Backround Education in ethics and professionalism should reflect the realities medical students encounter in the hospital and clinic. Method We performed content analyses on Case Observation and Assessments (COAs) written by third-year medical students about ethical and professional issues encountered during their internal medicine and paediatrics clinical clerkships. Results A cohort of 141 third-year medical students wrote 272 COAs. Content analyses identified 35 subcategories of ethical and professional issues within 7 major domains: decisions regarding treatment (31.4%), communication (21.4%), professional duties (...) (18.4%), justice (9.8%), student-specific issues (5.4%), quality of care (3.8%), and miscellaneous (9.8%). Conclusions Students encountered a wide variety of ethical and professional issues that can be used to guide pre-clinical and clinical education. Comparison of our findings with results from similar studies suggests that the wording of an assignment (specifying “ethical” issues, “professional” issues, or both) may influence the kinds of issues students identify in their experience-based clinical narratives. (shrink)

James cornman and r routley and v macrae have argued that the principle of identity (alias leibniz's law) is inconsistent with certain plausible and widely accepted identity statements; e.G., "the temperature of a gas is identical with the mean kinetic energy of the molecules of the gas." they argue on this ground that the principle of identity should be modified to remove this appearance of inconsistency. The requisite modification however, Removes whatever "metaphysical teeth" the unmodified version might have had. I (...) argue in this paper that such attacks on the principle of identity are utterly unwarranted. (shrink)

The self allows us to reflect on our own behavior and to imagine what others think of us. Clinical experience suggests that these abilities may be impaired in people with personality disorders. They do not recognize the impact that their behavior has on others, and they have difficulty understanding how they are seen by others. We collected information regarding pathological personality traits—using both self and peer report measures—from groups of people who knew each other well . In previous papers, we (...) have reported that agreement between self-report and peer-report is only modest. In this paper, we address the question: Do people know that others disagree with their own perceptions of themselves? We found that expected peer scores predicted variability in peer report over and above self-report for all 10 diagnostic traits. People do have some incremental knowledge of how they are viewed by others, but they do not tell you about it unless you ask them to do so; the knowledge is not reflected in ordinary self-report data. Among participants who expect their peers to describe them as narcissistic, those who agree with this assessment are viewed as being less narcissistic by their peers than those who deny being narcissistic. It therefore appears that insight into how one is viewed by others can moderate negative impressions fostered by PD traits. (shrink)

This paper continues the discussion of the theory of eliminative materialism. The argument of the paper is that there is a simple principle about denotation--Called "the principle of the use of inter-Denoting terms"--Which can be seen to be clearly and necessarily true, And also to be inconsistent with the theory of eliminative materialism.

The popular impression of Epicurean hedonism is that it advocates a life of sensual delights. Scholars know, however, that this impression is mistaken, both because of the overall conceptual structure of Epicurus’ ethics and because Epicurus prominently and repeatedly expressed such ideas as this.

This paper seeks to find a middle way between the views of hume and kant on the issue of the motivation of action-hume holding reason to be important in the production of action, and kant holding action in accord with reason alone to be possible. it further suggests that sustaining the middle way requires insisting on an account of the nature of values different from that held by either hume or kant.

Talks about American pragmatism that is a fertile soil for growth in Western religious thought.

Essays discuss active and passive euthanasia, the right to die, and the care of the terminally ill.

Essays cover the abortion situation before Roe v. Wade, Christians and abortion, abortion and the Constitution, abortion and moral philosophy, and the feminist perspective.

Book reviewed in this article: Animal Experimentation: The Moral Issues. Edited by Robert M. Baird and Stuart E. Rosenbaum.

Do our lives have meaning? Should we create more people? Is death bad? Should we commit suicide? Would it be better if we were immortal? Should we be optimistic or pessimistic? Life, Death, and Meaning brings together key readings, primarily by English-speaking philosophers, on such 'big questions.'.

Do our lives have meaning? Should we create more people? Is death bad? Should we commit suicide? Would it be better to be immortal? Should we be optimistic or pessimistic? Since Life, Death, and Meaning: Key Philosophical Readings on the Big Questions first appeared, David Benatar's distinctive anthology designed to introduce students to the key existential questions of philosophy has won a devoted following among users in a variety of upper-level and even introductory courses.

