BackgroundThe impact of healthcare ethics educational interventions on participants’ ethical development is rarely reported on and assessed; even less attention is paid to educational interventions that focus on end-of-life ethical issues.AimTo evaluate the impact of the Ethical Framework for End-of-Life Care Study Sessions Programme ( EOLCSS) on the moral development of healthcare staff who are delivering end-of-life care.MethodsThe EOLCSS was delivered to 20 multi-disciplinary health care staff in Ireland in May 2013. Effect on moral reasoning was measured pre and post (...) education using the Defining Issues Test 2 (DIT2). Inferential statistics were used to examine the relationships between change in DIT2 scores and demographic variables.ResultsParticipants experienced moral reasoning development following receipt of EOLCSS. Age and previous ethics education contributed to the observed changes in moral reasoning.ConclusionsReceipt of the EOLCSS may contribute to moral reasoning development in practicing healthcare professionals. (shrink)

When (if ever) may a professional deceive a client for the client's own good? Under what conditions (if any) is whistle-blowing morally required? These are just some of the questions that scholars as diverse as Michael D. Bayles, Thomas Nagel, Sissela Bok, Jessica Mitford, and Peter A. French confront in this stimulating anthology. Organized around philosophical issues such as the moral foundations of professional ethics, models of the professional-client relationship, deception, informed consent, privacy and confidentiality, professional dissent, and professional virtue, (...) the volume illuminates the complex ethical issues that arise in journalism, law, health care, counselling, education, engineering, business, politics, and social science research. A variety of pedagogical aids--including clear introductions to and study questions for each set of readings, concrete cases designed to focus discussion, and an appendix on preparing cases and position papers--makes the text invaluable for both students and teachers of professional ethics. (shrink)

"Speciesism: 'A failure, in attitude or practice, to accord any nonhuman being equal consideration and respect'"--From the book's cover.

The authors developed this textbook in response to an increasing interest in ethics, and a growing number of courses on this topic that are now being offered in educational leadership programs. It is designed to fill a gap in instructional materials for teaching the ethics component of the knowledge base that has been established for the profession. The text has several purposes: First, it demonstrates the application of different ethical paradigms (the ethics of justice, care, critique, and the profession) through (...) discussion and analysis of real-life moral dilemmas that educational leaders face in their schools and communities. Second, it addresses some of the practical, pedagogical, and curricular issues related to the teaching of ethics for educational leaders. Third, it emphasizes the importance of ethics instruction from a variety of theoretical approaches. Finally, it provides a process that instructors might follow to develop their own ethics unit or course. * Part I provides an overview of why ethics is so important, especially for today's educational leaders, and describes a multiparadigm approach essential to practitioners as they grapple with ethical dilemmas. * Part II deals with the dilemmas themselves. Ethical dilemmas written by the authors' graduate students bring readers face-to-face with the kinds of dilemmas faced by practicing administrators in urban, suburban, and rural settings in an era full of complexities and contradictions. * Part III focuses on pedagogy and provides teaching notes for the instructor. The authors discuss the importance of self-reflection on the part of both instructors and students, and model how they thought through their own personal and professional ethical codes as well as reflected upon the critical incidents in their lives that shaped their teaching and frequently determined what they privileged in class. (shrink)

Frege's life and character -- The project -- Frege's new logic -- Defining the numbers -- The reconception of the logic, I-"Function and concept" -- The reconception of the logic, II- "On sense and meaning" and "on concept and object" -- Basic laws, the great contradiction, and its aftermath -- On the foundations of geometry -- Logical investigations -- Frege's influence on recent philosophy.

RESUMEN:Este trabajo tiene por objeto analizar la articulación entre la afirmación del carácter racional de la fe, esto es, su dimensión latitudinaria, el escepticismo epistemológico, y su derivación práctica en un concepto de tolerancia restringido al interior del protestantismo. Se subrayará, en este sentido, el carácter estratégico de la articulación entre racionalidad de la fe y escepticismo, en cuanto permite apelar a la ignorancia con vistas a la tolerancia, sin por ello dejar de sostener la interpretación protestante del cristianismo, en (...) detrimento de la interpretación católica.PALABRAS CLAVE:LOCKE - LATITUDINARISMO - ESCEPTICISMO - TOLERANCIA - PROTESTANTISMOABSTRACT:This paper aims to analyze the articulation between faith rationality assertion, i.e. its latitudinarian aspect, its epistemological skepticism, and its practical implication in a restricted concept of tolerance within Protestantism. In this regard, we will emphasize the strategic feature of the link between faith rationality and skepticism, as it allows appealing to ignorance towards tolerance, without dropping the Protestant interpretation of Christianity, to the detriment of Catholic interpretation.KEYWORDS:LOCKE - LATITUDINARIANISM - SKEPTICISM - TOLERATION - PROTESTANTISM. (shrink)

