In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education ed. by David J. Elliott, Marissa Silverman and Gary E. McPhersonCara Faith BernardDavid J. Elliott, Marissa Silverman, and Gary E. McPherson, eds., The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education (New York, NY: Oxford University Press, 2019)Three leading voices in music education, David J. Elliott, Marissa Silverman, and Gary E. McPherson, consistently work (...) to reconceive how music educators create and challenge the discourses of music learning and the ways in which people engage with music. The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education furthers their contributions and serves as a break from the familiar and common “default philosophy of assessment” of tests, standards, regimens, and rankings to invite new ways of approaching music assessment.1 They, along with their coauthors, apply their theoretical, research, and teaching experience to examine music assessment through social praxis and how individuals and communities “deepen their growth as knowing and compassionate human beings.”2 In short, this Handbook is an invitation for music educators of all levels to reengage with their values and name them in their current and future practices.Using the current neoliberal state of education as a backdrop, Elliott, Silverman, and McPherson portray schools as spaces that yield corporate types of learning practices and assessments which “place little value on arts education.”3 Countering these realities, the diverse cadre of authors examines assessment [End Page 123] from different settings, roles, policies, and practices, organized around four themes. The first theme examines assessment through theoretical ideas including critical pedagogy, pragmatism, and Deleuzean frameworks. Next, in methodological practices, new ideas for assessment are considered through teacher evaluation, working with students with disabilities, and incorporating habits of mind. Creativity explores assessment through technological possibilities, popular music, and drawing, among others. Closing with international perspectives, the authors explore assessment through German and Scandinavian bildung/bildning, care as a driving force of assessment in South Africa, and an Iranian non-regulated perspective of assessment.Alexandra Kertz-Welzel asks: “Who decides what is assessed? How it is assessed? By whom is it assessed?”4 These questions are embraced and challenged throughout the Handbook. Instead of conceiving of assessment as something diagnostic—reaching musical benchmarks and aptitudes deemed by outside authorities—the authors welcome an epistemological shift of assessment. What might happen when music educators replace written self-assessments, quizzes, and playing tests in favor of, say, habits of mind (as Jillian Hogan and Ellen Winner describe in their chapter5) such as listening, noticing, being part of a community, persisting, expressing oneself, imagining, and making decisions? These changes might transform a community, one where students and teachers embrace music making beyond mere replication.6 The authors suggest ways of engaging in acts of subversion, resistance, care, and pragmatism to push past the product-driven view of assessment dictated by neoliberal and for-profit discourses.Historically, assessment has been contextualized, discussed, and critiqued through its practices; its purpose has been to gain information which aids in making decisions about teaching. In many contexts, particularly in the U.S., assessment practices stem from current educational policies, namely those noted in teacher evaluation systems.7 Such practices are intended to show student growth and drive instruction, to better label teaching quality and student success.8 In my own research on teacher evaluation, I found that music educators struggle with definitions and strategies of assessment; as a result, they defer to assessments based on hierarchies of musical skill and technique.9 Yet, Charlotte Danielson, a creator of many U.S. teacher evaluation frameworks, reminds that teaching “is not simply a matter of following a script of carrying out other people’s instructional designs.”10 Having to uphold the demands of assessment and evaluation forced many of the participants in my research to become compliant, even when they knew their teaching strategies were ancillary to who the students were and what they needed. They fabricated their assessments— often in the form of exit slips and inauthentic writing and musical compositional activities—to comply with policies. As a result, teachers’ values for music [End Page 124] teaching and learning were omitted from... (shrink)

St. Augustine's short treatise Instructing Beginners in Faith (De Catechizandis Rudibus) is one of his less well known works, but it provides some fascinating insights on pedagogy that are applicable to college teaching. For Augustine, education is best understood as a relationship of love, where teacher and learner function in a reciprocal system. If the teacher is enthusiastic, the students respond, drawing even more energy from the teacher. If the teacher is dull, or if the students are (...) unresponsive, the learning environment spirals downward. Augustine's relational analysis allows him to diagnose and prescribe cures for some of the problems contemporary college and university teachers often encounter in their classrooms. (shrink)

Learn how to use breath, movement, sound, and stillness in a fresh and modern way to live an epic, Spiritually Fly life.

