Le projet d’une apologétique que Blondel concrétise en 1913 dans Comment réaliser l’apologétique intégrale ? s’inscrit dans un contexte culturel français particulièrement riche et, de ce fait, complexe. Il est aussi marqué par un événement particulièrement grave, le décret romain du 5 mai 1913 suspendant les Annales de philosophie chrétienne dirigées par le P. Laberthonnière avec la collaboration de Blondel. L’auteur explicite d’abord le contexte de l’intervention de Blondel en 1913, contexte où les événements littéraires ont une grande part, mais (...) où les incidences politiques marquées d’anticléricalisme, ne sont pas négligeables. C’est dans ce contexte que paraît l’ouvrage de Blondel qui veut montrer que le Catholicisme est un fait qui s’impose inévitablement, le point de vue de l’interlocuteur étant primordial dans ses exigences de raison et la variété de ses objections. Fondamentalement, la tâche de l’apologiste est de répondre aux questions difficiles que se pose l’homme qui pense. L’importance de l’ouvrage de Blondel, qui tient aux prolégomènes qu’il expose, provoquera paradoxalement de nombreux malentendus dont l’auteur expose les principaux, permettant de rétablir l’originalité et la force du projet blondélien.The project of an apologetics that Blondel put together in 1913 in How to realise the integral apologetics ? fits into a French cultural context especially rich and, for this reason, complex. It is also marked by a particularly serious event, the Roman decree of May 5, 1913, suspending the Annales de philosophie chrétienne directed by Father Laberthonnière with Blondel’s collaboration. The author first describes the context of Blondel’s intervention in 1913, a context where literary events play a big part, but where political incidents, marked by anticlericalism, are not negligible. It is in this context that the work of Blondel appears. He wants to show that Catholicism is a fact that imposes itself inevitably, the point of view of the interlocutor being primordial in his demands of reason and the variety of his objections. Fundamentally, the work of the apologist is to answer the difficult questions that arise to the person who reflects. The importance of Blondel’s work, which is based on the prolegomena that he expounds, will paradoxically provoke many misunderstandings, of which the author exposes the principle ones, but allows the originality and power of Blondel’s project to be restored. (shrink)

When building causal knowledge in behavioural genetics, the natural randomisation of genotypes at conception (approximately analogous to the artificial randomisation occurring in randomised controlled trials) facilitates the discovery of genetic causes. More importantly, the randomisation of genetic material within families also enables a better identification of (environmental) risk factors and aetiological pathways to diseases and behaviours.

This research explores the contextual approach within Christian-Jewish religious education, addressing a notable gap in existing literature and offering fresh insights into the application of the Contextual Teaching and Learning (CTL) model within Christian contexts. Through a qualitative literature study employing a three-step methodology, including an in-depth analysis of Deuteronomy 11:19–20, this study reveals that this biblical text provides both educational guidance and theological significance, serving as a foundational support for the CTL model in Christian-Jewish religious education. The integration of (...) digital media into biblical sources holds promise for future research, while the central challenge lies in harmonising life experiences and empirical phenomena with biblical reflections to seamlessly integrate inquiry processes and pedagogical phases, with potential avenues for further exploration in scripture models endorsing CTL. This research provides valuable insights for educators, parents and policymakers in Indonesia and beyond, advancing educational research in contextualised teaching models within religious education.Contribution: This article demonstrates that the CTL model in the digital era has the potential to revolutionise religious education and profoundly impact learners, making it a significant scientific contribution in the context of Christian-Jewish religious education. (shrink)

This paper analyses the activities of five organizations shaping the debate over the global governance of genome editing in order to assess current approaches to public engagement (PE). We compare the recommendations of each group with its own practices. All recommend broad engagement with the general public, but their practices vary from expert-driven models dominated by scientists, experts, and civil society groups to citizen deliberation-driven models that feature bidirectional consultation with local citizens, as well as hybrid models that combine elements (...) of both approaches. Only one group practices PE that seeks community perspectives to advance equity. In most cases, PE does little more than record already well-known views held by the most vocal groups, and thus is unlikely to produce more just or equitable processes or policy outcomes. Our exploration of the strengths, weaknesses, and possibilities of current forms of PE suggests a need to rethink both “public” and “engagement.”. (shrink)