This latest volume in the Oxford Readings in Feminism series presents the results of the multi-disciplinary feminist exploration of the distinction between public and private. Contributors demonstrate the significance of the distinction in feminist theory, its articulation in the modern and late modern public sphere, and its impact on identity politics within feminism in recent years. Feminism, the Public and the Private offers an essential perspective on feminist theory for students and teachers of women's and gender studies, cultural studies, history, (...) political theory, geography and sociology. (shrink)

This collection of John Mackie's papers on personal identity and topics in moral and political philosophy, some of which have not previously been published, deal with such issues as: multiple personality; the transcendental "I"; responsibility and language; aesthetic judgements; Sidgwick's pessimism; act-utiliarianism; right-based moral theories; cooperation, competition, and moral philosophy; universalization; rights, utility, and external costs; norms and dilemmas; Parfit's population paradox; and the combination of partially-ordered preferences.

Community ecology entered the 1970s with the belief that niche theory would supply a general theory of community structure. The lack of wide-spread empirical support for niche theory led to a focus on models specific to classes of communities such as lakes, intertidal communities, and forests. Today, the needs of conservation biology for metrics of “ecological health” that can be applied across types of communities prompts a renewed interest in the possibility of general theory for community ecology. Disputes about the (...) existence of general patterns in community structure trace at least to the 1920s and continue today almost unchanged in concept, although now expressed through mathematical modeling. Yet, a new framework emerged in the 1980s from findings that community composition and structure depend as much on the processes that bring species to the boundaries of a community as by processes internal to a community, such as species interactions and co-evolution. This perspective, termed “supply-side ecology”, argued that community ecology was to be viewed as an “organic earth science” more than as a biological science. The absence of a general theory of the earth would then imply a corresponding absence of any general theory for the communities on the earth, and imply that the logical structure of theoretical community ecology would consist of an atlas of models special to place and geologic time. Nonetheless, a general theory of community ecology is possible similar in form to the general theory for evolution if the processes that bring species to the boundary of a community are analogized to mutation, and the processes that act on the species that arrive at a community are analogized to selection. All communities then share some version of this common narrative, permitting general theorems to be developed pertaining to all ecological communities. Still, the desirability of a general theory of community ecology is debatable because the existence of a general theory suppresses diversity of thought even as it allows generalizations to be derived. The pros and cons of a general theory need further discussion. (shrink)

Ethicists and others who study and teach the social implications of science and technology are faced with a formidable challenge when they seek to address “emerging technologies.” The topic is incredibly important, but difficult to grasp because not only are the precise issues often unclear, what the technology will ultimately look like can be difficult to discern. This paper argues that one particularly useful way to overcome these difficulties is to engage with their natural science and engineering colleagues in laboratories. (...) Through discussions and interactions with these colleagues ethicists can simultaneously achieve three important objectives. First they can get a great deal of assistance in their research into the social implications of future technologies by talking with people that are actively creating those futures. Second their presence in the lab and the discussions that result can be a very powerful method for educating not only students, but faculty about the ramifications of their work. And third, because the education is directly linked to the students’ everyday work it is likely that it will not just be a theoretical exercise, but have direct impact on their practice. (shrink)

Frege is celebrated as an arch-Platonist and arch-realist. He is renowned for claiming that truths of arithmetic are eternally true and independent of us, our judgments and our thoughts; that there is a third realm containing nonphysical objects that are not ideas. Until recently, there were few attempts to explicate these renowned claims, for most philosophers thought the clarity of Frege's prose rendered explication unnecessary. But the last ten years have seen the publication of several revisionist interpretations of Frege's writings (...) — interpretations on which these claims receive a very different reading. In Frege on Knowing the Third Realm, Tyler Burge attempts to undermine this trend. Burge argues that Frege is the very Platonist most have thought him — that revisionist interpretations of Frege's Platonism, mine among them, run afoul of the words on Frege's pages. This paper is a response to Burge's criticisms. I argue that my interpretation is more faithful than Burge's to Frege's texts. (shrink)