Jonathan Wolff and Timothy Hinton have criticized a version of liberal egalitarianism, often associated with Ronald Dworkin, for promoting an account of social justice that fails to treat everyone with respect. This paper analyses Wolff’s and Hinton’s critiques, particularly with regard to how notions of self-respect and respect-standing are deployed. The paper argues that the analyses of both Wolff and Hinton display affinities with a dualist approach to social justice. A dualist approach theorizes respect as an aspect of both distributive, (...) socioeconomic injustice and cultural injustice, rather than of the former only, which is typical of liberal egalitarianism. Nancy Fraser is widely associated with such a dualist framework, so her version is used to assess Wolff’s and Hinton’s work. The paper argues that both make use of ideals and commitments from the dualist approach to justice in their respect objection. However, despite their evident sympathy for the notion of cultural injustice, both continue to theorize respect primarily as an aspect of distributive justice. Thus, for cultural justice theorists, Wolff’s and Hinton’s critiques of Dworkinian justice may leave something to be desired. (shrink)

Women constitute the majority of both the leadership and the membership of local toxic waste activist organizations; yet, gender and the fight against toxic hazards are rarely analyzed together in studies on gender or on environmental issues. This absence of rigorous analysis of gender issues in toxic waste activism is particularly noticeable since many scholars already make note that women predominate in this movement. This article is an attempt to understand how women activists transcend private pain, fear, and disempowerment and (...) become powerful forces for change by organizing against toxic waste in their communities. This article systematically looks at these connections by examining data from survey research and case studies. The authors are particularly interested in the transformation of self of these women, with an emphasis on “ways of knowing.” They also examine the potential of existing social movement theories to explain women's activism against toxic waste. (shrink)

The loss of the federally protected constitutional right to an abortion is a threat to the already tenuous autonomy of pregnant people, and may augur future challenges to their right to refuse unwanted obstetric interventions. Even before Roe’s demise, pregnancy led to constraints on autonomy evidenced by clinician-led legal incursions against patients who refused obstetric interventions. In Dobbs v. Jackson Women’s Health Organization, the Supreme Court found that the right to liberty espoused in the Constitution does not extend to a (...) pregnant person’s right to an abortion. With Roe’s demise, the right to request specific types of care has been vitiated. The same argument underpinning that holding may now become ballast for attacks on the traditionally more robust right, the right to refuse. Here we discuss how the elevation of fetal and embryonic rights may lead to a cascade of medical intrusions and deprivations of liberty against pregnant persons, and offer an argument opposing these improprieties. (shrink)

Cohabiting has been associated with a number of problems including sexually transmitted diseases and HIV and AIDS, abortions, sexual abuse and violence, low academic performance, increased cost of medical care and unwanted pregnancies. However, there is little documented information on the extent and the factors influencing cohabitation among the youth and especially among tertiary education students. This study therefore sought to fill this gap by investigating factors that lead to the prevalence and practice of cohabitation by tertiary education students. The (...) research adopted the interpretivist philosophy. The qualitative research methodology was employed in order to understand in greater detail the behaviors, attitudes, opinions, and beliefs of the respondents on cohabitation among tertiary education students. The study used the survey research design. Primary research was conducted using questionnaire surveys that were administered to tertiary education students who participated at the Tertiary Education Sports Association of Zimbabwe in July 2016. There were 100 questionnaires distributed and 78 questionnaires were returned making 78% response rate. The respondents were randomly sampled to participate in the study. The study reflects that cohabitation among the Tertiary education students is quite common. The study noted that it is mostly caused by lack of accommodation, problems with roommates, lack of privacy and the need to be close and intimate with one's lover. In results cohabitation exposes students to premarital sex and other consequences such as unwanted pregnancies, abortion, complications and sexually transmitted infections. The study recommends that tertiary education students should be enlightened during orientations about the dangers of cohabitation. Parents should be encouraged to visit their children and find where and whom they live with while in school. (shrink)