The growing practice of returning individual results to research participants has revealed a variety of interpretations of the multiple and sometimes conflicting duties that researchers may owe to participants. One particularly difficult question is the nature and extent of a researcher’s duty to facilitate a participant’s follow-up clinical care by placing research results in the participant’s medical record. The question is especially difficult in the context of genomic research. Some recent genomic research studies — enrolling patients as participants — boldly (...) address the question with protocols dictating that researchers place research results directly into study participants’ existing medical records, without participant consent. Such privileging of researcher judgment over participant choice may be motivated by a desire to discharge a duty that researchers perceive themselves as owing to participants. However, the underlying ethical, professional, legal, and regulatory duties that would compel or justify this action have not been fully explored. (shrink)

Background Nursing students must graduate prepared to bravely enact the art and science of nursing in environments infiltrated with ethical challenges. Given the necessity and moral obligation of nurses to engage in discourse within nursing ethics, nursing students must be provided a moral supportive learning space for these opportunities. Situating conversations and pedagogy within a brave space may offer a framework to engage in civil discourse while fostering moral courage for learners. Research Objective The aim of this research is to (...) explore the influence of a structured self-assessment tool called the ESA “Engagement Self-Assessment” on the alignment and creation of a brave space in a nursing ethics course. Research Design This study used an exploratory, cross-sectional survey design. Participants and Study Setting Data from 39 undergraduate nursing students enrolled in a nursing healthcare ethics & law course using the ESA were recruited. Ethical Considerations Participation was voluntary and informed without coercion. Written consent was obtained prior to participation. Research ethics approval was obtained by the Institutional Research Ethics Board of the recruited participants (Ethics # 2022-23-03). Findings The ESA provided structured self-reflection on the impact of shared vulnerability within a brave space. However, commitment to a brave space was not strongly influenced by the ESA, but rather by a mutual “commitment to others.” Conclusion A teaching tool such as an ESA can be used to facilitate instructor expectations of civil discourse and discussion of difficult topics. Rules of engagement such as those found in brave spaces can help transform fear of vulnerability into authentic growth for learners. A morally supportive learning space can support critical opportunities for ethical development. This study provides insight into how self-assessment and the use of a brave space in nursing ethics education can facilitate a morally supportive learning space. (shrink)

This paper argues for a largely unnoted distinction between relational and modal components in the lexical semantics of verbs. Wehypothesize that many verbs encode two kinds of semantic information:a relationship among participants in a situation and a subset ofcircumstances or time indices at which this relationship isevaluated. The latter we term sublexical modality.We show that linking regularities between semantic arguments andsyntactic functions provide corroborating evidence in favor of thissemantic distinction, noting cases in which the semantic groundingof linking through participant-role properties (...) apparently fails. Thissemantic grounding can be preserved, however, once we abstractaway from sublexical modality in lexical semantic representations.Semantically-based linking constraints are insensitive to the sublexicalmodality component of lexical entries and depend only on informationin a predicator's situational core. (shrink)

This text provides an account of dissonance theory and reduction. It studies the evolution of cognitive dissonance theory, providing a review and a new interpretation of Festinger's original theory - the "radical conception". The authors present research arising from this new interpretation, adding to Festinger's theory by emphasizing the importance of the status of behaviour. Their research and evidence is intended to strengthen and clarify Festinger's original and innovative arguments.

How do we frame decisions to use-or not use-military force? Who should do the killing? Do we need new paradigms to guide the use of force? And what does "victory" mean in contemporary conflict? In many ways, these are timeless questions. But they should be asked again in light of changing circumstances in the twenty-first century. The post-Cold War, post-9/11 world is one of contested and fragmented sovereignty. Contested because the norm of territorial integrity has shed some of its absolute (...) nature. Fragmented because some states do not control all of their territory and cannot defeat violent groups operating within their borders. Humanitarian intervention, preventive war, and just war are all framing mechanisms aimed at convincing domestic and international audiences to go to war (or not), as well as to decide who is justified in legally and ethically killing. The international group of scholars assembled for this book critically examine these frameworks to ask if they are flawed, and if so, how they can be improved. Finally, the volume contemplates what all the killing and dying is for if victory may prove, ultimately, to be elusive. (shrink)

At first approach the use of the word “superstition” is such that it is impossible to apply the term strictly in the human sciences. Its connotation, that is its content, is particularly subjective and negative. And its extension, that is its area of application, is indefinite and makes of it a concept that can refer to just about anything.