How did the events of the early modern period affect the way gender and the self were represented? This collection of essays attempts to respond to this question by analysing a wide spectrum of cultural concerns - humanism, technology, science, law, anatomy, literacy, domesticity, colonialism, erotic practices, and the theatre - in order to delineate the history of subjectivity and its relationship with the postmodern fragmented subject. The scope of this analysis expands the terrain explored by feminist theory, while its (...) feminist focus reveals that the subject is always gendered - although the terms in which gender is conceived and represented change across history. Feminist Readings of Early Modern Culture not only explores the representation of gendered subjects, but in its commitment to balancing the productive tensions of methodological diversity, also speaks to contemporary challenges facing feminism. (shrink)

Of all humanities disciplines, none is more resistant to the program of positive psychology or more hostile to the prevailing discourse of human flourishing than literary studies. The approach taken in this volume of essays is neither to gloss over that antagonism nor to launch a series of blasts against positive psychology and the happiness industry. Rather, the essays are attempts to reflect on how the kinds of literary research the contributors themselves are doing, the kinds of work to (...) which they are personally committed, might become part of an interdisciplinary conversation about human flourishing. The authors' specific fields of work are wide ranging, covering literary aesthetics, book history, digital humanities, and reader reception, as well as the important "inter-disciplines" of gender and sexuality studies, disability studies, and black studies-fields in which issues of stigma and exclusion are paramount, and which have critiqued the discourse of human flourishing for its failure to grapple with structural inequality and human difference. Taken together, the essays contribute more points of ambiguity and hesitation to the study of human flourishing than decisive advancements. Literary scholars are drawn more readily to the problematic than to the decidable. But by dwelling on the trouble spots in a field of inquiry still largely confined to the sciences, this volume provides the groundwork for new and more productive forms of interdisciplinary collaboration and exchange. (shrink)

There are many possible ways to approach the topic of educational theory and critique. One could inquire into the meaning of critical phenomena and subject-matter in practical education and instruction, investigate the various forms of critique with the goal of determining the extent to which they assist in clarifying pedagogical action, or one could ask: ‘What is meant by critical educational research?’ and ‘How do the various approaches to this topic relate to one another?’. This article inquires into the relationship (...) between critique and negativity. Such a distinction is relevant for the practical, theoretical and research-oriented use of the various forms and subject matters of critique. This analysis of their relationship aims to clarify how the structure of human learning connects to that of pedagogical action; and, additionally, how the theoretical guidelines and orientation for pedagogical action relate to scientific analyses and research in education in a way that is productive. Distinctions made in thought, judgement and action are not simply delimiting positive characteristics. Such distinctions are at once mediated by the relations of knowledge and ignorance, ability and inability. Although ignorance and inability can be transformed into positive knowledge and ability, they are not superseded in the process. Ignorance and inability are, on the contrary, constitutive elements of learning. The possibility for transitions from ignorance and inability to knowledge and ability—a possibility that itself presupposes knowledge and ability—point to a form of negativity within the process of education (Bildung). This form of negativity relates to the human ability to learn (Bildsamkeit) and provides the definitive basis of human learning. A form of negativity constitutive of learning processes leads to one that grounds pedagogical processes. Pedagogical efficacy is mediated by a double negativity, comprised of both a universal and a particular form of negativity. The relation of negativity to learning and pedagogical efficacy, with specific reference to educational research studies on teaching and learning processes, is considered. A form of educational research that operates beyond fundamentalist criticisms—that is to say, criticisms based on unshakeable beliefs—and utilises issues arising from a pluralisation of critique to confront the pluralism of critical positions, is considered. The article closes with reflections on the relation between the Critical and the Uncritical. (shrink)