The debate over how to best guide HIV-infected mothers in resource-poor settings on infant feeding is more than two decades old. Globally, breastfeeding is responsible for approximately 300,000 HIV infections per year, while at the same time, UNICEF estimates that not breastfeeding (formula feeding with contaminated water) is responsible for 1.5 million child deaths per year. The largest burden of these infections and deaths occur in Sub-Saharan Africa. Using this region as an example of the burden faced more generally in (...) other resource-poor settings, we contrast the evolution of the clinical standard of care for infant feeding with HIV-infected mothers in high-income countries to the current international clinical guidelines for HIV-infected mothers and infant feeding in resource-poor settings. While the international guidelines of exclusive breastfeeding for a 6-month period seem to offer the least-worst strategy for reducing mother-to-child transmission of HIV during infancy while conferring some immunity through breastfeeding post-6 months, we argue that the impact of the policy on mothers and healthcare workers on the ground is not well understood. The harm reduction approach on the level of health policy translates into a complicated, painful moral dilemma for HIV-positive mothers and those offering them guidance on infant feeding. We argue that the underlying socio-economic disparities that continue to fuel the need for a harm reduction policy on infant feeding and the harm to women and children justify: (1) that higher priority be given to solving the infant feeding dilemma with improved data on safe feeding alternatives, and (2) support of innovative, community-driven solutions that address the particular economic and cultural challenges that continue to result in HIV-transmission to children within these communities. (shrink)

Autoethnography is a qualitative research method that utilizes data about self and context to gain an understanding of the connectivity between self and others. This introductory article exposes the reader to our own praxis of collaborative autoethnography which we used to interrogate how we navigate the US academy as immigrant women faculty. Before introducing the articles in this special issue, we explore the autoethnography continuum, provide sample areas covered by autoethnographers, and explicate the practice of collaborative autoethnography. We conclude this (...) piece with implications for future use of autoethnography as research method. (shrink)

Decisions concerning use of gene therapy will probably not be made within the privacy of what was once a dyadic doctor–patient relationship. More likely, some overarching guidelines will emerge directing or limiting the practice. Debate and position-taking over the myriad scientific, social, ethical, legal, and political implications of research into and manipulation of the human genome has intensified since the U.S. government officially launched the Human Genome Project in 1988 by appropriating funds to the Department of Energy and the National (...) Institutes of Health for genome research. The discourse this costly research endeavor has generated in the scientific and bioethics literature and even in the popular press outlines a host of issues likely to evoke attempts at line drawing and policymaking. Many of these issues lend themselves easily to the shorthand of dualistic opposition: somatic cell therapy versus germ line therapy or engineering ; correction of defects and disease only versus enhancement of conditions not considered defects or diseases; intervening on the basis of phenotype only versus intervening on the basis of genotype also. (shrink)

ABSTRACTThis article provides a Global South perspective on marginalised migrant youth and higher educational aspirations, with a specific focus on South Africa. We use data from a case study in Johannesburg to illustrate how marginalised migrant youth experience particular forms of disadvantage in their endeavours to realise their educational aspirations. Yet, educational opportunities and the achievement of educational aspirations may enhance dimensions important for individual wellbeing. Through education, marginalised migrant youth become better positioned to pursue what they have reason to (...) value, including escaping poverty in both their home and host countries. Using the human development and capability lens, the paper also presents what the disadvantages experienced by marginalised migrant youth may mean for human development. We argue that constrained educational aspirations can result in corrosive disadvantage and ultimately systemic poverty. We conclude the paper by highlighting how the capability approach could be used to inform social and educational policies in contexts of marginalisation. (shrink)

