Recent reports published by the United Nations and the World Health Organization suggest that the brain drain of healthcare professionals from the developing to the developed world is decimating the provision of healthcare in poor countries. The migration of these key workers is driven by a combination of economic inequalities and the recruitment policies of governments in the rich world. This article assesses the impact of the healthcare brain drain and argues that wealthy countries have a moral obligation to reduce (...) the flow of healthcare workers from the developing to the developed world. (shrink)

This study explored the relationship of current incidences of academic dishonesty with future norm/rule-violating behavior. Data were collected from 154 college students enrolled in introductory and upper-level psychology students at a large Midwest public university who received credit for participating. The sample included students from many different majors and all years of study. Participants completed a self-report survey that included a measure of Academic Dishonesty (including three subscales: Self-Dishonest, Social Falsifying, and Plagiarism) and an Imagined Futures Scale (five subscales that (...) included Norm/Rule Violating, Physically Threatening, Culturally Diverse, Emotionally Distressing, and Agentic Futures). Correlation analyses indicated a significant positive relationship between all three Academic Dishonesty subscales and an imagined norm/rule-violating future. Further, regression analyses revealed social falsifying as being significantly predictive of a norm/ rule-violating future. Suggestions are made alerting educators to the importance of monitoring and discouraging academic dishonesty as it may lead to rule-violating behavior in the future. (shrink)

The onomasticon of Hellenistic Uruk demonstrates that, in some cases, individuals with Greek names were included in otherwise Babylonian families. Often, such Greek names have been interpreted by scholars as evidence for Hellenization. This article suggests an alternate explanation, based on evidence throughout the family trees for a series of naming practices that focus on the perpetuation of names of female relatives and transmission of preferred family names through maternal lines. Particularly important to this discussion are the practices of mammonymy, (...) a term coined here to refer to papponymy’s gendered parallel, i.e., the naming of a girl after her grandmother or other female ancestor, and the practice, previously unexamined in the Assyriological literature, of “maternal-line papponymy,” the tradition of naming a son for his maternal grandfather or other male ancestor from a maternal line. Maternal-line papponymy can be observed in family trees in which the members bear only Babylonian names, as well as in family trees that include individuals with Babylonian names and individuals with Greek names. The Greek names used for boys are often those of fathers or grandfathers of women with Greek names who married into these Babylonian families. This article argues that the incorporation of Greek names into the elite Babylonian families of Hellenistic Uruk cannot be assumed to be straightforward evidence of impulses toward “Hellenization.” Rather, this evidence indicates that Greek names were given to sons in such families within the context of traditional Babylonian maternal-line naming practices. This finding has important implications for scholarship’s understanding of acculturation and the display of cultural identity in Hellenistic Babylonia. (shrink)

Mal Leicester; Competence, Knowledge and Education: reply to Hyland, Journal of Philosophy of Education, Volume 28, Issue 1, 30 May 2006, Pages 113–118, https:/.

Mal Leicester; Collective Moral Philosophy and Education for Pluralism: a replay to Graham Haydon, Journal of Philosophy of Education, Volume 20, Issue 2, 30 Ma.

The General Medical Council’s Outcome for Graduates, published in 2018,1 is the latest guidance for medical schools on the GMC’s expectations of the undergraduate medical curriculum. One of its three top level outcomes—Professional Values and Behaviours—refers to medical ethics and law, professionalism and patient safety competencies. Furthermore, the recent proliferation of patient safety inquiries in the UK2–4 has elevated the emphasis on ethical medical practice5 and critical medical ethics and law competencies for future doctors. In response to these developments and (...) to ensure an up to date offering, the Institute of Medical Ethics Education Committee has updated the consensus statement on the core curriculum for medical ethics and law for doctors of tomorrow.6 This refined curriculum is the result of a national consultation process. We asked for the views of all lead teachers of medical ethics and law in all UK medical schools, the UK’s chief medical officers, the GMC, and delegates at our annual education conference in 2017 who …. (shrink)

Mal Leicester; Racism, Responsibility and Education, Journal of Philosophy of Education, Volume 22, Issue 2, 30 May 2006, Pages 201–206, https://doi.org/10.1111.

