Background:Organ donation and transplantation have made it possible to both save life and to improve the quality of life for a large number of patients. In the last years there has been an increasing gap between the number of patients who need organs and organs available for transplantation, and the focus worldwide has been on how to meet the organ shortage. This also rises some ethical challenges.Objective:The objective of this study was to explore healthcare professionals' experience of ethics related to (...) care and interaction with critically ill patients with severe brain injuries and their families.Research design:A hermeneutic phenomenological approach was used to explore the participants' experiences. Methods for collecting data were a combination of participant observations and in-depth interviews.Participants and research context:Two ICUs in a Norwegian university hospital were recruited for data collection. A total of 12 cases were observed, and 32 of the healthcare professionals involved were interviewed.Ethical considerations:The study was approved by the Regional Committee for Research Ethics. Permission to the study in the ICUs was obtained from the Chief Physician in the two ICUs respectively. The right of the participants was ensured by written, voluntary, and informed consent.Findings:From the thematic analysis, a structure of the participants' experiences emerged as a process. While the patients' condition was clarified through phases of prognostic ambiguity, gradual clarification and prognostic certainty, interaction with the families was characterized by ambiguity that involved withholding. The prognostic process had a great impact on how the healthcare professionals interacted with the family. The interaction challenged the participants' caring values in various ways and captured an important structure in their experiences of the ethical interaction with the patients' families. These challenges distinguish caring for families in donation situations from caring for relatives of critically ill patients in general.Discussion:In the discussion we have illuminated how professional ethics may be threatened by more pragmatic and utilitarian arguments contained in regulations and transplant act.Conclusion:Ethical questions should be discussed more both in educations of healthcare professionals and in clinical practice. (shrink)

This study explores the perceptions of Norwegian nurses who have received assisted dying requests from terminally ill patients. Assisted dying is illegal in Norway, while in some countries, it is an option. Nurses caring for terminally ill patients may experience ethical challenges by receiving requests for euthanasia and assisted suicide. We applied a qualitative research design with a phenomenological hermeneutic approach using open individual interviews. A total of 15 registered nurses employed in pulmonary and oncology wards of three university hospitals (...) and home care in one municipality were recruited. Four themes emerged from the analysis: (1) unprepared for the request; (2) meeting direct, indirect, and nonverbal requests; (3) working in a gray zone, and (4) feeling alone and powerless. The study found that nurses were unsure how to handle such requests due to professional uncertainty about assisted dying. Working in an environment where the topic is taboo made nurses morally uncertain, and some perceived this as moral distress. The hospital chaplain played a significant role in providing support to these nurses. (shrink)

The Montessori Method is accepted as an alternative education model today. Although it was spread out in USA at the beginning of the 20th century, it is currently used and accepted all over the world. Although its application in pre-education is common, it has also been adopted and applied at different levels. The Montessori method differs from traditional education not only in terms of approach to students, teachers, discipline, and school environment, but also in the way it uses certain materials (...) in its education. According to Maria Montessori, kids should be at the center of education, and the duty of teacher is to observe and guide children. The Montessori method, which is mostly applied in general education, is also used in the education of religion, values, and morals. In this study, besides Maria Montessori's thoughts on general education, her thoughts on religious education are also discussed. This research focuses on Montessori schools in Indiana, United States -. In this study, the qualitative research method and the phenomenological approach are adopted. Observation, interview, and document analysis are used as data collection tools. The subject of the study is the discussion of the Montessori method in terms of research results in religion, values and moral education and Montessori’s point of view on the subject. All participants, who work as instructors in Montessori schools, determined by maximum diversity and snowball sampling, Observation in Montessori schools and the program of one of them is used as an aid in the interpretation of the research findings. (shrink)

All these activities of living beings, and the functioning of their organs, and the functioning of instruments demand a teleological explanation. Why do human beings toil? Why do living beings try to maintain the activities of the organism? What are the functions of specific organs or instruments? Intelligible answers can be given in teleological terms. Of course, one could ask many questions about these situations that would not require the teleological explanation; for example, questions concerning the mechanical structure of living (...) beings or of instruments. Yet this fact would not eliminate the legitimacy nor the utility of the teleological category. (shrink)

Originally published 1961. Translation of "Meditaciones del Quijote :Meditacion preliminar. Meditacion primera." (1914). Contents: Reader...; Preliminary Meditation; First Meditation (Brief Treatise on the Novel).

The ArgumentYehuda Halevi'sKuzariwas written in response to the challenge posed to Judaism by a highly spiritual, nondenominational philosophy. Science, especially that embodied in the Hellenistic heritage, was a major component of philosophy; thus, if for no other reason than to make Judaism a serious competitor, Halevi had to show that the Jewish tradition as well possessed a body of scientific knowledge. The superiority of the Jewish teachings was demonstrated chiefly by appeal to the criteria of tradition, consensus, and authority, which, (...) in Halevi's judgement, were in practice the criteria most influential in deciding scientific opinion. Despite the rather unique setting for the book, and the wide range of stances Halevi develops, theKuzariwas rather quickly and smoothly absorbed into the mainstream of Jewish religious thought. (shrink)

In this study, complex dynamics of Briggs–Rauscher reaction system is investigated analytically and numerically. First, the Briggs–Rauscher reaction system is reduced into a new nonlinear parametric oscillator. The Melnikov method is used to derive the condition of the appearance of horseshoe chaos in the cases ω = Ω and ω ≠ Ω. The performed numerical simulations confirm the obtained analytical predictions. Second, the prediction of coexisting attractors is investigated by solving numerically the new nonlinear parametric ordinary differential equation via the (...) fourth-order Runge–Kutta algorithm. As results, it is found that the new nonlinear chemical system displays various coexisting behaviors of symmetric and asymmetric attractors. In addition, the system presents a rich variety of bifurcations phenomena such as symmetry breaking, symmetry restoring, period doubling, reverse period doubling, period-m bubbles, reverse period-m bubbles, intermittency, and antimonotonicity. On the contrary, emerging chaotic band attractors and period-1, period-3, period-9, and period-m bubbles routes to chaos occur in this system. (shrink)

