OBJECTIVES: To study empirically whether ethical theory (from the mainstream principles-based, virtue-based, and feminist schools) usefully describes the approaches doctors and nurses take in everyday patient care. DESIGN: Ethnographic methods: participant observation and interviews, the transcripts of which were analysed to identify themes in ethical approaches. SETTING: A British old-age psychiatry ward. PARTICIPANTS: The more than 20 doctors and nurses on the ward. RESULTS: Doctors and nurses on the ward differed in their conceptions of the principles of beneficence and respect (...) for patient autonomy. Nurses shared with doctors a commitment to liberal and utilitarian conceptions of these principles, but also placed much greater weight on relationships and character virtues when expressing the same principles. Nurses also emphasised patient autonomy, while doctors were more likely to advocate beneficence, when the two principles conflicted. CONCLUSION: The study indicates that ethical theory can, contrary to the charges of certain critics, be relevant to everyday health care-if it (a) attends to social context and (b) is flexible enough to draw on various schools of theory. (shrink)

Despite the recent emergence of many new ethical decision making models, there has been minimal emphasis placed on the impact of escalating commitment on the ethical decision making process. In this paper a new variable is introduced into the ethical decision making literature. This variable, exposure to escalation situations, is posited to increase the likelihood that individuals will choose unethical decision alternatives. Further, it is proposed that escalation situations should be included as a variable in Jones's (1991) comprehensive model of (...) ethical decision making. Finally, research propositions are provided based on the relationship between escalating commitment and the ethical decision making process. (shrink)

In Ox. Pap. xxxii i ff., no. 2617, Mr. Lobel published fragments which he shows reason to believe are from Stesichorus’ Geryoneis. Further work has been done on them by Professor D. L. Page and Mr. W. S. Barrett, and the more substantial fragments are included in an Appendix to Page's Lyrica Graeca Selecta . Fr. 4, the most considerable piece, describes how, in Lobel's words: ‘a person, who I do not think there is much room to doubt is Heracles, (...) delivers a secret attack on somebody which consists in shooting him through the head. Though only one “forehead”, one “crown”, and one “neck” are mentioned and the Geryones of Stesichorus had six hands and six feet and therefore presumably three heads, as elsewhere , the possibility that Geryones is here in question does not seem to be ruled out.’. (shrink)

Transplantation of vital organs has been premised ethically and legally on "the dead donor rule" (DDR)—the requirement that donors are determined to be dead before these organs are procured. Nevertheless, scholars have argued cogently that donors of vital organs, including those diagnosed as "brain dead" and those declared dead according to cardiopulmonary criteria, are not in fact dead at the time that vital organs are being procured. In this article, we challenge the normative rationale for the DDR by rejecting the (...) underlying premise that it is necessarily wrong for physicians to cause the death of patients and the claim that abandoning this rule would exploit vulnerable patients. We contend that it is ethical to procure vital organs from living patients sustained on life support prior to treatment withdrawal, provided that there is valid consent for both withdrawing treatment and organ donation. However, the conservatism of medical ethics and practical concerns make it doubtful that the DDR will be abandoned in the near future. This leaves the current practice of organ transplantation based on the "moral fiction" that donors are dead when vital organs are procured. (shrink)

Drawing from Goffman’s original observations on stigma and the consequences of interactions between the stigmatized and supportive or stigmatizing audiences, we conduct a 20-year review of the diverse literature on stigma to revisit the collective nature of stigmatization processes. We find that studies on stigma’s origins, responses, processes, and outcomes have diverged from Goffman’s relational view of stigma as they have overlooked important relational mechanisms explaining the processes of (de)stigmatization. We draw from those conclusions to justify the need to study (...) stigma as a collective phenomenon. We develop a relational perspective on stigma based on understanding how attributes are stigmatized (or not) by audiences in their interactions. We argue that to advance stigma research, it is necessary to build on Goffman’s theory to include the stigmatizers (i.e., the normal) and supporters (i.e., the wise); how they create, sustain, or remove stigma; and how they relate to the stigmatized (i.e., the targets). Accordingly, we provide a research agenda on stigma as a collective phenomenon that theorizes a relational perspective, proposes a typology of how audiences relate to stigmatization, and identifies patterns of relations between audiences. We thus offer a missing piece to existing accounts of stigma by focusing on the key role of audiences (i.e., stigmatizers or supporters of the stigmatized) rather than on the targets of stigma (i.e., the own). (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

The book attempts, in as comprehensive a way as possible, to make clear the central issues for the theory of knowledge, so as to provide a framework for that subject and also to indicate something of the way in which, as the author believes, the issues should be faced.