Researchers encounter challenges that require making complex professional decisions. Strategies such as seeking help and anticipating consequences support decision-making in these situations. Existing evidence on a measure of professional decision-making in research that assesses the use of decision-making strategies revealed that NIH-funded researchers born outside of the U.S. tended to score below their U.S. counterparts. To examine potential explanations for this association, this study recruited 101 researchers born in the United States and 102 born internationally to complete the PDR and (...) measures of basic personal values, values in scientific work, discrimination between the seriousness of rules in research, exposure to unprofessional research practices, and acculturation to American culture. Several variables were associated with PDR scores—discrimination between types of rules in research, exposure to unprofessional research practices, acculturation, and the basic personal values of power, security, and benevolence. However, only security, benevolence, acculturation, and rule discrimination were also associated with nation of origin. In multivariate models, the variance explained by these variables in accounting for the association of nation of origin and PDR scores was somewhat overlapping, thus, only security and benevolence remained as unique, statistically significant predictors. Thus, this study identified some important variables in the association of nation of origin and PDR, but more research is needed. In a secondary analysis to examine the “clinical significance” of scores on the PDR, this study examined aggregated PDR score data from the present sample and past samples of investigators. This analysis identified scores that may suggest a concern versus those scores that may be interpreted as excellent, proficient, or marginal. Implications for training and mentoring, along with considerations for future research are discussed. (shrink)

There are many possible ways to approach the topic of educational theory and critique. One could inquire into the meaning of critical phenomena and subject-matter in practical education and instruction, investigate the various forms of critique with the goal of determining the extent to which they assist in clarifying pedagogical action, or one could ask: ‘What is meant by critical educational research?’ and ‘How do the various approaches to this topic relate to one another?’. This article inquires into the relationship (...) between critique and negativity. Such a distinction is relevant for the practical, theoretical and research-oriented use of the various forms and subject matters of critique. This analysis of their relationship aims to clarify how the structure of human learning connects to that of pedagogical action; and, additionally, how the theoretical guidelines and orientation for pedagogical action relate to scientific analyses and research in education in a way that is productive. Distinctions made in thought, judgement and action are not simply delimiting positive characteristics. Such distinctions are at once mediated by the relations of knowledge and ignorance, ability and inability. Although ignorance and inability can be transformed into positive knowledge and ability, they are not superseded in the process. Ignorance and inability are, on the contrary, constitutive elements of learning. The possibility for transitions from ignorance and inability to knowledge and ability—a possibility that itself presupposes knowledge and ability—point to a form of negativity within the process of education (Bildung). This form of negativity relates to the human ability to learn (Bildsamkeit) and provides the definitive basis of human learning. A form of negativity constitutive of learning processes leads to one that grounds pedagogical processes. Pedagogical efficacy is mediated by a double negativity, comprised of both a universal and a particular form of negativity. The relation of negativity to learning and pedagogical efficacy, with specific reference to educational research studies on teaching and learning processes, is considered. A form of educational research that operates beyond fundamentalist criticisms—that is to say, criticisms based on unshakeable beliefs—and utilises issues arising from a pluralisation of critique to confront the pluralism of critical positions, is considered. The article closes with reflections on the relation between the Critical and the Uncritical. (shrink)

This article reports on a study of children's deductive reasoning in solving novel relational problems. Detailed protocols were obtained from 264 children (aged 9- 12 years) who verbalised their thinking as they solved the problems. The study included the development of a three-phase theory based on Johnson-Laird and Byrne's mental models perspective, but with some distinct modifications. These include a focus on the relational complexity entailed in model construction and in premise integration, and the advancement of four reasoning principles that (...) are applied throughout problem solution (in contrast to Johnson-Laird's falsification processes as the hallmark of deductive reasoning). The reported case studies and the results of statistical analyses supported predictions arising from the proposed theory, including the key role of the reasoning principles. The results also showed that problem difficulty is a function of relational complexity, not of the number of models to be constructed, as argued by Johnson-Laird and Byrne. (shrink)

This article presents two cases of women doing development work for civil society organizations in the Global South. The author uses the cases to explicate the relationship of global civil society, development work, feminism, and Christianity. The case studies were collected through life history interviews with the participants. The cases, interpreted in light of the ‘third space’ cultural theory of Homi Bhabha, destabilize the fixed identity of these women as ‘development workers’, ‘feminists’, ‘Western’, and ‘Christian’.

