The indiscriminate use of cardiopulmonary resuscitation (CPR), untempered by evidence about outcomes, has been called “irrational exuberance” (Rosoff and Schneiderman 2017). There is much to be sai...

Most traditional accounts of Aristotle's theory of ethical education neglect its cognitive aspects. This book asserts that, in Aristotle's view, excellence of character comprises both the sentiments and practical reason. Sherman focuses particularly on four aspects of practical reason as they relate to character: moral perception, choicemaking, collaboration, and the development of those capacities in moral education. Throughout the book, she is sensitive to contemporary moral debates, and indicates the extent to which Aristotle's account of practical reason provides an alternative (...) to theories of impartial reason. (shrink)

As average lifespans stretch to new lengths, how are human values impacted? Should our values change over the course of our ever-increasing lifespans? Nancy S. Jecker introduces a new concept, the life stage relativity of values, which holds that at different life stages, different ethical concerns should take center stage. For Jecker, the privileging of midlife values raises fundamental problems of fairness, and reveals large gaps in ethical principles and theories. Jecker introduces a new philosophical framework that reflects the (...) life stage relativity of values and shows its relevance to practice and policy. (shrink)

"Les uns avec les autres" : ni les “uns”, ni les “autres” ne sont premiers, mais seulement l’“avec” par lequel il y a des “uns” et des “autres”. L’“avec” est une détermination fondamentale de l’“être”. L’existence est essentiellement co-existence. Non seulement co-existence de “nous” (les hommes), mais de tous les étants (il faut de tout faire un “monde”). Être-avec, ou s’exposer les uns aux autres, les uns par les autres : rien à voir avec une “société du spectacle”, mais rien (...) à voir non plus avec une inexposable “authenticité". Nous? mais c'est nous-mêmes que nous attendons sans savoir si nous nous reconnaîtrons. (shrink)

Why mediation? -- What makes bioethics mediation unique? -- Before you begin a bioethics mediation program -- The stages of bioethics mediation -- Techniques for mediating bioethics disputes -- How to write a bioethics mediation chart note -- Mediation with a competent patient : Mr. Samuels's case -- Mediation with a dysfunctional family : Mrs. Bates's case -- A complex mediation with a large and involved family : Mrs. Leonari's case -- Discharge planning for a dying patient : a role-play (...) -- An at-risk pregnancy : a role-play -- HIV and postsurgical complications in the ICU : a role-play -- Treating the dying adolescent : a role-play -- She didn't mean it : a role-play -- Don't tell mama : a role-play -- An at-risk pregnancy : a role-play transcript -- HIV and postsurgical complications in the ICU : a role-play transcript -- She didn't mean it: a role-play transcript -- Don't tell mama : a role-play transcript. (shrink)

The article reflects upon Michael Krausz’s account of contemporary debates between singularity and pluralism in the determination ofrightness, and uses that occasion to ask after the larger course of which these debates are a part. Looking to the companion effort to determine truth and rightness at law, it finds telling echoes of those debates in the modem history of legal thought, and sketches that history to the end of drawing out its implications for the project at determining rightness more generally. (...) These sobering implications, itsuggests, call us to rethink the question of the relation of rightness to ontology. (shrink)

« On ne cesse de répéter que notre époque manque de sens, et qu’elle est en quête de sens. Ce livre essaie de dire que ce diagnostic n’est peut-être pas le bon. Nous avons perdu, en effet, le “sens” que les religions et les philosophies proposaient comme une “vision du monde”, avec ses valeurs et ses buts. Cette époque est révolue. Cela veut dire qu’il nous reste à découvrir comment le monde lui-même, en tant que l’espace de nos existences, et (...) selon la dimension mondiale qui devient la sienne, est le sens. Mais on ne peut le reconnaître comme tel qu’à la condition de reconnaître aussi qu’il n’y a pas à s’approprier ce sens comme une signification. Le sens de l’existence, c’est précisément qu’elle ne puisse pas maîtriser son sens. Ce qui, après tout, a peut-être toujours été le savoir fondamental de toute philosophie. ». (shrink)

How can philosophy of science be of more practical use? One thing we can do is provide practicable advice about how to determine when one empirical claim is relevant to the truth of another; i.e., about evidential relevance. This matters especially for evidence-based policy, where advice is thin—and misleading—about how to tell what counts as evidence for policy effectiveness. This paper argues that good efficacy results (as in randomized controlled trials), which are all the rage now, are only a very (...) small part of the story. To tell what facts are relevant for judging policy effectiveness, we need to construct causal scenarios about will happen when the policy is implemented. (shrink)