D W Hamlyn; The Concept of Development, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 26–39, https://doi.org/10.1111/j.1467-9752.197.

D W Hamlyn; The Concept of Development, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 26–39, https://doi.org/10.1111/j.1467-9752.197.

D W Hamlyn; Education and Wittgenstein's Philosophy, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 213–222, https://doi.org/10.1111.

D W Hamlyn; Education and Wittgenstein's Philosophy, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 213–222, https://doi.org/10.1111.

A project on teaching business ethics at The Wharton School concluded that ethics should be directly incorporated into key MBA courses and taught by the core business faculty. The project team, comprised of students, ethics faculty and functional business faculty, designed a model program for integrating ethics. The project was funded by the Exxon Education Foundation.The program originates with a general introduction designed to familiarize students with literature and concepts pertaining to professional and business ethics and corporate social responsibility. This (...) may be accomplished through orientation sessions, readings, packages, short classes and lectures. (shrink)

D W Hamlyn; Need Philosophy of Education be so Dreary?, Journal of Philosophy of Education, Volume 19, Issue 2, 30 May 2006, Pages 159–165, https://doi.org/10.1.

D W Hamlyn; Need Philosophy of Education be so Dreary?, Journal of Philosophy of Education, Volume 19, Issue 2, 30 May 2006, Pages 159–165, https://doi.org/10.1.

López-Escobar, E. G. K. Introduction.--Kueker, D. W. Back-and-forth arguments and infinitary logics.--Green, J. Consistency properties for finite quantifier languages.--Cunningham, E. Chain models.--Gregory, J. On a finiteness condition for infinitary languages.

D W Hamlyn; Knowledge and the Beginnings of Understanding: a reply to R. K. Elliott, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages.

D W Hamlyn; Knowledge and the Beginnings of Understanding: a reply to R. K. Elliott, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages.

ABSTRACT The article criticizes certain subjectivist and isolationist stances on controversial issues, and construes the teaching of controversial issues as an interpersonal task. On this view the teacher (1) encourages students to enter into the perspectives of others; (2) establishes points of contact which make reasoned discourse possible; and (3) inducts students into a wider domain where they are provided with knowledge about controversies as well as the skills for handling those controversies. All of this requires considerable intervention on the (...) part of the teacher. Current doubts about such intervention are unjustified. (shrink)

In a recent article [Mertz 2001] in this journal I argued for the virtues of a realist ontology of relation instances (unit attributes). A major strength of this ontology is an assay of ontic ('material') predication that yields an account of individuation without the necessity of positing and defending 'bare particulars'. The crucial insight is that it is the unifying agency or combinatorial aspect of a relation instance as predicable that is for ontology the principium individuationis [Mertz 2002; 1996]. Or (...) in short, what is ontically predicable, precisely as such, is the cause of individuation. As a preface to this positive doctrine I offered arguments against the coherence of bare particulars as defended in an article by J. P. Moreland [1998]. In a reply contained in this issue Moreland and Timothy Pickavance (hereafter M/P) propose to answer my objections [2002]. The response that follows provides reasons why, I contend, M/P have not succeeded in parrying my objections to bare particulars. (shrink)

D W Hamlyn; How Does Knowledge Start? A Reply to Pamela Moore, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 137, https://doi.org/1.

D W Hamlyn; How Does Knowledge Start? A Reply to Pamela Moore, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 137, https://doi.org/1.

D W Hamlyn; Reply to David E. Cooper, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 105–108, https://doi.org/10.1111/j.1467-9752.19.

D W Hamlyn; Reply to David E. Cooper, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 105–108, https://doi.org/10.1111/j.1467-9752.19.

Originally published in 1957, the primary aim of this study was to shed light upon the logical character of the psychology of perception. D.W. Hamlyn begins by delimiting the field of psychological inquiry into perception, then gives a detailed account of the types of explanation appropriate in the field. He maintains that these explanations have certain important peculiarities which distinguish them from other scientific inquiries. In view of the central importance of Gestalt Theory in this field an account is given (...) of its origins, and its main features are critically discussed. The work should still be of considerable interest to both philosophers and psychologists, as well as to all those interested in the relations between the two subjects. (shrink)