Psychology does not get rid of its problems by taking experience at its face value, for it is the province of psychology to study problems arising when experience is taken at its face value. Only in actual lived experience is concrete reality to be found in its fullest sense. All reality which is experience includes attributes both spatial and temporal. Objects cannot b7 considered in the first place apart from such attributes. Physical objects are perceived as parts of a total (...) situation and there is merit in the suggestion of the Gestalt psychologists. Always much will be found in the perceptum which will not correspond with the physical object, since the physical object is only an abstract. The effort to control our environment has led to a sophisticated attitude toward perceptual experience, which is said in psychological circles to lead to the stimulus error. Those who have seen children gradually grow into a realization of the unreliability of perception—for purposes of muscular manipulation—will understand what is meant. (PsycINFO Database Record (c) 2009 APA, all rights reserved). (shrink)

This essay raises the question of gender in relation to the question of intellectuals in Britain, commenting on the gender blindness that made their exclusion so automatic in Collini's study. It looks at some women who might have been included, focussing particularly on Virginia Woolf as one who was not only a very significant public intellectual, but who in her essays entitled 'The Common Reader' also provided a definition and analysis of the role of an intellectual which is very different (...) from that suggested by Collini. Rather than offering expert advice, Woolf sought to help readers to develop their own critical insights. (shrink)

Between 1934 and 1937 Maurice Blondel, the French Roman Catholic philosopher best known for his 1893 work, Action, published a trilogy of writings. Out of these writings came a theological ontology of tremendous force, creativity, and coherence. The purpose of the present dissertation is to reassess the viability of Blondel's ontology for contemporary theology. The retrieval begins with John Milbank's 1990 investigation of Blondel's early philosophy. While Milbank focuses on the strengths of Blondel, he also highlights some critical weaknesses. The (...) dissertation argues that Blondel later came to recognize and correct these weaknesses in his trilogy. ;La pensee, the first volume of the trilogy, discusses the nature and development of thought. Recognizing the ontological structure of thought leads Blondel to present his doctrine of the transnatural elan for assimilation to God. The transnatural desire for God is compared with Henri de Lubac's notion of naturae desiderium and then applied to the modern problem of the relationship between nature and supernature. ;The second installment of the trilogy, L'etre et les etres , explores the mysterious relation of Being and beings. Blondel situates the discussion within the language of creation, identifying Being as Creator and beings as creatures. The analogy of creation allows him to forge the proper relationship between Being and beings. After Blondel's death, two different schools of thought emerged on the mystery of being: Karl Rahner's Thomism and Jean-Luc Marion's new phenomenology. Each school is reviewed and critiqued from a Blondelian perspective. ;The trilogy concludes with a long-awaited revision of L'action . It begins by distinguishing the idea of action from action itself and establishing the ontological difference of action. Action is presented ontologically as enacted power, which is investigated in its individual, social, and metaphysical forms. Individual action is identified as making, practicing, and contemplating. Social action is studied next, with the conclusion that the social being of enacted power is determined by either a philosophy of peace or violence. Finally, divine action is evaluated with regards to the language of causality and absolute power. Blondel proposes instead to describe God's activity in terms of pure action. (shrink)

The point of scientificity, or pos,represents a place in history whereeducational administration was founded as ascience. A pos creates a field of memoryand a field of studies. A pos isepistemologically sustained in its claim forscientific status by a line of demarcation orlod. A lod is supported by truthclaims based on various forms ofcorrespondence. As these forms have beeninterrogated and abandoned, correspondence hasgiven way to coherentism and finally to testsof falsification. As falsification has shownto contain serious flaws when compared to (...) theactual history of scientific discoveries, theentire project of a distinct and unitaryfield known as educational administration isseriously cast into doubt. Contemporaryexaminations in educational administrationdiscourse show that even when the lod hasbeen undermined by epistemological shifts, theinitial pos has remained to supportclaims regarding the project of a ``science ofleadership.'' The analysis contained in thisarticle show, however, that when claims of thelod are demonstrably unsustainable, theinitial pos must be similarly abandoned. With that collapse the concept of a fieldis likewise effaced. The epistemologicalalternative is to envision fields ofstudy which do not require a lod, excepton a longitudinal basis to ascertain whether aresearch program shaped and sustained by it isprogressive or regressive. In short, there areno aprori meta-criteria to separate sciencefrom non-science in educationaladministration. (shrink)

