The work of a clinical ethicist often focuses on identifying what goals an autonomous patient has for themselves, or on helping identify a surrogate when a patient lacks autonomy for a specific dec...

Clinical ethicists are frequently called upon to provide guidance about who can make medical decisions for an incapacitated patient, what decisions the surrogate can make, and how they ought to mak...

BackgroundThe Pacific Islander population is the second fasting growing population in the United States and Arkansas is home to the largest Marshallese population in the continental US. The Marshal...

In popular culture, death is typically presented as clear and binary- someone is either walking and talking and alive, or very obviously still and dead. Reality is more complicated than the movies,...

Adolescence is a liminal space, with teens teetering between being big kids and young adults, sometimes on an hourly basis. In a few short years, they go from having few, if any, rights to make dec...

Se presentan en este artículo los resultados que surgieron de incorporar lecciones de Autoconciencia por el Movimiento (ATM) -como estrategia pedagógica- para reconocer y actuar en pro de nuestro ambiente interno y externo, realizado con un grupo interprofesional de mujeres. El grupo se forma e investiga a sí mismo, bajo el enfoque de la Investigación Acción Participativa, y busca comprender mejor los procesos de formación ambiental en los campos de la salud y el ambiente.

Although ethics is an essential component of undergraduate medical education, research suggests current medical ethics curricula face considerable challenges in improving students’ ethical reasoning. This paper discusses these challenges and introduces a promising new mode of graduate and professional ethics instruction for overcoming them. We begin by describing common ethics curricula, focusing in particular on established problems with current approaches. Next, we describe a novel method of ethics education and assessment for medical students that we have devised, the Medical Ethics (...) Bowl. Finally, we suggest pedagogical advantages to MEBs when compared to other ethics curricula. (shrink)

Moral Problems in Higher Education brings together key essays that explore ethical issues in academia. The editor and contributors-all noted philosophers and educators-consider such topics as academic freedom and tenure, free speech on campus, sexual harassment, preferential student admissions, affirmative action in faculty appointments, and the ideal of a politically neutral university. Chapters address possible restrictions on research because of moral concerns, the structure of peer review, telling the truth to colleagues and students, and concerns raised by intercollegiate athletics. Cahn (...) selects two key readings in each area to offer a readable introductory guide to these critical subjects for students studying academic ethics and higher education policy. In addition to the selections and a general introduction, Cahn provides study questions for use in the classroom. Contributors include Scott F. Aikin, Derek Bok, William G. Bowen, Myles Brand, Richard T. DeGeorge, Paul D. Eisenberg, Leslie Pickering Francis, Martin P. Golding, Philip Kitcher, Charles R. Lawrence III, David Lewis, Paul J. Olscamp, Nancy Tuana, David Shatz, George Sher, Robert L. Simon, Robert B. Talisse, Stephan Thernstrom, Abigail Thernstrom, Laurence Thomas, Robert Paul Wolff, and the editor. (shrink)

Research monography about the works of famous Mongolian writer, scholar B. Rinchen.

