, _Philosophical Dictionary_ _Chapter Seven - Toward the Greater Good: 1748–1776_ _Things must be so ordered that power checks power,_ Charles de Secondat, baron de Montesquieu, _The Spirit of the Laws_ _Complete freedom of trade must be ensured:_ François Quesnay, _General Maxims for the Economic Management of an Agricultural Kingdom_ _The nation's war against the citizen: Cesare_ Beccaria, _On Crimes and Punishments_ _There is no peace in the absence of justice:_ Adam Ferguson, _An Essay on the History of Civil Society_ _Led by an invisible hand:_ Adam Smith, _An Inquiry into the Nature and Causes of the Wealth of Nations_ _Chapter Eight - Encountering Others: 1688–1785_ _Thus died this great man:_ Aphra Behn, _Oroonoko: or The Royal Slave_ _Not one sins the less for not being Christian: _Lady Mary Wortley Montagu, _Embassy Letters_ _Do you not restore to them their liberty?:_ Guillaume-Thomas Raynal, _Philosophical and Political History of European Colonies and Commerce in the Two Indies_ _Some things which are rather interesting:_ Captain James Cook, _Voyage towards the South Pole, and Round the World_ _The inner genius of my being:_ Johann Gottfried von Herder, _Ideas for a Philosophy of the History of Humankind_ _Chapter - Nine Citizen of Geneva: 1755–1782_ _The most cunning project ever to enter the human mind: _Jean-Jacques Rousseau, _Discourse on the Origin and Foundations of Human Inequality_ _The supreme direction of the General Will:_ Jean-Jacques Rousseau, The Social Contract _Two lovers from a small town at the foot of the Alps,_ Jean-Jacques Rousseau, _Julie, or the New Heloise_ _Build a fence around your child’s soul:_ Jean-Jacques Rousseau, _Emile, or On Education_ _This man will be myself:_ Jean-Jacques Rousseau, _Confessions_ _Chapter Ten - Vindications of Women: 1685–1792_ _No higher design than to get her a husband:_ Mary Astell, _Reflections on Marriage_ _The days of my bondage begin:_ Anna Stanisławska, _Orphan Girl_ _A dying victim dragged to the altar:_ Denis Diderot, _The Nun_ _Created to be the toy of man:_ Mary Wollstonecraft, _Vindication of the Rights of Woman_ _Man, are you capable of being just?:_ Olympe de Gouges, _Declaration of the Rights of Woman as Citizen_ _Chapter Eleven - American Reverberations: 1771–1792_ _I took upon me to assert my freedom:_ Benjamin Franklin, _Autobiography_ _Freedom has been hunted round the globe:_ Thomas Paine, _Common Sense_ _Endowed by their Creator with certain unalienable Rights:_ Thomas Jefferson and Others, _Declaration of Independence_ _A safeguard against faction and insurrection:_ James Madison, _Federalist No. 10_ _An end to government by force and fraud:_ Thomas Paine, _The Rights of Man_ _Chapter Twelve - Enlightenment's End: 1790–1794_ _A partnership of the living, the dead, and those unborn:_ Edmund Burke, _Reflections on the Revolution in France_ _The future destiny of the human species:_ Nicolas de Condorcet, _A Sketch of a Historical Portrait of the Progress of the Human Mind_ Texts and Studies, Index. 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Este artículo se propone examinar el posicionamiento de Émilie Du Châtelet (1706-1749) respecto del tema de la defensa de la educación de las mujeres. Nos concentraremos en dos de sus obras: su adaptación al francés de La fábula de las abejas de Bernard Mandeville y su Discurso sobre la felicidad. Estudiaremos cómo Du Châtelet dialoga con distintos referentes de este debate, como François Fénelon, el abad de Saint-Pierre y Anna Maria van Schurman. Nuestro fin es demostrar la radicalidad (...) de la posición de Du Châtelet, en oposición a aquellas interpretaciones que tienden a desacreditar o a subestimar el compromiso de esta pensadora con la causa de la defensa de la educación de las mujeres. (shrink)

The label ‘Translational Research’ (TR) has become ever more popular in the biomedical domain in recent years. It is usually presented as an attempt to bridge a supposed gap between knowledge produced at the lab bench and its use at the clinical bedside. This is claimed to help society harvest the benefits of its investments in scientific research. The rhetorical as well as moral force of the label TR obscure, however, that it is actually used in very different ways. In (...) this paper, we analyse the scientific discourse on TR, with the aim to disentangle and critically evaluate the different meanings of the label. We start with a brief reconstruction of the history of the concept. Subsequently, we unravel how the label is actually used in a sample of scientific publications on TR and examine the presuppositions implied by different views of TR. We argue that it is useful to distinguish different views of TR on the basis of three dimensions, related to (1) the construction of the ‘translational gap’; (2) the model of the translational process; and (3) the cause of the perceived translational gap. We conclude that the motive to make society benefit from its investments in biomedical science may be laudable, but that it is doubtful whether the dominant views of TR will contribute to this end. (shrink)

Experimental vaccines are being developed for the treatment of ‘unhealthy lifestyles’ and associated chronic illnesses. Policymakers and other stakeholders will have to deal with the ethical issues that this innovation path raises: are there morally justified reasons to integrate these innovative biotechnologies in future health policies? Should public money be invested in further research? Focusing on the case of an experimental nicotine vaccine, this article explores the ethical aspects of ‘lifestyle vaccines’ for public health. Based on findings from a qualitative (...) study into a vaccine for smoking cessation, the article articulates possible value conflicts related to nicotine vaccination as an intervention in tobacco control. The ‘vaccinization’ of lifestyle disease piggybacks on the achievements of classic vaccines. Contrary to expectations of simplicity and success, quitting smoking with a vaccine requires a complex supportive network. Social justice and public trust may become important ethical challenges when deciding whether to use further public funds for research or whether to implement these innovative vaccines in the future. (shrink)