Reframing Consciousness is a collection of sixty-three papers that were presented at the Second International CAiiA Research Conference, ‘Consciousness Reframed: Art and Consciousness in the Post-biological Era', at the University of Wales College, Newport, in August 1998. CAiiA stands for the Center for Advanced Inquiry in the Interactive Arts. Many of the presenters in this book are among the foremost people in their fields and several are current or former PhD candidates of the CAiiA programme. Roy Ascott, the editor of (...) the book, is also the founder-director of the programme. Ascott has worked with interactive media and its implications for several decades, and the fact that he is frequently referenced throughout the book suggests that he has had a strong influence on many of its contributors. Considering the fact that decades ago he was dealing with ideas that are currently considered cutting-edge, this seems reasonable. (shrink)

Current educational policy is leading teachers, schools, and society at large to fixate on the outcomes of learning. In Discontinuity in Learning, I shift the focus to the process of learning and ask, How is it that we come to new ideas, find cooperative ways of interacting with others, or take on a different perspective? Or, more simply, How do we learn? I believe that until we answer this question, we cannot begin to educate another person.My aim in the book (...) is to reveal how our experience of discontinuity is inextricably connected to our ability to question our taken-for-granted knowledge and beliefs, and our ability to critically examine the norms and values of society. Discontinuity points to those moments when we are interrupted by something unexpected, such that our ideas or ways of acting become untenable and need revision. Encounters with the unexpected point to the contingency of human experience; they indicate a blind spot and remind us we are fallible. Such encounters are t. (shrink)

Background Increase in global health research undertaken in resource poor settings in the last decade though a positive development has raised ethical concerns relating to potential for exploitation. Some of the suggested strategies to address these concerns include calls for providing universal standards of care, reasonable availability of proven interventions and more recently, promoting the overall social value of research especially in clinical research. Promoting the social value of research has been closely associated with providing fair benefits to various stakeholders (...) involved in research. The debate over what constitutes fair benefits; whether those that addresses micro level issues of justice or those focusing on the key determinants of health at the macro level has continued. This debate has however not benefited from empirical work on what stakeholders consider fair benefits. This study explores practical experiences of stakeholders involved in global health research in Kenya, over what benefits are fair within a developing world context. Methods and results We conducted in-depth interviews with key informants drawn from within the broader health research system in Kenya including researchers from the mainstream health research institutions, networks and universities, teaching hospitals, policy makers, institutional review boards, civil society organisations and community representative groups. The range of benefits articulated by stakeholders addresses both micro and macro level concerns for justice by for instance, seeking to engage with interests of those facilitating research, and the broader systemic issues that make resource poor settings vulnerable to exploitation. We interpret these views to suggest a need for global health research to engage with current crises that face people in these settings as well as the broader systemic issues that produce them. Conclusion Global health research should provide benefits that address both the micro and macro level issues of justice in order to forestall exploitation. Embracing the two is however challenging in terms of how the various competing interests/needs should be balanced ethically, especially in the absence of structures to guide the process. This challenge should point to the need for greater dialogue to facilitate value clarification among stakeholders. (shrink)