This article examines the impact of traditional Chinese culture on organ donation from the perspective of Confucianism, Buddhism, and Taoism. In each of these cultural systems, it appears that there are some particular sayings or remarks that are often taken in modern Chinese society to be contrary to organ donation, especially cadaveric organ donation. However, this article argues that the central concerns of Buddhism, Confucianism, and Taoism are “great love,” “ren,” and “dao,” which can be reasonably interpreted to support organ (...) donation. The author understands that each cultural system, in order to play its cultural function, must have its central concerns as well as relevant ritual practices (li) that incarnate its religious and ethical commitments. That is, each plays a general cultural role, which influences organ donation in particular not merely through abstract or general ethical principles and teachings, but through a combination of ethical teachings and the forming of particular ritual practices. This article contends that the primary reason Chinese individuals fail to donate sufficient cadaveric organs for transplantation is not because particular remarks or sayings from each of these systems appear to conflict with donation. Neither is it that the central concerns of these systems cannot support cadaveric donation. Rather, it is that modern Chinese individuals have failed to develop and secure relevant ritual practices that support the central concerns of organ transplantation. The article concludes that in order to promote more donations, there is a need to form relevant ritual practices supporting organ donation in conformity with the central concerns of these cultural systems. (shrink)

El libro contiene doce lecciones dadas por el autor en la Universidad Central de Madrid en 1933. Ortega desarrolla el planteamiento de los problemas generales de la historia y de la "historiología". Analiza los acontecimientos que causaron el inicio y evolución del pensamiento moderno. La vida de Galileo, en su opinión, marca el inicio del imperio de la razón pura, que comienza con la "rebelión de las ciencias" frente al dominio precedente de la teología. Se hace un estudio del cristianismo (...) como forma de vida, su aparición, justificación histórica y desarrollo, hasta convertirse en el elemento central de la cultura occidental. El autor analiza el cristianismo al margen de la fe y de cualquier dimensión sobrenatural, lo que le lleva a tratar la religión como una más entre las teorías filosóficas existentes. Ortega considera equivocadamente que la base del cristianismo es el reconocimiento de la nulidad del hombre y de la naturaleza. La verdadera línea de desarrollo de la filosofía cristiana --marcada, según él, por Duns Scoto, Eckhart y Nicolás Cusano--, desemboca necesariamente en una completa ruptura entre la fe y la razón. La doctrina de Santo Tomás habría supuesto, en cambio, una deformación del cristianismo, un intento de "racionalizar la fe" mediante la introducción del aristotelismo en el estudio de la teología. (shrink)

Following a discussion of some historical roots of conscience, we offer a systematized version of reflective equilibrium. Aiming at a comprehensive methodology for bioethical deliberation, we develop an expanded variant of reflective equilibrium, which we call ‘triangular reflective equilibrium’ and which incorporates insights from hermeneutics, critical theory and narrative ethics.We focus on a few distinctions, mainly between methods of justification in ethics and the social practice of bioethical deliberation, between coherence in ethical reasoning, personal integrity and consensus formation, and between (...) political and moral deliberation.The ideal of deliberation is explicated as a sharing of conscience within a special commitment to sincerity and openness to persuasion. Personal growth in wisdom is an indirect by-product of the continuous practice of moral deliberation. This is explicated in the light of Sternberg's balance theory of wisdom and in the context of medicine as a profession embodying altruistic responsibilities of care in democratic and pluralistic societies. (shrink)

The article examines the new discourse on medical professionalism and responsibility through the prism of conflicts among moral values, especially with regard to truth-telling. The discussion is anchored in the renaissance of English-language writing on medical ethics in the 18th century, which paralleled the rise of humanitarianism and the advent of the word “responsibility”. Following an analysis of the meanings of the value of responsibility in general and in medical practice in particular, it is argued that, similarly to the Aristotelian (...) notion of equity, responsibility of care is a second-order value, which corrects virtues, laws and norms in exceptional circumstances. Virtues and practices of the second order, such as responsibility and deliberation, bear especially on professional doctoring, which includes a commitment to give priority to the good of the patient over one’s own good. It is argued that, in situations of conflict, and particularly conflicts between personal moral identity and the good of patients, the fundamental professional commitment is to critical and rational deliberation and to the cultivation of psycho-moral flexibility. This leads indirectly to moral growth and strengthening of professional character. (shrink)

This study presents an exploration of the belief changes of prospective teachers through social co-constructivist teaching. The future presumed in-class teaching orientations of the PTs were also estimated by metaphor analysis. A case study was conducted to monitor the belief changes of the PTs and estimate their probable in-class practices. The participants were six PTs involved in a certification in education programme. The data were gathered from the following different sources; interviews, written reflections and metaphor explanations. The data that were (...) analysed interpretatively and specific parts of the analysed data were subjected to quantification. The PTs held considerably conventional and idealistic teaching beliefs prior to the implementations. The PTs improved their reasoning and enlarged their conceptualisations regarding teaching and learning after the implementations. Five types of teaching belief typologies displaying inherently sophisticated nature of the beliefs were extracted. Some of the PTs appeared to have promise in terms of implementing more learner-centred teaching; however, others preserved their traditional teaching practical orientations. It was considered that changes in teaching beliefs may have motivational and attitudinal dimensions. Finally, capturing the metaphors of the PTs regarding teaching and learning appeared to provide more realistic insights into the estimated in-class practical orientations. (shrink)