Theoretical arguments and empirical investigations indicate that a high proportion of published findings do not replicate and are likely false. The current position paper provides a broad perspective on scientific error, which may lead to replication failures. This broad perspective focuses on reform history and on opportunities for future reform. We organize our perspective along four main themes: institutional reform, methodological reform, statistical reform and publishing reform. For each theme, we illustrate potential errors by narrating the story of a fictional (...) researcher during the research cycle. We discuss future opportunities for reform. The resulting agenda provides a resource to usher in an era that is marked by a research culture that is less error-prone and a scientific publication landscape with fewer spurious findings. (shrink)

The work of women philosophers in the early modern period has traditionally been overlooked, yet their writing on topics such as reality, time, mind and matter holds valuable lessons for our understanding of metaphysics and its history. This volume of new essays explores the work of nine key female figures: Bathsua Makin, Anna Maria van Schurman, Elisabeth of Bohemia, Margaret Cavendish, Anne Conway, Damaris Cudworth Masham, Mary Astell, Catharine Trotter Cockburn, and Émilie Du Châtelet. Investigating issues from eternity (...) to free will and from body to natural laws, the essays uncover long-neglected perspectives and demonstrate their importance for philosophical debates, both then and now. Combining careful philosophical analysis with discussion of the intellectual and historical context of each thinker, they will set the agenda for future enquiry and will appeal to scholars and students of the history of metaphysics, science, religion and feminism. (shrink)

The article briefly reviews the external pressures for teaching business ethics. It then summarizes why teaching business ethics across the curriculum is essentially a necessity in the current environment. This leads to a discussion of six commonly adopted elements used when seeking to improve a business ethics curriculum. The case study uses these six elements to provide insights into contemporary challenges facing many business schools. The particular contribution of this article is in the area of methods to assess the status (...) of the curriculum. The case study provides details about a faculty survey used as a compelling tool to kick-start a business ethics curriculum upgrade, not only based on the information that it yields, but the potent opportunity for conversation and collaboration. The conclusion summarizes the contemporary challenges and opportunities that business schools face. The instrument itself is in the appendix. (shrink)

Confusion concerning the issue of universality of colour categorization would greatly diminish if context regains its fundamental status in psychological research and we give up on the reductionist notion that biological universality implies behavioral universality.

The Overview Effect is the commonly reported experience of astronauts viewing planet Earth from space, and the subsequent reflection on, and processing of this experience. The Overview Effect is associated with feelings of awe, self-transcendence, and a change of perspective and identity that manifest themselves in taking steps towards protecting the fragile ecosystem. In the current study, we investigated whether the Overview Effect can be obtained in school children when simulated using virtual reality and whether the effect has a positive (...) impact on learning gains. Using questionnaires and attention data in an existing simulation environment used in the school system, we showed that the virtual reality simulation elicits an Overview Effect experience. Moreover, the experience yields learning gains in the domain of astrophysics. These findings are in line with past evidence regarding the positive impact of awe on learning and can be used to support further investigations of the relation between the Overview Effect and behavioral changes, specifically for educational purposes. (shrink)

The question we raise in this paper is, whether patient involvement might be a beneficial way to help determine and achieve the aims of translational research and, if so, how to proceed. TR is said to ensure a more effective movement of basic scientific findings to relevant and useful clinical applications. In view of the fact that patients are supposed to be the primary beneficiaries of such translation and also have relevant knowledge based on their experience, listening to their voice (...) early on in the innovation process might very well increase the effectiveness of the translation. After explaining how the concept of TR emerged and what it entails, this paper shows through a literature review which arguments have been put forward to promote patient involvement in health care research in a more general sense. We examine whether, and if so how, these arguments are relevant for the discourse on TR and we identify pitfalls and dilemmas. Ultimately, we conclude that it may be worthwhile to experiment with patient involvement in TR but that the design of such involvement requires careful consideration. (shrink)

Insofar as historians of philosophy aim to get the story right, it is now widely recognized that they must reckon with works of early modern women philosophers—oft-neglected philosophers who read, and were read by, canonical luminaries such as Descartes and Leibniz. Thomas’s volume collects thirteen new contributions to the scholarship on the metaphysics of such authors: Mary Astell, Elisabeth of Bohemia, Margaret Cavendish, Catharine Trotter Cockburn, Émilie Du Châtelet, Bathsua Makin, Damaris Masham, and Anna Maria van Schurman. Cavendish, (...) Conway, and Du Châtelet receive multiple chapters.The quality of each chapter is excellent. Most could have been published as journal articles in their own right. Thus, though... (shrink)

Original: Peter van Inwagen, “C. S. Lewis’s Argument against Naturalism”, The Journal of Inklings Studies 1, no. 2 : 25–40. Translation with permission of the author. This paper is an evaluation of the argument of Chapter 3 of the second edition of C. S. Lewis’s Miracles. This argument is an attempt to demonstrate that naturalism implies that none of our beliefs is based on reasoning — a “cardinal difficulty for naturalism,” since a belief in naturalism that was not based on (...) reasoning would be irrational. The conclusion of the paper is Lewis’s argument fails to show that naturalism implies that none of our beliefs is based on reasoning. (shrink)