Post-foundational politics and democracy -- Agonism and democracy -- A typology of agonistic democracy -- Agonistic democracy and the question of institutions -- Agonistic democracy and the limits of popular participation -- Populism, representation, and the popular will -- Political liberalism, contingency and agonistic pluralism -- Liberalism, agonism, and democracy.
Five essays of which two deserve special mention: Edward Ballard's survey and interpretation of the problem of intersubjectivity in Husserl, showing Husserl's place in the heritage of Kant, and a critical presentation by Andrew Reck of the social philosophy of Elijah Jordan. The other essays are: "The Impact of Science on Society," by James K. Feibleman; "The Social Import of Empiricism," by Paul G. Morison; and "The Case for Sociocracy," by Robert C. Whittemore. Careless printing proves distracting.--C. D.
In the majority of academic institutions nursing and medical students receive a traditional education, the content of which tends to be specific to their future roles as health care professionals. In essence, each curriculum design is independent of each course. Over the last decade, however, interest has been accumulating in relation to interprofessional and multiprofessional learning at student level. With the view that learning together during their student training would not only encourage and strengthen future collaboration in practice settings but (...) also enhance patient care, the University of Dundee decided to run a pilot study to explore shared teaching in ethics between medical and nursing students. This article presents a report on the reasons for selecting health care ethics as a precursor for shared teaching, the educational tool used for the sessions, and the results of student and facilitator evaluation of the short course. Overall, despite problems such as poor attendance by some students, and facilitation and timetable difficulties, most of the feedback from students and facilitators has been positive. In essence the ‘idea’ has gone from strength to strength and there are now three levels of shared teaching in ethics between nursing and medical students, with plans to include further sessions with students from other disciplines. Within the text, ‘health care ethics’ will be referred to as ‘ethics’; nursing students/nurses encompasses midwifery students/midwives. (shrink)
In the majority of academic institutions nursing and medical students receive a traditional education, the content of which tends to be specific to their future roles as health care professionals. In essence, each curriculum design is independent of each course. Over the last decade, however, interest has been accumulating in relation to interprofessional and multiprofessional learning at student level. With the view that learning together during their student training would not only encourage and strengthen future collaboration in practice settings but (...) also enhance patient care, the University of Dundee decided to run a pilot study to explore shared teaching in ethics between medical and nursing students. This article presents a report on the reasons for selecting health care ethics as a precursor for shared teaching, the educational tool used for the sessions, and the results of student and facilitator evaluation of the short course. Overall, despite problems such as poor attendance by some students, and facilitation and timetable difficulties, most of the feedback from students and facilitators has been positive. In essence the ‘idea’ has gone from strength to strength and there are now three levels of shared teaching in ethics between nursing and medical students, with plans to include further sessions with students from other disciplines. Within the text, ‘health care ethics’ will be referred to as ‘ethics’; nursing students/nurses encompasses midwifery students/midwives. (shrink)
An attempt to re-think, within and for the tradition of Husserl and Heidegger, certain central contributions of Greek thought. Interpretations of the Philebus and of other Platonic and Aristotelian texts concerned with problems arising therefrom are carried out; they culminate in an analysis of the fruitful union of intellectual power and impotence in philosophy. The existentialist framework often provides suggestions for the interpretation of difficult transitions in the classical works; conversely, the adherence to the arguments of the Greek texts strengthens (...) the existentialist position with respect to such concepts as world and rationality.--C. B. (shrink)
A review of Edward Halper's brilliant exegesis of the middle books of Aristotle's Metaphysics, in which he shows that Aristotle keys his search for the hierarchy of senses of being to his quest for the hierarchical array of the senses of unity.
In 1934, Edward Uhler Condon, amid supervising graduate students and crafting a research program on atomic spectra, found time to publish an article in the United States Naval Institute Proceedings. “Food and the Theory of Probability” explained, from the standpoint of probability theory, something naval commissarymen had long known: to feed double the number of people, you need not quite double the recipe. “We interpret the effect as due to the statistical fluctuation in the amount of food desired by (...) a particular man from day to day,” Condon wrote, leading into a detailed and technical treatment of the probability calculations that substantiated the folk wisdom encoded in the Navy Cook Book (Condon 1934). (shrink)