Whereas writing a dissertation can be a fear-inducing experience for a doctoral student, there exists the possibility of not only learning but also self-transformation that can take place through the process. In this article, I reflect on how my choice of a research approach provided me with a transformative research experience. I will describe portraiture as a critical feminist research method that was culturally relevant in undertaking my study of African women leaders. Through this process of conducting research utilizing portraiture (...) as method, I became a supplicant learner. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Literature 25.2 (2001) 314-334 [Access article in PDF] The Epistemology of Cognitive Literary Studies F. Elizabeth Hart I Literary scholars have begun incorporating the insights of cognitive science into literary studies, bringing to bear on questions of literary experience the results of explorations within a wide range of fields that define today's cognitive science. The investigation of the human mind and its reasoning processes encompasses a rich (...) variety of empirical and speculative disciplines, including cognitive psychology, neuroscience, linguistics, evolutionary psychology, developmental psychology, computer science, philosophy, and anthropology. These disciplines are all related to one another by the questions they ask about the brain and mind and the ground they cover in staking out their research agendas; but each also contributes uniquely in terms of individual scope and focus. Literary critics, eavesdropping on this maturing coalition, are now producing critical works that apply cognitive research to a similarly impressive range of literary concerns, with results so far that seem to span the gap between traditional and more contemporary literary critical approaches.All such criticism is dependent on scientific studies of the brain and mind and so accepts axiomatically some degree of epistemological efficacy in scientific empiricism. But this acceptance has not been naive or uncritical and has, in fact, been at times carefully qualified by critics' sensitivity to debate--to the lack of consensus among cognitive scientists, and to the fact that cognitive science is itself in its infancy stage, with its own practitioners often openly tentative about their results and descriptive capabilities. As it happens, such debate, in recent years, has even proven beneficial for literary scholarship since an important [End Page 314] paradigm shift has taken place that now makes some aspects of cognitive science more compatible than ever with the interests of literary studies. This is because, whereas an earlier phase of cognitive science focused its energies on Artificial Intelligence and on theories of language and psychology that supported AI, grounding its theories implicitly in a metaphor of the mind as a computer, today's cognitive scientists tend to concentrate instead on the more organic metaphor of the "embodiment" of mind, that is, of the mind's substantive indebtedness to its bodily, social, and cultural contexts, and on the figurative phenomena of metaphor, metonymy, image schemata, "fields," "frames," other "integrative mental spaces" (as they are called), and the gradient structures and prototypical bases of semantic categories, all of which contribute to recasting human reason into a set of highly imaginative--not logical but figural--processes. 1 For literary theory and criticism, this shift in cognitive science toward "the body in the mind" 2 --tantamount to a wholesale rejection of philosophical rationalism--has given rise to a new kind of interdisciplinary practice, to the potential for a sincere engagement between diverse sciences and even between literature and science that stretches all the bounds of what literary scholars generally mean when they speak of being interdisciplinary (e.g., exchanges with history, art history, anthropology, film studies, sociology).In the discussion that follows, I would like to explore this new interdisciplinarity in literary studies by examining its epistemological implications. I begin with a description of the kinds of criticism now being produced under the rubric of cognitive literary criticism or--to reflect the field's scope more accurately--cognitive and cognitive-evolutionary criticism. This description is not intended as a comprehensive or evaluative survey, since in-depth review articles of extant works are available elsewhere. 3 Rather, I hope to familiarize my readers with the basic orientations of this theory and criticism so that they can grasp the epistemological relations that will become the essay's focus. To lay a further groundwork for this focus, I will review various uses of the term "cognitive" (or "cognitivism") in the scholarship and offer an analysis of its meanings, first in cognitive science and then in literary theory. Building, then, on what "cognitive" might signify for literary studies, I show how a literary approach based on today's cognitive science is uniquely situated among other approaches because of its underlying theory of human... (shrink)

Clinical Ethics, Ahead of Print. The migration of health-care professionals has often produced morally charged discussions among ethicists, politicians, and policy makers in the migrant-sending and migrant-receiving countries because of its devastating effects on the health of those left behind in the countries of origin.This movement of skilled professionals – their decision to leaving their countries of origin in search of better work environments – has created a phenomenon that has been described as brain drain. Although the migration of health (...) workers continue to bring prosperity to millions of people around the world, they have also evoked hopelessness in many more people. Thus, questions of global justice manifest themselves when it comes to the matters of brain drain and the just distribution of health and healthcare professionals. (shrink)

George Faithful tells the story of a group of young Lutheran women who formed the Ecumenical Sisterhood of Mary in 1947 in order to advocate collective national guilt for the sins of the German people (Volk) against God and against the Jews.