Does Frege have a metatheory for his logic? There is an obvious and uncontroversial sense in which he does. Frege introduces and discusses his new logic in natural language; he argues, in response to criticisms of Begriffsschrift, that his logic is superior to Boole's by discussing formal features of both systems. In so far as the enterprise of using natural language to introduce, discuss, and argue about features of a formal system is metatheoretic, there can be no doubt: Frege has (...) a metatheory. There is also an obvious and uncontroversial sense in which Frege does not have a metatheory for his logic. The model theoretic semantics with which we are familiar today are a post-Fregean development. The question I address in this paper is, does Frege have a metatheory in the following sense: do his justifications of his basic laws and rules of inference employ, or even require, ineliminable use of a truth predicate and metalinguistic variables? My answer is ‘no’ on both counts. I argue that Frege neither uses, nor has any need to use, a truth predicate or metalinguistic variables in his justifications of his basic laws and rules of inference. Quine's famous explanation of the need for semantic ascent simply does not apply to Frege's logic. The purpose of the discussions that are typically understood as constituting Frege's metatheory is, rather, elucidatory. And once we see what the aim of these particular elucidations is, we can explain Frege's otherwise puzzling eschewal of the truth predicate in his discussions of the justification of the laws and rules of inference. (shrink)

The Question of the Self Perhaps the clearest access to the question of the self in Dogen lies in the fascicle of Shobogenzo entitled "Genjo-koan. ...

In order to consider the influence of tangible property on the exercise of political rights in the work of John Locke, we’ll analyze, first, the distribution and acreage measurement of the requirements for political participation and the exercise of public functions in The Fundamental Constitutions of Carolina ; secondly, the considerations on land ownership, as a means of production, and the wage labor in Chapter V of Two Treatises of Government , II; finally, we’ll analyze the patrimonial restrictions for the (...) access to political rights, as well as the suggested participation for workers in Some Considerations of the Lowering of Interest, and Raising the Value of Money. (shrink)

Whistleblowing, its antecedents, and its aftermath are complex and varied phenomena. Motivational factors in the perception of alleged misconduct and in the response to such allegations by the accused and the institution are examined. Understanding the psychological processes that underlie some of the surprising behavior surrounding whistleblowing will enable those who perceive wrongdoing, as well as the professional societies and work organizations which voice their concern, to better respond to apparent wrongdoing, while preserving the reputation and mental health of all (...) parties to such cases. (shrink)

This article is intended to guide online course developers and teachers. A brief review of the literature on the misconceptions of beginning online teachers reveals that most accept the notion that putting one’s lecture notes online produces effective learning, or that technology will make education more convenient and cost-effective for all concerned. Effective online learning requires a high level of responsibility for learning on the part of students and a reduction of the teacher-student power differential. This, in turn, has major (...) implications for faculty and course development, student selection criteria, the cost of instruction, and the outcomes of education. Effective online teaching focuses on processes of learning rather than outcomes, and is consistent with modern principles of learning that emphasize focusing on issues of high interest to learners, teaching students to use skills of active and effective learning, providing prompt feedback, and enabling students to establish learning goals and employ alternative paths to achieving those goals. Multiple ways of operationalizing these goals online are presented. Tips are offered concerning selection of students who are capable of benefiting from the online experience, developing curriculum that is user-friendly, using resources that stimulate good writing and critical thinking, and limiting class size to a manageable number. (shrink)

Angelaki, Volume 17, Issue 2, Page 31-48, June 2012.

This article briefly outlines some of the key problems with the way in which the moral realm has traditionally been understood and analysed. I propose two alternative views of what is morally interesting and applicable to nursing practice and I indicate that instability has its upsides. I begin with a moral tale – a 'Good Samaritan' story – which raises fairly usual questions about the nature of morality but also the more philosophically fundamental question about the relationship between subjectivity and (...) moral agency. I then consider this relationship from the perspectives of two twentieth century philosophers: Emmanuel Levinas and Michel Foucault. Levinas' basic point is that the experience of ethical subjectivity is made possible through others: the demand to respond to the existence of others is the basic social structure that precedes individual freedom. If Levinas posits intersubjectivity as a fundamental or primitive feature of the moral realm, Foucault poses an even more basic question: how have moral subjects and relations of obligation been constituted? The aim of ethical inquiry, for Foucault, is to describe the network of discourses, institutions, relations, and practices through which certain kinds of subjects are constituted and constitute themselves, e.g. as a kind of person who can act morally. Finally, I consider some recent research in philosophy of nursing which illustrates how Levinasian and/or Foucauldian perspectives can deepen understanding of nurses' moral practices, specifically, the work of Norwegian public health nurses, Canadian pediatric nurses, and Irish midwives. I suggest that in spite of the instability of morality in general and the particular ethical challenges that face nurses, there are grounds for hope and possible strategies for living in unstable times. (shrink)

