El Repertorio bibliográfico sobre Martin Heidegger que se presenta a continuación, reúne la información obtenida de las más de 240 revistas de filosofía disponibles en la Hemeroteca de la Pontificia Universidad Católica del Perú. El Repertorio incluye referencias bibliográficas completas de los artículos, reseñas, estudios críticos, traducciones y otros documentos que abordan la obra del importante pensador alemán hasta el año 2010.

Two laboratories which offered the new career of scientific work to women at the beginning of the twentieth century were the Biometric Laboratory and the Galton Eugenics Laboratory at University College London. The scientific careers of two women, Dr. Alice Lee and Dr. Ethel Elderton , are examined. Intellectual and economic factors involved in the choice of a career in eugenics are described, together with some aspects of the relationship between eugenics and feminism.

In 1933, Ethel Thompson Overby became the first African American female principal in Richmond, Virginia. Her motto was ?It is better to light a candle than to curse the darkness? (Overby 1975, 1). Before becoming principal, Overby had been a teacher in the southern urban de jure segregated schools of the city. How did the racially segregated context impact her understanding of democracy as an African American woman? As a teacher, what educational practices did she subscribe to? What educational (...) theorizing underpinned her educational practices as a teacher and as a principal? Who was she? These were the questions that guided this research into the educational theorizing of Ethel T. Overby. This research seeks to further the understanding of the theorizing that underpinned the educational practices of African American female teachers and principals who taught and led in public urban de jure segregated southern schools (Charron 2009; Johnson 2000; May 2007; Walker 2009). This historical qualitative research provides knowledge about the educational theorizing of African American educators and how past practices can support the educational fortitude of African American students today. ?To be a teacher, you had to be a good citizen.??Ethel Thompson Overby (1975, 10). (shrink)

Resumen: Entre el pensamiento de José Gaos y el de Eduardo Nicol se cierne una diferencia sustancial en torno al concepto de la filosofía. Para el primero, ésta es una suerte de confesión personal; mientras que para Nicol la filosofía debe ser producto de una hazaña dialógica y el conocimiento tiene que ser objetivo.: José Gaos’s and Eduardo Nicol’s concepts of philosophy differ substantially. For the former, philosophy is a sort of personal confession, whereas for the later it must be (...) the outcome of dialogical achievement, and as for knowledge, this has to be objective. (shrink)

Past studies emphasized the possible cultural influence on attitudes regarding reprogenetics and reproductive risks among medical students who are taken to be “future physicians.” These studies were crafted in order to enhance the knowledge and expand the boundaries of cultural competence. Yet such studies were focused on MS from relatively marginalized cultures, namely either from non-Western developing countries or minority groups in developed countries. The current study sheds light on possible cultural influences of the dominant culture on medical students in (...) two developed countries, potentially with different dominant cultures regarding reprogenetics and reproductive risks: Israel and Croatia. Quantitative-statistical analyses were employed, based on anonymous questionnaires completed by 150 first year medical students in Israel and Croatia. The questionnaires pertained to the knowledge and attitudes regarding genetics, reproduction and reproductive risks. These questionnaires were completed before the students were engaged in learning about these topics as part of the curriculum in their medical school. Substantial differences were revealed between the two groups of medical students. Israeli medical students were less tolerant regarding reproductive risks and more knowledgeable about genetics and reproductive risks than Croatian medical students. For example, while nearly all Israeli medical students disagreed with the idea that “Screening for reproductive risks in prospective parents is wrong,” less than 40% of their Croatian counterparts shared a similar stance. Similarly, all Israeli medical students correctly observed that “A carrier of a recessive genetic disease actually has the disease” was wrong, as opposed to only 82% of Croatian students. By linking applicable theoretical literature to these findings, we suggest that they may reflect the hidden influence of the dominant culture in each country, disguised as part of the “culture of medicine.” Acknowledging and learning about such influence of the dominant culture, may be an important addition to the training of medical students in cultural competence, and specifically their cultural awareness. Such an acknowledgement may also pave the road to drawing the attention of existing physicians regarding a less known yet an important aspect of their cultural competence, insofar as the cultural awareness component is concerned. (shrink)

This qualitative research examines the influence of animosity on physicians during clinical encounters and its ethical implications. Semi-structured interviews were conducted with ten Israeli-Jewish physicians: four treated Syrians and six treated Palestinian terrorists/Hezbollah militants or Palestinian civilians. An interpretive phenomenological analysis was used to uncover main themes in these interviews. Whereas the majority of physicians stated they are obligated to treat any patient, physicians who treated Syrians exhibited stronger emotional expression and implicit empathy, while less referring to the presence of (...) the Israeli-Arab conflict. In contrast, physicians who treated enemy combatants or Palestinian civilians showed the exact opposite. Linking these results to the “Implicit Bias” theory, the role of empathy and the beneficence principle in medical ethics, we argue that: the unconscious decreased emotional involvement among the latter group of physicians is a deficiency that needs to be recognized; and this deficiency undermines the principle of beneficence, thereby possibly influencing the fulfillment of the commitment to treat patients. Acknowledging and addressing the potential emotional and ethical deficiencies entailed in encounters with the so-called enemy-patients are of importance to the global medical community, since such encounters are increasingly an integral part of the current political realities faced by both the developed and developing worlds. (shrink)