« La liberté : ce singulier ne désigne pas ici une essence à laquelle rapporter toutes nos “libertés”. Il suspend au contraire toute détermination de ces “libertés”, qu’on sait bien “formelles”, sans pourtant vouloir le savoir… Il le fait au nom de l’expérience singulière de ce qui est sans essence : l’existence même. Cette expérience est un fait, lui aussi singulier, car il n’obéit pas à une logique du “fait” opposé à la “loi”. Ni fait, ni loi, mais l’être même (...) en tant que partage de l’existence. La pensée en provient, elle ne s’en empare pas. Quant elle s’ouvre à cette expérience, elle pense son possible hors d’elle-même, comme chose, force ou regard. La liberté est l’in-fini de la pensée. ». (shrink)

« “Je pense comme une fille enlève sa robe.” (Bataille.) La pensée est une mise à nu et la nudité est inachevable : elle n’est pas un état, elle est un mouvement incessant pour se porter à l’extrémité à laquelle n’atteint que ce qui se dérobe encore en atteignant l’extrémité. Mais le dénudement touche aussi au dénuement : aujourd’hui, la pensée doit répondre d’une détresse du monde et d’un souci de l’histoire qui défient toutes nos philosophies, nos religions, nos représentations. (...) Comment penser, comment recommencer à penser dans la nudité : à partir de rien de donné, en vue de rien de capitalisable? Pas de “salut”, pas de “fin”, mais à chaque instant, au contraire, une ouverture singulière du sens d’être sans fin. Cela définit d’abord la pensée – le dénudement – comme une conduite, une tenue et une allure : un ethos autant qu’une techné. ». (shrink)

Nancy Cartwright; XII*—Fundamentalism vs. the Patchwork of Laws, Proceedings of the Aristotelian Society, Volume 94, Issue 1, 1 June 1994, Pages 279–292, https.

In this paper I explore the Stoic view on attachment to external goods, or what the Stoics call “indifferents.” Attachment is problematic, on the Stoic view, because it exposes us to loss and exacerbates the fragility that comes with needing others and things. The Stoics argue that we can build resilience through a robust reeducation of ordinary emotions and routine practice in psychological risk management techniques. Through a focus on selected writings of Seneca as well as Cicero’s Tusculan Disputations and (...) Marcus Aurelius’s Meditations, I nonetheless ask whether Stoicism leaves any room for grief and distress. I argue that it does, and that consolation comes not from a retreat to some inner citadel, but from the support and sustenance of social connections. (shrink)

This paper proposes an essentially theoretical reflection on initial training, a reflection based on four fundamental concepts: professional development, professional identity, well-being and strengths of character. More specifically, recognizing the complexity of the teaching profession, the authors argue that the teacher training in Quebec gives too little room for self-reflection. According to them, this reflection should be based on a search for meaning in terms of a vision of well-being. Positive psychology research on strengths of character may provide useful avenues (...) for rethinking teacher education. (shrink)

Philosophy for Children in Transition presents a diverse collection of perspectives on the worldwide educational movement of philosophy for children. Educators and philosophers establish the relationship between philosophy and the child, and clarify the significance of that relationship for teaching and learning today. The papers present a diverse range of perspectives, problems and tentative prospects concerning the theory and practice of Philosophy for Children today The collection familiarises an actual educational practice that is steadily gaining importance in the field of (...) academic philosophy Opens up discussion on the notion of the relationship between philosophy and the child. (shrink)

« Pourquoi y a-t-il plusieurs arts, et non pas un seul? Cette question paraît trop simple : on pensera même qu’elle ne fait pas question. Et cependant, pour peu qu’on se dérobe à une idée romantique de l’Art majuscule, elle est de nature à déplacer toute notre manière de considérer ce qu’on appelle les arts, et avec eux d’une part les sens (et le sens de “sens”), d’autre part la technique (dont l’“art” n’est jamais que la traduction). Avec les arts, (...) c’est le sens du monde qui se trouve, à nouveau, remis en jeu. ». (shrink)

« Quel est le sujet du portrait? Nul autre que le sujet lui-même, absolument. Où le sujet lui-même a-t-il sa vérité et son effectivité? Nulle part ailleurs que dans le portrait. Il n’y a donc de sujet qu’en peinture, tout comme il n’y a de peinture que du sujet. Dans la peinture, le sujet s’en va par le fond (il “revient à soi”) ; dans le sujet, la peinture fait surface (elle excède la face). Surgit alors d’un trait, ni sujet (...) ni objet, l’art ou le monde. ». (shrink)