Why the narrative self? -- Contemporary interest in narrative theory -- Is the self real or illusory? -- Dennett's brand of naturalism -- The heterophenomenological method (HM) -- Consciousness and the self -- The naturalist narrative self -- Puzzle cases -- The HM and the narrative self -- The limitations of Dennett's account -- The limits of language -- Epistemological fragility -- Ontological fragility -- Naturalism and phenomenology -- Confronting naturalism -- Phenomenology and hermeneutics -- The detour of interpretation -- (...) Reflexivity -- The problem of personal identity -- The number of selves, identity relations and truth -- The capable self and its narrative identity -- Narrative identity and aristotelian muthos -- Narrative recounting of human lives -- LPSE-identity and literary puzzle cases -- Certainty, knowledge and attestation -- Narrative attestation -- Fact and fiction -- Narrative attestation -- The limitations of Ricoeur's account -- Selective appeals to literary and psychoanalytic discourses -- Focus on the self-examining self -- The ontological status of the narrative self -- The epistemological status of the narrative self -- The practical self -- Why the narrative self? (shrink)

Why did Frege look for the foundations of arithmetic in logic? Robin Jeshion has argued against several proposed answers, mine among them, and offered one of her own. In response, I argue that (i) Jeshion's own interpretation does not work: it is unsupported by the text and fails to answer the question; (ii) while it is not my view that Frege is motivated solely by philosophical concerns, his motivation cannot be divorced from his belief that foundations for science must show (...) whether its truths are analytic or synthetic, a priori or a posteriori; (iii) it must (for Frege) be evident from the content of a primitive truth to which of these categories the truth belongs. (shrink)

Philosophical inquiries into the nature of consciousness have long been intrinsically tied to questions regarding the nature of the self. Although philosophers of mind seldom make reference to the role of cultural context in shaping consciousness, since antiquity culture has played a notable role in philosophical conceptions of the self. Western philosophers, from Plato to Locke, have emphasized an individualistic view of the self that is autonomous and consistent across situations, while Eastern philosophers, such as Lao Tzu and Confucius, have (...) argued for a collectivistic view of the self, one that is interconnected to others and embedded within specific social contexts and situations. Here we argue that a comprehensive theory of consciousness needs to account for the role of cultural context and its bidirectional interaction with neural and genetic mechanisms in shaping a variety of conscious phenomena, from visual perception to self- awareness. We review recent evidence of cultural variation in neurobiological mechanisms underlying these phenomena and discuss the implications of these cultural neuroscience findings for the study of consciousness. (shrink)

Recent evidence from the social neuroscience of empathy suggests that there is core neural circuitry underlying empathy in humans, and important roles for top—down and bottom—up processes in the production and regulation of empathic experience. Less well understood is how cultural and genetic forces give rise to empathy and prosocial behavior within and across groups. Here I argue that culture-gene coevolutionary theory may play an important role in understanding how and when empathy is experienced, and that future research in cultural (...) neuroscience is needed to understand how cultural and genetic factors shape empathic neural response. (shrink)

I argued that Frege does not have a metatheory in the following sense: the justifications he offers for his basic laws and rules of inference neither employ nor require a truth-predicate or metalinguistic variables. In ‘Does Frege Use a Truth-predicate in his "Justification" of the Laws of Logic?’, Dirk Greimann disputes this. As Greimann interprets Frege, (i) Frege's remarks commit him to giving a metatheoretic justification of the basic laws and rules of his logic, and (ii) Frege actually gives such (...) a justification in the early sections of Grundgesetze—although the truth-predicate that Frege employs is a non-standard one: it is neither a predicate that holds of all and only true sentences nor a predicate that holds of all and only true thoughts. I argue that Greimann's interpretation is not, in the end, true to the text, and that his non-standard view of what is required of a Tarskian truth-predicate is ultimately not viable. (shrink)

SUBJECTION AND SUB JECT1VATION ETIENNE BALIBAR will begin by sketching out a problematic, or research programme, on which have been working for some time ...