Zen is not just about what we do in the meditation hall, but what we do in the home, the workplace, and the community. That's the premise of this book: how to cook what Zen Buddhists call "the supreme meal"—life. It has to be nourishing, and it has to be shared. And we can use only the ingredients at hand. Inspired by the thirteenth-century manual of the same name by Dogen, the founder of the Japanese Soto Zen tradition, this book (...) teaches us how we can "enlarge the family we're feeding" if we just use some imagination. Bernie Glassman founded Greyston Bakery in Yonkers, New York, in 1982 to employ those whom other companies deem unemployable—the homeless, ex-cons, recovering addicts, low-skill individuals—with the belief that investing in people, and not just products, does pay. He was right. Greyston has evolved into an $8 million-a-year business with clients all over New York City. It is the sole supplier of brownies to Ben & Jerry's Ice Cream, and has even sold cakes to the White House. But financial profit is only one of two bottom lines that Greyston is committed to. The other one is social impact, and this goal is certainly being met. The bakery enterprise has led to the creation of the Greyston Foundation, an integrated network of organizations that provide affordable housing, child care, counseling services, and health care to families in the community. Using entrepreneurship to solve the problems of the inner city, Greyston has become a national model for comprehensive community development. Its giving back is more than just sloughing off a percentage of its profits and donating it to charity; it's about working with the community's needs right from the beginning—bringing them from the margins to the core. As its company motto goes, "We don't hire people to bake brownies. We bake brownies to hire people." This book is as much a self-manual as a business manual, addressing such concepts as • Beginner's mind • The Middle Way of Sustainability • The "hungry ghosts" of Buddhism as a picture of all humanity • Working with our faults • Indra's Net and the interconnectedness of life • Leaving no trace. (shrink)

At no time in recent decades has more attention been paid to ethical issues in pregnancy. Particularly riveting—and alarming, to many—was the passage of Senate Bill 8, a Texas law banning abortion...

This paper points out that to persons unfamiliar with the context and suffering of dying patients, their loved ones, and last, but by no means least, the health care team can only discuss the very concrete question of euthanasia in an abstract way unaware of the fact that this question must, in the final analysis, be differently addressed in different specific patients and under specific circumstances. This paper poses questions which must be addressed and will rarely find a good answer (...) but at least the best among a series of unpalatable options. It again points out the important and legitimate place that emotions play in decision-making. (shrink)

Examine how community college faculty in science, technology, engineering, and mathematics partnered with K–12 teachers to mentor community college science and math students and open their minds to pursuing a career in K–12 teaching. This report outlines the lessons learned by the community colleges that participated in AACC’s Teaching Scholar Partnerships, an initiative supported by the National Science Foundation.

This paper discusses the role that the personal history plays in a patient’s perception of his or her own illness in the light of the patient’s own personal history. It demonstrates the regrettable modern tendency to regards the patient as the “bearer of a disease” rather than as a human being with personal values and experiences into which their current illness needs to be integrated. I illustrate my point by an exchange between a student and an “attending” and the “attending” (...) and the patient. It represents only one out of unfortunately many such instances in which the pressures of “managed care” and “efficiency” have made truly knowing the patient as an individual with life experiences and personal values much more difficult. (shrink)

Hastings Center Report, Volume 52, Issue S1, Page S3-S11, March‐April 2022.