As long as a man's sensibility (Emilius, p. 4, vol. ii.) " is confined to himself, there is no morality in his actions. It is " only when he begins to extend his sensibility to others, that he " first conceives those sentiments, and afterwards, those notions...

In earlier articles I explained the fundamental entities in the Organic Philosophy, namely: actual entities or actual occasions, and eternal objects. But there is also a third type of entity called “propositions,” very important for the introduction of novelty into our world, and indispensable for “consciousness” and the higher phases of experience. Before discussing Consciousness and these higher phases, it is necessary, therefore, to give an account of propositions.

I have tried to expound Whitehead's doctrine of Creativity and of actual entities. Nothing remains but to give a brief summary of what has been said in the foregoing notes.Creativity is the ultimate activity and principle of novelty in the Universe.The world is said to consist of “actual entities,” not substances. An actual entity is also called an “actual occasion.” It is essentially a genetic process, having two sides, the process of “becoming,” and the outcome of the process named the (...) “satisfaction.” The satisfaction is the fully determined achievement abstracted from the process. On attaining satisfaction the actual entity viewed as a self-creating subject loses its “final” causation, and as a subject perishes, but the “satisfaction” remains as a potential constituent for the emergence of a new actual entity. This is its “efficient” causation. The potentiality of the satisfaction for a new creation is called its “objective immortality”: in this capacity it functions as an “object” for the self-creation of another actual entity. (shrink)

The Universe cannot be exhaustively analysed if we stop at actual entities or even societies of actual entities which, as we shall see later when we discuss the notion of ‘nexus,’ are equivalent to what we ordinarily mean by enduring objects such as a stone, a tree, or a man. There is another class of entities which plays an important part in the constitution of the Universe called ‘eternal objects,’ and we must now proceed to an understanding of these.

In earlier articles an account has been given of some of the chief notions in the Organic Philosophy, namely Creativity, Actual Entities, Eternal Objects, God. In the present article the writer will endeavour to present Whitehead's doctrine concerning the space-time continuum and the nature of enduring objects implicated therein.

This paper will endeavour to present an outline of the Organic Philosophy associated with the name of Whitehead. Whitehead resembles Spinoza and Leibniz in that he is a philosopher who has tried to construct a world-outlook that will do justice to science and to the other aspects of life and knowledge. Moreover, just as in his day Leibniz was an eminent mathematician and scientist, so Whitehead in our day enjoys the same distinction. But Whitehead's philosophy differs both from that of (...) Spinoza and from that of Leibniz. Spinoza based his philosophy upon the monistic substance, of which the actual events in the world are the inferior modes. Whitehead bases his philosophy upon the actual events themselves and derives the solidarity of the world as a whole from their mutual interplay. Thus the organic philosophy is pluralistic in contrast with Spinoza's monism. In comparing Whitehead's philosophy with that of Leibniz, we find that they agree in both being pluralistic, but they differ in the emphasis placed upon the notion of mentality. Leibniz's monads are best conceived as generalizations of the notion of mentality, and the conception of physical bodies only enters into his philosophy subordinately and derivatively. Whitehead, however, in his philosophy of organism endeavours to hold the balance between the physical and mental more evenly, and thus does justice to both aspects of reality. (shrink)

When the weather is fair, it is the custom of the writer to take a walk across the common which abuts on to his house and garden. This morning he observed the fresh green of the spring grass, and at the same time heard from an adjacent hawthorn bush the cheerful song of the thrush. As he proceeded, the scent of burning brushwood in a clearing near by was smelt. He picked up a stick lying on the grass and used (...) it as a staff. Within a few minutes he had enjoyed sense experience through eyes, ears, nose and hands. In the autumn he hopes to gather from the bushes a handful of blackberries, as he has done in many previous years, and enjoy their luscious taste. (shrink)