Supporting the concept of DEI, yet, perturbed by the volatility that marks today’s societal and professional climate, the authors of this article examined three Eastern spiritual traditions in search of common guidelines addressing contemporary issues related to social unrest, imbued by inequity and injustice. The areas of review included Buddhist psychology, with some of its foundational concepts such as the Four Noble Truths and the Noble Eightfold Path, the concept of ahimsa (non-harming), and the understanding of the impermanence of everything (...) as inclusive managerial practices; Daoist philosophy, with its observations of oneness and equality, and holistic self-alignment with virtue through practicing tranquility; and Hinduism, which focuses on the absence of distinction between ourselves and others around us, thus forming the foundation for morality and ethical behavior with its emphasis on unity in diversity. This collective investigative journey has led us to gather some powerful common behavioral and ethical guidelines, to steer away managers from hyperindividualism and self-centeredness to a greater and consistent respect for the unity among all beings. (shrink)

Andreu Nin defines fascism and analyses its class nature, challenging the notion that fascism’s aims match its rhetoric. While recruiting from among Italy’s middle classes, the petite bourgeoisie, it ultimately serves the big bourgeoisie objectively.

A survey conducted among 50 members of the Los Angeles Workforce, all within the age range of 20-50 years, and with a minimum of 2 years of work experience and a minimum of 2 years of college education, delivered results that may be of interest to managers in their efforts to enhance workers' satisfaction and successfully transcend the challenges of these times. The focus of this study was on values that mattered most in challenging times to members of the workforces. (...) The hypothesis that inner-and inter-human aspects would be considered more important than money and status in such times was highly supported, with values such as love and relationships, and positive motivation, in an overwhelming lead. While financial worries were undoubtedly considered, it was underscored that in times of trouble, employees reach inwardly and outwardly to inner-human and inter-human connectedness. (shrink)

According to care theory the good parent confronting a helpless child has an unmediated impulse to relieve his distress; that impulse grows into a prescriptive ethic of relatedness, often contrasted to the more individualistic ethic of justice. If, however, a child's nature is understood as assertive and competent as well as fragile and dependent; if, in addition, he acquires needs through socialisation and is the beneficiary of inferred needs determined by others, then an ethic of need-gratification is insufficient. Caring theory, (...) with its emphasis on empathy, compassion, and attentiveness to the child's present state undervalues the role of adult restraint and imposition in a rounded caring philosophy. Parents (and teachers) must continuously balance gratification with suppression, support with restraint, engrossment with detachment. From this process emerges a revised relational ethic in which the care/justice distinctions are collapsed. (shrink)

Classical theories of emotion have long debated the extent to which human emotion is a universal or culturally constructed experience. Recent advances in emotion research in cultural neuroscience highlight several aspects of emotional generation and experience that are both phylogenetically conserved as well as constructed within human cultural contexts. This review highlights theories and methods from cultural neuroscience that examine how cultural and biological processes shape emotional generation, experience, and regulation across multiple time scales. Recent advances in the neurobiological basis (...) of culture-bound syndromes, such as Hwa-Byung (fire illness), provide further novel insights into emotion and mental health across cultures. Implications for emotion research in cultural neuroscience for population health disparities in psychopathology and global mental health will be discussed. (shrink)

Este trabajo estudia críticamente seis posibles límites a la apropiación privada, individual, unilateral y desigual en el estado de naturaleza descripto por John Locke. I) la restricción expresada bajo la forma de dejar suficiente y tan bueno en común para otros; II) la prohibición del desperdicio de los frutos perecederos; III) asociada a esta segunda condición pero aplicada a la tierra, la prohibición de cercar tierra cuyos frutos se desperdicie; IV) la limitación propuesta por Macpherson, según la cual es una (...) condición de la apropiación mezclar el propio trabajo de modo personal con el objeto; V) el principio de caridad como derecho del necesitado a los medios de subsistencia; VI) la limitación que advierte Simmons, según la cual es posible derivar del principio de caridad un derecho al auto-gobierno, esto es, a no ser esclavizado a cambio de brindar, como es el deber del propietario al necesitado, los medios de subsistencia. (shrink)