In their oft-cited manifesto, the Martinican Creolists exhort Caribbean people to forego their continuing allegiances to the “mythical shores” of various old worlds, and to affirm instead the “alluvial Creoleness” that binds (or that ought to bind) them to each other, and to other communities across the globe with a similar plantation history: “Neither Europeans, nor Africans, nor Asians, we proclaim ourselves Creoles; “[the Creole language] is the initial means of communication of our deep self, or our collective unconscious, of (...) our common genius, and it remains the river of our alluvial Creoleness.” Despite their qualifications – “Creoleness is an open specificity,” for example – they have been chided for simplifying the complicated socio-political histories of the region. Maryse Condé, for example, has noted that the opposition of colonizing French language and resisting Creole language ignores the extent to which plantation heterogeneity and negotiation rendered Creole a language of both “unity and compromise.” On what terms can alluvial relationships that can undercut imperial and diasporic ties be uncovered? What does the idea of a Creole unconscious solidify, restore, revivify, and for whom? In this essay, I am interested in a Jamaican-born novelist’s use of Cuba’s second war of independence in the 1890s to critique Jamaican complacency about British colonialism after the Second World War. Cuba, and a “Creole Latin” world more generally, allows him, on my reading, to proffer hispanophone and francophone plantation histories as a model for anglophone sensibilities in the region. The “Creole Latin” affirmation of nationalism, revolutionary struggle, and strong affective ties to the land and to personal relationships, are uncontaminated by the domineering spirit, legalistic prejudices, bureaucracy and commerce, and negotiated concessions that typify anglophone Protestant modes of life. Since the scene of these ideas in this case is the nineteenth century plantation, then we might ask if the social and political inequities are not reinforced, or whether the pleasures afforded by the romance make such considerations moot. (shrink)

Preterm birth is defined as delivery occurring before 37 weeks gestation.1 Infants born prematurely have increased risks of morbidity and mortality throughout life, especially during the first year. These risks increase as the gestational age at birth decreases.2 Additionally, there are significant racial and ethnic differences in preterm birth rates. In 2022, the rate of preterm birth among non-Hispanic black women was approximately 50% higher than that observed in non-Hispanic white women.1 The outcomes for these infants are also disparate–preterm birth (...) and low birth weight are the second-leading causes of infant mortality (deaths before 1 year of age). Notably, among preterm neonates, infants born to non-Hispanic black women have a mortality rate more than double that of infants born to non-Hispanic white mothers.3 Importantly, there is a small but significant group of neonates that can be classified as severely premature (those born <28 weeks). Infants born before 28 weeks have varied and uncertain outcomes. While this group accounts for only 0.4% of preterm births, it also accounts for 40% of deaths among preterm neonates.4 As noted by Romanis and Adkins, the advent of artificial amnion and placenta technology (AAPT) holds promise for its potential to address the physiologic complications and mortality risks of extreme prematurity by introducing amniotic substitutes that mimic in vivo placental oxygenation and substrate delivery. In contrast …. (shrink)

People frequently see design in nature that reflects intuitive teleological thinking– that is, the order in nature that supports life suggests it was designed for that purpose. This research proposes that inferences are stronger when nature supports human life in particular. Five studies (total N = 1788) examine evidence for an anthro-teleological bias. People agreed more with design statements framed to aid humans (e.g., “trees produce oxygen so that humans can breathe”) than the same statements framed to aid other targets (...) (“trees produce oxygen so that leopards can breathe”). The bias was greatest when advantages for humans were well-known and salient (e.g., the ozone layer) and decreased when advantages for other targets were made explicit. The bias was not eliminated by highlighting the benefits for other species, however, and emerged spontaneously for novel phenomena (Jupiter’s gravity protects Earth from asteroids). We conclude that anthropocentric biases enhance existing teleological biases to see stronger design in phenomena where it enables human survival. (shrink)