In April, the UK House of Commons Science and Technology committee published a report evaluating the readiness of the National Health Service to incorporate genomic testing into mainstream service provision.1 The committee also examined some of the research and regulatory considerations in relation to the ongoing development of genome editing. ### Genomics in the NHS The main focus of the report is the 100,000 Genomes Project and the various practical and ethical challenges associated with the planned roll-out of the Genomics (...) Medicine Service in the NHS. The 1 00 000 Genomes Project was launched in 2012 and is the first large-scale whole genome sequencing research study of its kind in the world. The overall objective is to sequence genomes from NHS patients with a rare disease and their families, and from patients with specific cancers. The study seeks to benefit patients by potentially providing a diagnosis, gain new scientific insights, increase public knowledge of genomic medicine, encourage investment, and accelerate the uptake of genomic medicine in the NHS. At the time of writing the project had sequenced over 55 000 genomes and it is expected that the full 1 00 000 will be completed by the end of 2018. Building on the success of the project NHS England announced the establishment of a national NHS Genomic Medicine Service to provide ‘comprehensive and equitable access to the latest in genomic testing and management for the whole country, regardless of condition and where people live.’2 The service is set to be operational this year. The committee acknowledged the range of potential benefits that whole genome sequencing could have for patient care, however it also highlighted that there was a currently a lack of ‘sufficiently unambiguous evidence’ for its …. (shrink)

BackgroundThe concept of benefit sharing to enhance the social value of global health research in resource poor settings is now a key strategy for addressing moral issues of relevance to individuals, communities and host countries in resource poor settings when they participate in international collaborative health research.The influence of benefit sharing framework on the conduct of collaborative health research is for instance evidenced by the number of publications and research ethics guidelines that require prior engagement between stakeholders to determine the (...) social value of research to the host communities. While such efforts as the production of international guidance on how to promote the social value of research through such strategies as benefit sharing have been made, the extent to which these ideas and guidelines have been absorbed by those engaged in global health research especially in resource poor settings remains unclear. We examine this awareness among stakeholders involved in health related research in Kenya.MethodsWe conducted in-depth interviews with key informants drawn from within the broader health research system in Kenya including researchers from the mainstream health research institutions, networks and universities, teaching hospitals, policy makers, institutional review boards, civil society organisations and community representative groups.ResultsOur study suggests that although people have a sense of justice and the moral aspects of research, this was not articulated in terms used in the literature and the guidelines on the ethics of global health research.ConclusionThis study demonstrates that while in theory several efforts can be made to address the moral issues of concern to research participants and their communities in resource poor settings, quick fixes such as benefit sharing are not going to be straightforward. We suggest a need to pay closer attention to the processes through which ethical principles are enacted in practice and distil lessons on how best to involve individuals and communities in promoting ethical conduct of global health research in resource poor settings. (shrink)

In April 2014, the European Parliament agreed the final text on a new EU Clinical Trials Regulation.1 The Regulation replaces the EU Clinical Trials Directive, which has long been criticised by various stakeholders for creating unnecessary bureaucracy and blamed, at least in part, for increased costs, time delays and a drop in clinical trial applications. The new Regulation seeks to remedy the faults of the previous legislation and make the EU an attractive place to conduct clinical trials.The Regulation aims to (...) streamline and harmonise the administrative procedures for clinical trial approvals but without compromising the safety of participants. A particular focus is placed on the importance of enabling trials in multiple or all member states, recognising that there is an increasing need to target ever more specific patient populations and the challenge this represents in recruiting sufficient numbers of participants to research studies. A new, two-part application process, designed to avoid the multiple submission of identical data is therefore to be introduced. Member states cooperate on certain aspects of trial approval but issues which are subject to specific national regulations will continue to be approved by individual countries. All applications will be submitted through a new EU portal, which will be set up and managed by the European Medicines Agency. The new process also takes a risk-based approach to some types of research study. Trials to test medicinal products that already have a marketing authorisation are classed as ‘low intervention trials’ and are subject to less stringent requirements.The ethical safeguards in the new Regulation remain similar to those in the 2001 Directive. A positive appraisal from a research ethics committee remains a prerequisite for a trial to be approved. Member …. (shrink)