The ethics of belief involves an inquiry into what beliefs are legitimate to hold, including religious beliefs. Whatever the criteria determined in such an investigation, adopting a belief that does not meet this criterion is seen as illegitimate and it is considered an ethical violation. English mathematician W. K. Clifford (d. 1879) defines “sufficient evidence” as a criterion in his famous essay, “The Ethics of Belief”. Clifford’s evidence-centered argument becomes one of the most frequent references in the evidentialist objection against (...) theism. It turns out that this argument is not functional in the face of the diversity of beliefs. In this context, different suggestions are presented about what the ethics of belief could be. American philosopher William James (d. 1810), one of the founding names of pragmatism, offers a new proposal. In his classic work, “The Will to Believe”, James claims that Clifford is wrong in seeking the requirement of evidence for all beliefs. Because it is not possible to prove beliefs from the passionate nature of human beings, especially religious beliefs. Following this distinction, James proposes a new criterion for religious beliefs: a religious belief can be vivid or dead, forced or avoidable; and momentous or trivial. If a religious belief is vivid, forced, and momentous, it is necessary to have the courage to believe in it instead of suspending it. James' proposal is often valued as a strong counter-challenge or defense of religious beliefs. However, this argument also has aspects that are open to criticism. One of them is that the will to believe argument concurrently accepts conflicting religious beliefs or, in other words, confronts the issue of religious diversity. According to J. Hick, for example, this argument inevitably results in religious pluralism, even though James does not want to. Contrary to Hick, S. F. Aikin claims that the will to believe does not result in religious pluralism. According to Aikin, who draws attention to the relationship of argument with pragmatism, James obscures religious beliefs and removes them from being claims about truth. Therefore, there is no contradiction in the classical sense. So, which of the objections is valid? Does the will-to-believe argument result in religious pluralism by legitimizing more than one religious belief at the same time, or does it make a purely pragmatic proposition by devaluing religious beliefs? Which religion do I have the right to believe in according to the will to believe? The aim of this article is to provide an answer to the mentioned question. In the article, unlike the current evaluations, it is argued that the argument is closely related to James's theory of knowledge, radical empiricism, not pragmatism as it is usually made. For this purpose, after showing the relationship between the arguments of Clifford and James, the argument will be re-examined in this context and it will be revealed that James has two steps regarding religious beliefs: to make religious beliefs independent from factual beliefs; leaving theism to accept a monistic vision of God and basing religion on mystical experience, which is an emotional experience. As details emerge, it will become clear that James defends a natural religion that excludes traditional religions in his philosophical system and that he defends the beliefs of a humanized religion. With an individual definition of religion based on emotion, James on the one hand ensures the commonality of religious feeling, on the other hand, he makes religion independent from the field of facts. Therefore, with this study, it will be seen that the argument of the will to believe does not aim to legitimize believing in traditional religions, and diversity is not a fundamental problem. (shrink)

2. The Meno offers a dramatic demonstration of the validity of the first argument put forward for Anamnesis and the immortality of the soul in the Phaedo.

R T Allen; Rational Autonomy: the destruction of freedom, Journal of Philosophy of Education, Volume 16, Issue 2, 30 May 2006, Pages 199–207, https://doi.org/10.

R T Allen; I'll Say it Again: a rejoinder to Jim Mackenzie, Journal of Philosophy of Education, Volume 22, Issue 1, 30 May 2006, Pages 113–114, https://doi.org/.

R T Allen; Metaphysics in Education, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 159–169, https://doi.org/10.1111/j.1467-9752.198.

R. E. Allen's superb new translation of Plato's Symposium brings this classic text to life for modern readers. Allen supplements his translation with a commentary that not only enriches our understanding of Plato's philosophy and the world of Greek antiquity but also provides insights into present-day philosophical concerns. Allen reveals the unity of Plato's intentions in the Symposium, explores the dialogue's major themes, and links them with Plato's other dialogues. His wide-ranging commentary includes discussions of Greek religious, social, and sexual (...) practices, the conceptual connections between the Symposium and Freud, the influence of the Symposium on later writers, and recent scholarship on the dialogue. Allen's primary focus is philosophical, however, and he succeeds in explicating the doctrine of Eros in Plato's Symposium so that the reader can see how wish and desire relate to Plato's moral philosophy, epistemology, and metaphysics. (shrink)

I. A Defense of Adorno's Reading of Kierkegaard On February 27, 1933, Theodor W. Adorno published his first work, Kierkegaard: Construction of the Aesthetic, which was a revision of the Habilitationsschrift that Adorno wrote under Paul Tillich and Max Horkheimer between 1929 and 1931. The Reichstag fire raged that evening, the climax of the Nazi Machtergreifung, and in a matter of days Adorno's most important interlocutors—Walter Benjamin and Siegried Kracauer—would flee Germany. The political context of the Nazi takeover is the (...) obvious background to Adorno's Kierkegaardbuch , the monograph that became the…. (shrink)