Community Engagement (CE) has been presented by bio-ethicists and scientists as a straightforward and unequivocal good which can minimize the risks of exploitation and ensure a fair distribution of research benefits in developing countries. By means of ethnographic fieldwork undertaken in Kenya between 2007 and 2009 we explored how CE is understood and enacted in paediatric vaccine trials conducted by the Kenyan Medical Research Institute and the US Centers for Disease Control (KEMRI/CDC). In this paper we focus on the role (...) of paid volunteers who act as an interface between villagers KEMRI/CDC. Village Reporters’ (VRs) position of being both with the community and with KEMRI/CDC is advantageous for the conduct of trials. However it is also problematic in terms of exercising trust, balancing allegiances and representing community views. VRs role is shaped by ambiguities related to their employment status and their dual accountability to researchers and their villages. VRs are understandably careful to stress their commitment to self-less community service since it augments their respectability at community level and opens up opportunities for financial gain and self-development. Simultaneously VRs association with KEMRI/CDC and proximity to trial participants requires them to negotiate implicit and explicit expectations for material and medical assistance in a cultural setting in which much importance is placed on sharing and mutuality. To ensure continuity of productive interactions between VRs, and similar community intermediaries, and researchers, open discussion is needed about the problematic aspects of relational ethics, issues concerning undue influence, power relations and negotiating expectations. (shrink)

Hastings Center Report, Volume 52, Issue S1, Page S83-S88, March‐April 2022.

The Covid‐19 pandemic has revealed myriad social, economic, and health inequities that disproportionately burden populations that have been made medically or socially vulnerable. Inspired by state and local governments that declared racism a public health crisis or emergency, the Anti‐Racism in Public Health Act of 2020 reflects a shifting paradigm in which racism is considered a social determinant of health. Indeed, health inequities fundamentally rooted in structural racism have been exacerbated by the Covid‐19 pandemic, which calls for the integration of (...) antiracist praxis to promote ethical public health research processes. This commentary describes ways in which antiracist praxis—which emphasizes empowerment of traditionally marginalized populations—offers strategies to explicitly address power imbalance, stigmatization, and other consequences of structural racism in public health research. (shrink)

Several factors related to fetal risk render it more or less acceptable in justifying constraints on the behavior of pregnant women. Risk is an unavoidable part of pregnancy and childbirth, one that women must balance against other vital personal and family interests. Two particular issues relate to the fairness of claims that pregnant women are never entitled to put their fetuses at risk: relative risks and relatives' risks. The former have been used—often spuriously—to advance arguments against activities, such as home (...) birth, that may incur risk; the latter implicate the nature of relationships in determining the acceptability of coercing or precluding activities. Motivated reasoning by clinicians and judges leads to inaccurate risk assessments, and judgments based on false claims to objectivity. Such judgments undermine the moral and legal standing of pregnant women and do not advance the interests of fetuses, pregnant women, families, or states. (shrink)

Past research suggests that death pushes some individuals to strongly promote religious worldviews. The current work explores the role of conceptual metaphor in this process. Past research shows that metaphors can provide meaning and certainty, suggesting that death may therefore cause people to be more attracted to epistemically beneficial metaphoric descriptions of God. In three studies, we test this possibility against competing alternatives suggesting that death concerns may cause more selective metaphor preferences. Using both correlational and experimental methods, we find (...) that death concern is generally associated with embracing metaphors about God. (shrink)

Narrative inquiry in a nursing practicum One approach to creating research‐based nursing education is to think and write narratively about the daily life of a BScN program student and her teacher in diverse settings and over time. Gail, as a nurse‐teacher, and Faith, as a nursing student and now Public Health Nurse, reconstruct their teaching–learning experiences in an integrated practicum in maternal–child health services as a narrative inquiry. After presenting this reconstruction of experience at a conference on maternal scholarship, (...) further inquiry into their experiences shows how narrative inquiry matters to construction of nursing praxis and to life‐long learning as a nurse. Teaching–learning relationships are seen as a template for a student's connections to people experiencing nursing care and to other clinicians. Construction of stories to live by that take into account becoming a nurse, constructing knowledge and enacting caring–healing nursing practices is illuminated through narrative inquiry. (shrink)

Prior research shows that one's relationship with God is often patterned on interpersonal attachment style. In other words, the expectations people have about the supportiveness of close others tend to color perceptions of God. Past research also shows that well-being corresponds with a more secure view of others in attachment relationships, both interpersonal and divine. This raises an important theoretical question: Are the associations between attachment to God and well-being due to the unique nature of that bond or are they (...) merely due to the incidental overlap between human and divine attachment style? We predicted that having a more secure attachment toward God would tend to predict better well-being, even after statistically controlling for interpersonal attachments. We found broad support for this prediction in two large samples over a wide range of well-being indicators. These data suggest that attachment to God uniquely fosters well-being. (shrink)