In my last article I described fully the important type of entity in Whitehead's philosophy called “propositions,” and explained the part they played in conscious experience. We learnt that “consciousness” was a certain kind of emergent quality associated with the late phase of concrescence of some high-grade actual entities. It was pointed out that whenever consciousness was present in experience, this proved to be the subjective form of an integral synthetic feeling composed of a physical feeling and a pro-positional feeling. (...) This integral feeling was said to be a feeling of contrast between “actuality” and “ideality,” between a fact and a possibility. That is to say consciousness is the subjective form of the feeling of a contrast between what actuality is, and might not be, or what actuality is not, and yet might be. We can now proceed to deal with a number of higher phases of experience such as “belief,” “conscious perception,” “judgment,” together with experiences termed by Whitehead “physical purposes.”. (shrink)

Individuals who experience stereotype threat – the pressure resulting from social comparisons that are perceived as unfavourable – show performance decrements across a wide range of tasks. One account of this effect is that the cognitive pressure triggered by such threat drains the same cognitive resources that are implicated in the respective task. The present study investigates whether mindfulness can be used to moderate stereotype threat, as mindfulness has previously been shown to alleviate working-memory load. Our results show that performance (...) decrements that typically occur under stereotype threat can indeed be reversed when the individual engages in a brief mindfulness task. The theoretical implications of our findings are discussed. (shrink)

This paper is a response to papers by Wilson, Burwood and White concerning equal opportunities as an educational ideal. I seek to legitimate this ideal, in contrast to these earlier attempts to persuade us that it is incoherent, unreasonable or misguided. I argue that, given the social context in which the term is used, it is meaningful and represents rational and praiseworthy goals. I identify four aspects of ‘equal opportunities’ and conclude that the concern to promote such opportunities arises from (...) desire for a more just educational provision and out of concern for the well-being of children in oppressed groups. (shrink)

The Essential Mystics, Poets, Saints, and Sages is a treasury of quotes and passages from the great Sufi mystics, Buddhists, Hindus, Taoists, Jews, and Christians throughout the centuries. This collection, curated by religious scholar Richard Hooper, stresses the beauty of religious language and mystical experience, including hundreds of entries from world’s major religious traditions, the greatest poets, mystics, sages, and saints of all time. Included are selections from William Blake, Ramakrishna, Rumi, St. John of the Cross, Osho, Tagore, Chuang (...) Tzu, and many more. The selections are given context by the introductory essays by Hooper, which explore the Perennial Philosophy, the nature of the mystical experience, and the way of non-dualism. The Essential Mystics, Poets, Saints, and Sages is an ideal gift as well as a source for daily guidance and support, regardless of the religious or sectarian affiliations. (shrink)

During the later years of his life, the late Professor Alexander devoted much of his time to the study of our aesthetic and moral experience. In regard to the latter, Alexander was impressed by Adam Smith's treatment of the Moral Sentiments and especially with what he considered his sure insight in seeking for the ground of obligation in the causes of conduct, rather than in its effects. These causes were the passions. In this he was in sympathy with his contemporary (...) Hobhouse, who asserted with conviction that action rested on impulse feeling, and that it was useless to look for anything whether it was called Practical Reason or anything else, that stood outside the body of impulse feeling and controlled it. I think it was the considered opinion of Alexander, as it was that of Hobhouse, that if Psychology had anything to teach us bearing upon Morals, it was that the springs of human conduct must be looked for in our inherited tendencies with their associated emotions. Fear, sorrow, joy, repulsion, curiosity, pugnacity, self-assertion, the sex instinct, and acquisitiveness and constructiveness, are present, not only in men of all living races, but also in most of the higher animals. These specific tendencies and emotions, with certain complex passions such as admiration, reverence, scorn and the rest; together with one or two general tendencies such as sympathy and imitativeness, arising out of the nature of mental processes, must have played a leading role in the determination of human conduct, both in its lower and higher grades. (shrink)