We are living in an unprecedented era of biomedical revolution. Medicine is remaking humans, and controversy surrounds such topics as abortion, artificial organs, brain circuitry, eugenics, euthanasia, and gene therapy. At the same time, medical advances are posing complex ethical problems for both patients and professionals. The most comprehensive and up-to-date collection of its kind, Case Studies in Biomedical Ethics: Decision-Making, Principles, and Cases explores fundamental ethical questions arising from real situations faced by health professionals, patients, and others. Featuring (...) a wide range of more than 100 case studies drawn from current events, court cases, and physicians' experiences, the book is divided into three parts. Part I presents a basic framework for ethical decision-making in healthcare, covering such issues as separating evaluative questions from questions of fact; distinguishing between ethical and nonethical evaluations; and identifying the source of ethical judgments. Expanding upon this framework, Part II explains the ethical principles: beneficence and nonmaleficence, justice, respect for autonomy, veracity, fidelity, and avoidance of killing. Parts I and II provide students with the background to analyze the ethical dilemmas presented in Part III, which features cases on a broad spectrum of issues including abortion, genetics, mental health, confidentiality, health insurance, experimentation on humans, the right to refuse treatment, and death and dying. Each case is accompanied by the authors' commentary, which guides students in considering the issues. Ideal for undergraduate and graduate courses in biomedical ethics, bioethics, and medical ethics, Case Studies in Biomedical Ethics incorporates opening text boxes in each chapter that cross-reference relevant cases in other chapters. It also includes an appendix of important ethical codes and a glossary of key terms. (shrink)

Richly illustrated study drawing on art, literature and science to explore Victorian attitudes towards sight.

In parts of the world, discussion regarding COVID-19 has shifted towards endemicity, and questions of living with, rather than directly battling, the virus. As a result, ethical questions are being refocussed. The imperative is beginning to shift towards what we can learn from the pandemic, and how we can better prepare for future global outbreaks. Among the questions that need to be addressed is what Covid-29 has taught us about how research can be conducted ethically during major global public health (...) emergencies. It is widely accepted that research has an essential role to play in improving the effectiveness of health interventions in major public health crises.1 Even before COVID-19, a special series published in The Lancet highlighted the critical role of research in humanitarian crises, and lamented the paucity of good data on the effectiveness of health interventions in these particularly demanding contexts.2 The impact of expedited vaccine research on the mortality, morbidity and global disruption of the COVID-19 pandemic would be difficult to exaggerate. But it is clear that one important driver of vaccine hesitancy was public concern about the speed with which research into the vaccines was undertaken and hence the reliability of the data concerning their safety.3 Although for understandable reasons, the focus of attention on ethical research during the COVID-19 pandemic has been on vaccines and anti-virals, research in public health emergencies involves a wide range of activities designed to generate evidence, including social science research – which can be particularly critical in understanding barriers to vaccine uptake for example – along with epidemiological studies and health systems research. One widely acknowledged area of ethical tension concerning research in public health emergencies is between the need for rapid ethical review, and the strong moral requirement …. (shrink)

A dual-language edition presenting Descartes's original Latin text of his greatest work, with a facing-page authoritative English translation.

This chapter considers the relationship between philosophy and literature both as forms of writing and thinking, but also (which is a more original contribution) as historically specific instititutions of enquiry. The argument is that part of the historical and cultural situatedness of philosophy is as a written form of cultural production, but one located within institutions (Universities above all) that already have a different 'department' specialising in understanding written forms of cultural production. This suggests that there might be an overlooked (...) reciprocal influence. In particular, what new challenges for its own thinking can philosophy discover in the contemporary practices of literary analysis? A case study is detailed concerning recent forms of ecological criticism. (shrink)

In response to the proposal by Walter Jaeschke contained in the preceding paper, the Nineteenth Century Theology Group of the American Academy of Religion discussed plans, at the annual meeting of the Academy on 15–17 November 1979, to complete a new English study edition of Hegel’s Lectures on the Philosophy of Religion, and has agreed to sponsor its publication by Scholars Press in the AAR Texts & Translations Series. An Editorial Committee has been formed with the following membership: Robert (...) F. Brown, Richard Crouter, James O. Duke, Francis S. Fiorenza, Joseph Fitzer, Peter C. Hodgson, Walter Jaeschke, Darrell Jodock, O. Kem Luther, Dale M. Schlitt, John C. Shelley, James Yerkes. Many of these persons will be involved in the editing and translating process. (shrink)