The aim of this study was to explore experiences of participation in treatment planning decisions from the perspective of patients recently treated for colorectal cancer. Ten patients were purposively selected and interviewed. Constant comparative analysis, the core concept of grounded theory, was used. The dimensions were developed and organized into the main theme of ‘compliant participation in serious decisions’, which was composed of the two variations: complying with participation; and complying without participation. Complying with participation was characterized by feelings of (...) self-confidence and self-competence and by open dialogue between the participants, significant others and the physician. Complying without participation was characterized by participants’ feelings of uncertainty and distress, and of being rushed into submitting to decisions without having time to reflect on the information provided or the opportunity to influence the treatment and care process. To participate builds on open and affirming dialogue, information and knowledge about the illness. Patient participation in treatment and care decision making is interpreted as a health promoting way of coping with illness. (shrink)

O objetivo do artigo é examinar o argumento cartesiano em favor da distinção corpo/alma à luz da tese, também cartesiana, da união corpo/alma no homem. A hipótese a ser defendida é a de que a prova da distinção real entre corpo e alma envolve um conceito de substância segundo o qual um atributo principal não pode coexistir com outro numa mesma substância. Mais ainda, será sustentado que interpretando assim o argumento em favor da distinção é possível admitir que Descartes ao (...) provar a união entre essas duas substâncias distintas não abandona nem enfraquece sua tese dualista. (shrink)

Can Martyrdom survive Secularization? is a survey of martyrdom in western society starting with the early Christian martyrs, and narrating its increasing politicization and secularization in more modern times. It argues that martyrdom is a two way street: the courage of men and women in the face of torture and death and the willingness of society to grant them the title of martyr. It recounts the careers of John Brown and his death on a Virginia gallows in 1859, Dietrich Bonhoeffer (...) and his execution by the Nazis in 1945, and Julius and Ethel Rosenberg and the atomic bomb. The story ends with the advent of suicide bombers, the apparent reintroduction of religion as a motive and their role as a political weapon. (shrink)

This paper forms part of a wider study examining the history and sociology of nursing education in England between 1860 and 1948. It argues that the question of whether nursing was an art, science and/or social science has been at die ‘heart’ of a wider debate on die occupational status and disciplinary identity of nursing. The view that nursing was essentially an art and a ‘calling’, was championed by Florence Nightingale. Ethel Bedford Fenwick and her allies insisted that nursing, (...) like other professions, was a ‘scientific’ and technical enterprise. Social scientists later came to challenge nursing's claim to professionalism by analysing nursing work first within die context of industrial psychology. But they also advocated a rapprochement between nursing, health services and social science research, a challenge which we are in nursing, still striving to meet This paper argues for a strong coalition of nursing with its former nineteenth century ally, social science, in die continuing struggle for change within nursing and health care policy. Rather than searching for some rarified and purified essence of nursing knowledge, it argues that nurses need to join forces with sociologists and economists in striving to shape die agenda for health services research and provide die evidential basis for health policy transformation more generally. (shrink)

Nesse artigo pretendo examinar em que consiste a prova da união corpo e alma apresentada na Sexta Meditação de Descartes mostrando que essa prova envolve dois momentos distintos: no primeiro momento Descartes examina em que sentido pode-se dizer que se conhece que um certo tipo de corpo está unido a mim ; e no segundo momento Descartes examina em que sentido pode-se afirmar que se conhece que essa união de um certo tipo de corpo com esse eu precisamente falando até (...) esse momento, é uma união substancial. (shrink)

Can Martyrdom survive Secularization? is a survey of martyrdom in western society starting with the early Christian martyrs, and narrating its increasing politicization and secularization in more modern times. It argues that martyrdom is a two way street: the courage of men and women in the face of torture and death and the willingness of society to grant them the title of martyr. It recounts the careers of John Brown and his death on a Virginia gallows in 1859, Dietrich Bonhoeffer (...) and his execution by the Nazis in 1945, and Julius and Ethel Rosenberg and the atomic bomb. The story ends with the advent of suicide bombers, the apparent reintroduction of religion as a motive and their role as a political weapon. (shrink)

O presente artigo procura extrair a contribuição para o Ensino de Ciências das reflexões e discussões sobre o conceito de mente. O texto evidencia como os processos mentais podem contribuir para se pensar uma epistemologia do Ensino de Ciências. Ao fazer a articulação entre os processos mentais discutido, avalia-se a possibilidade de uma Didática centrada nos processos cognitivos que ultrapassam formas tradicionais de pensar as Ciências da Educação. Conclui que o conceito de mente é insuficiente para sustentar uma epistemologia do (...) ensino, mas desenha um modelo de conhecimento que supera os limites da pedagogia construtivista.En este artículo se tratará de extraer la contribución a la enseñanza de la ciencia de las reflexiones y debates sobre el concepto de la mente. El texto muestra cómo los procesos mentales pueden ser útiles para pensar en una epistemología de la Enseñanza de las Ciencias. Al hacer el vínculo entre los procesos mentales se traten, evaluar la posibilidad de un plan de estudios se centró en los procesos cognitivos que van más allá de las formas tradicionales de pensar en Ciencias de la Educación. Concluye que el concepto de la mente es insuficiente para sostener una epistemología de la enseñanza, si bien hace un modelo de conocimiento que supera las limitaciones de la pedagogía constructivista. (shrink)