In lieu of an abstract, here is a brief excerpt of the content:Notes and Fragments RAILING AGAINST REALISM: PHILOSOPHY AND TO THE LIGHTHOUSE by S. P. ROSENBAUM The argument of Graheim Parkes's "Imagining Reality in To the Lighthouse" is described by its author as "a railing against the realist position" (p. 35) as he understands it primarily in my article "The Philosophical Reedism ofVirginia Woolf." ' Apart from the question of whemer railing is a useful way of conducting an (...) inquiry into literature and philosophy, Parkes's discussion raises several important issues about these connections. The way diey are raised, however, involves various mistedces and muddles that make a brief reply to his eurticle difficult. To begin with a small reveeding example, Parkes asserts that I miss the irony in Virginia Woolfs use of die letters P, Q, and R to describe Mr. Ramsay's problems of diought (p. 41). Here is what I wrote: "By representing Mr. Ramsay 's thinking as proceeding in die very genered form of conventional logical symbols, Virginia Woolf is wittily extending the standard letters used to symbolize die conditional type of argument, If P men Cf (p. 339, with italics added this time). Parkes's misreading of my text does not inspire confidence when he turns to Virginia Woolfs fiction or G. E. Moore's philosophy. On a more significant issue, Parkes complains that I boggle his mind by saying diat philosophically, Moore influenced Virginia Woolf more man anyone else, whereas Platonic ideas abound in her books (p. 35). Of course they do, but not very much in her epistemology, which was the subject of my eurticle.2 What Peirkes does not mention is that Plato was also a profound influence on Moore's philosophy. One of die reasons Moore's influence on Bloomsbury was so strong is that he reinterpreted Plato for them. In her images and ideas Virginia Woolf was influenced direcdy dirough her reading of Plato etnd also indirectly through the work of Plotinus and Moore. These influences are not easily sepeurated, which is why studies of Platonic emd Neoplatonic influences in her work that ignore Moore's significance are so incomplete. 89 90Philosophy and Literature Peirkes claims mat die evidence of Moore's influence on Virginia Woolf is slight (p. 34), and then he concerns himself with the putative influences of German philosophers for whom mere is no evidence at all. In the fifteen years since I wrote my article, the biographical evidence for Moore's influence has continued to accumulate as Virginia Woolfs letters, memoirs, emd dieiries were published. From her first novel, in which Principia Etnica is quoted emd briefly discussed, down to die recently discovered revised version of her last memoir, in which she reaffirms her deep respect for Moore,3 the indications of Moore's significance for Virginia Woolf ought to convince any disinterested reader. It cannot be dismissed with a sneer about "the voguish fascination of the Bloomsbury Group..." (p. 34), especially from someone proposing to study yet again the depth psychology of her fiction via Nietzsche and Heidegger (P- 44). Nothing I say here, of course, will persuade Parkes of the value of philosophical realism for understanding To the Lighthouse because diat philosophy, as he conceives of it in his article, consists of straw. To tedce just one exeimple, Peirkes appeeurs to believe Moore's epistemology etrgues "diat things and persons are what they are independently of human consciousness" (p. 37). There is no space here to explain philosophical realism again to Parkes, odier than to note that it is not inconsistent with the veirious concerns (to use Peurkes's terminology) about "transpersonal imagination" or "participation in phenomena" that he finds so interesting in the novel. But what about die novel? For readers indifferent to whether Moore or Russell, Nietzsche or Heidegger are to be found in To the Lighthouse, the relevant question is what such philosophical interpretations medce of it. To them I ceui only say, reread the novel and then ask yourselves if an account of it diat says nothing about die value of art and almost nodiing about the value oflove bears much resemblance to your reading experience. Parkes thinks the portrait of Mr. Ramsay is unsympathetic because he is criticized emd mocked... (shrink)

Recent computational models of motor planning have relied heavily on anticipating the consequences of motor acts. Such anticipation is vital for dealing with the redundancy problem of motor control (i.e., the problem of selecting a particular motor solution when more than one is possible to achieve a goal). Computational approaches to motor planning support the Theory of Event Coding (TEC).

Fish, S. Georgics of the mind: Bacon's philosophy and the experience of his Essays.--Brett, R. L. Thomas Hobbes.--Watt, I. Realism and the novel.--Tuveson, E. Locke and Sterne.--Kampf, L. Gibbon and Hume.--Frye, N. Blake's case against Locke.--Abrams, M. H. Mechanical and organic psychologies of literary invention.--Ryle, G. Jane Austen and the moralists.--Schneewind, J. B. Moral problems and moral philosophy in the Victorian period.--Donagan, A. Victorian philosophical prose: J. S. Mill and F. H. Bradley.--Pitcher, G. Wittgenstein, nonsense, and Lewis Carroll.--Bolgan, A. C. (...) The philosophy of F. H. Bradley and the mind and art of T. S. Eliot: an introduction.--Davie, D. Yeats, Berkeley, and Romanticism.--Ross, M. L. The mythology of friendship: D. H. Lawrence, Bertrand Russell, and "The Blind man".--Rosenbaum, S. P. The philosophical realism of Virginia Woolf.--Bibliography (p. 357-360). (shrink)

This paper details a combined graduate/undergraduate course on the Holocaust. This course was designed to cover the legal, social, political, and moral dimensions of the Holocaust, as well as to familiarize students with its significant historical details and persons. Special attention was devoted to the question of why the perpetrators of the Holocaust should be brought to justice, making connections to contemporary forms of prejudice and discrimination and emphasizing that such efforts at justice are not an issue between Jews and (...) Holocaust perpetrators but a matter of upholding the rule of law. The specifics of the legal cases brought against various Nazis in order to try them as war criminals were examined through both modern and contemporary theoretical frameworks (e.g. early legal positivism vs. decisionism), and other key philosophical themes were introduced throughout the term in order to provide frameworks for discussion and critique. The author reviews course requirements and discusses the implicit anti-Semitism expressed by students, concluding with a brief consideration of the value of such a course beyond the classroom. (shrink)