Are the laws of nature consistent with contingency about what happens in the world? That depends on what the laws of nature actually are, but it also depends on what they are like. The latter is the concern of this chapter, which looks at three views that are widely endorsed: ‘Humean’ regularity accounts, laws as relations among universals, and disposition/powers accounts. Given an account of what laws are, what follows about how much contingency, and of what kinds, laws allow? In (...) all three cases, the authors argue, the root idea of what laws are does not settle the issue of whether they allow contingency. Advocates of the different accounts may argue for one view or another on the issue, but this will be an add-on rather than a consequence of the basic view about what laws are. -/- . (shrink)

Advance directives have been lauded by scholars and supported by professional organizations, Congress, and the United States Supreme Court. Despite this encouragement, only a small number of capable patients execute living wills or appoint health care agents. When patients do empower proxies, doctors may be uncertain about the scope of their duties and obligations to these persons who, in theory, stand in the shoes of the patient. This article argues for a conscious focus on the ethical duties, emotional supports, and (...) guidance owed by physicians to health care agents. (shrink)

Diligent citizens must critically analyze arguments for science policy recommendations, such as cutting greenhouse gas emissions or growing genetically modified food crops. Science policy articles present arguments for and against such recommendations using scientific evidence and rhetorical devices. In this paper we present an in-depth analysis of argumentation and rhetorical devices in two journal articles on climate change issues. One objective was to gain a better understanding of use of rhetorical devices in this genre, as a prerequisite for designing and (...) building a rhetorically-annotated digital corpus of full-text science policy articles. The near term objective was to inform the design of pedagogical tools to help students analyze science policy arguments. (shrink)

What does it mean to say that this person at this time is 'the same' as that person at an earlier time? If the brain is damaged or the memory lost, how far does a person's identity continue? In this book two eminent philosophers develop very different approaches to the problem.

While few soldiers may have read the works of Epictetus or Marcus Aurelius, it is undoubtedly true that the ancient philosophy known as Stoicism guides the actions of many in the military. Soldiers and seamen learn early in their training “to suck it up,” to endure, to put aside their feelings and to get on with the mission. This book explores what the Stoic philosophy actually is, the role it plays in the character of the military (both ancient and modern), (...) and its powerful value as a philosophy of life. Marshalling anecdotes from military history—ranging from ancient Greek wars to World War II, Vietnam, and Iraq—the book illuminates the military mind and uses it as a window on the virtues of the Stoic philosophy, which are far richer and more interesting than our popularized notions. The book explores the deep, lasting value that Stoicism can yield, in issues of military leadership and character; in the Stoic conception of anger and its control (does a warrior need anger to go to battle?); and in Stoic thinking about fear and resilience, grief and mourning, and the value of camaraderie and brotherhood. The book concludes by recommending a moderate Stoicism, where the task for the individual, both civilian and military, youth and adult, is to temper control with forgiveness, and warrior drive and achievement with humility and humor. (shrink)

In this paper I explore the role of manners and morals. In particular, what is the connection between emotional demeanor and the inner stuff of virtue? Does the fact that we can pose faces and hide our inner sentiments, i.e., 'fake it,' detract from or add to our capacity for virtue? I argue, following a line from the Stoics, that it can add to our virtue and that, as a result, moral education needs to take seriously both a commitment to (...) good character and a commitment to the 'aesthetic' of character. (shrink)

The import of Petrarch's description of Laura extends well beyond the confines of his own poetic age; in subsequent times, his portrayal of feminine beauty became authoritative. As a primary canonical text, the Rime sparse consolidated and disseminated a Renaissance mode. Petrarch absorbed a complex network of descriptive strategies and then presented a single, transformed model. In this sense his role in the history of the interpretation and the internalization of woman's "image" by both men and women can scarcely be (...) overemphasized. When late-Renaissance theorists, poets, and painters represented woman's body, Petrarch's verse justified their aesthetic choices. His authority, moreover, extended beyond scholarly consideration to courtly conversation, beyond the treatise on beauty to the after-dinner game in celebration of it. The descriptive codes of others, both ancients and contemporaries, were, of course, not ignored, but the "scattered rhymes" undeniably enjoyed a privileged status: they informed the Renaissance norm of a beautiful woman.1· 1. On this "thoroughly self-conscious fashion," see. Elizabeth Cropper, "On Beautiful Women, Parmigianino, Petrarchismo, and the Vernacular Style," Art Bulletin 58 1976): 374-94.Nancy Vickers is an assistant professor of French and Italian at Dartmouth College. She has published articles on Dante and Petrarch and has recently completed a book, The Anatomy of Beauty: Woman's Body and Renaissance Blazon. (shrink)