Although clinical ethicists are becoming more prevalent in healthcare settings, their required training and education have not been clearly delineated. Most agree that training and education are important, but their nature and delivery remain topics of debate. One option is through completion of a clinical ethics fellowship. In this paper, the first four fellows to complete a newly developed fellowship program discuss their experiences. They describe the goals, structure, participants and activities of the fellowship. They identify key elements for succeeding (...) as a clinical ethicist and sustaining a clinical ethics program. They critically reflect upon the challenges faced in the program. The one-year fellowship provided real-time clinical opportunities that helped them to develop the necessary knowledge and skills, gain insight into the role and scope of practice of clinical ethicists and hone valuable character traits. The fellowship enabled each of the fellows to assume confidently and competently a position as a clinical ethicist upon completion. (shrink)

This article, published originally in French just after the 1989 release of Jean-Luc Marion’s book Reduction and Givenness, consists of a sustained critical study of the manner in which Marion advances from the basic principles of phenomenology. Henry outlines briefly three principles, “so much appearance, so much being,” “the principle of principles” of Ideas I, “to the things themselves!” before entering into a lengthy dialogue with Marion’s proposal of a fourth principle: “so much reduction, so much givenness.” Henry submits each (...) principle to critique, highlighting that they contain confusing premises. Henry is appreciative of Marion’s capacity to root the appearing of phenomena in givenness, but he ultimately finds problematic the gap between the call and response that is a fundamental structure of Marion’s fourth principle. Henry, in contrast, develops his own theme of pure givenness, expressed in the form of subjectivity he calls auto-affection, in the final pages of the article. (shrink)

This paper gives an overview of the placebo effect in popular culture, especially as it pertains to the work of authors Patrick O’Brian and Sinclair Lewis. The beloved physician as placebo, and the clinician scientist as villain are themes that respectively inform the novels, The Hundred Days and Arrowsmith. Excerpts from the novels, and from film show how the placebo effect, and the randomized clinical trial, have emerged into popular culture, and evolved over time.

We should not investigate facts by the light of arguments, but arguments by the light of facts.Myson of Chen, one of the Seven Sages ca. 600 B.C.To settle scores as well as problems, to shake things up, to make people think about what they said and wrote, to be provocative without being unjust...Kingsley AmisIn their critique of Wisconsin's revised child protection Statute, Kenneth De Ville and Loretta Kopelman argue rightly that “words matter.” Word mongering infects most political dialogue and is (...) nowhere more virulent than in the American abortion debate. Dichotomies such as “ unborn child” and “fetus,” expectant mother” and “pregnant woman,” “anti-choice’’ and “pro-choice,” “pregnancy termination” and “murder” symbolize the polarity of the abortion argument and the importance of language as a powerful conceptual weapon. The debate over reproductive rights is a war often fought on a linguistic battlefield. There, combatants forgo rules of engagement. Mal-intentioned illiteracy, ranging from the puerile to the vituperative, is always strategic. (shrink)

This essay, published shortly before the 2020 U.S. presidential election (mired in controversy over a potential judicial appointment to the Supreme Court), celebrates Daniel Callahan's prescient book Abortion: Law, Choice and Morality. Nothing could be timelier. Callahan's central question was the “moral and social” struggle requisite for coherent policies and laws regulating abortion. He rejected “one‐value” positions and strove to develop an expansive middle ground. He decried emotion untutored by reason, crude polemics, and bludgeoning: his recipe for a “noxious brew.” (...) Callahan's way of thinking preceded the development of a critical health humanities, the advent of moral foundations theory in psychology, and the philosophical concept of a moral imagination. Each of these inheres in his rigorous approach to the abortion problem. His honesty and humility led to a sea change in his position on abortion. Fifty years later, much can still be learned from Callahan's arguments—about abortion and other bioethics issues—most importantly, in how we address wider social issues in these polarized times. (shrink)