Ce livre présente cinq entretiens avec des philosophes pionniers dans le champ de la bioéthique francophone, Anne Fagot-Largeault et Jean-Yves Goff i (France), Gilbert Hottois et Jean-Noël Missa (Belgique) et Marie-Hélène Parizeau (Québec), cinq personnalités de renom, connues pour leur trajectoire exceptionnelle. Les entretiens menés avec ces auteurs au sujet de leurs oeuvres, de leurs expériences dans des comités de bioéthique et des différents débats soulevés ces dernières années nous permettent de connaître leur travail, mais aussi de faire une incursion (...) dans le développement fulgurant de la bio-médecine et des biotechnologies des cinquante dernières années. Les conséquences de ces applications, les problèmes éthiques générés, les jugements favorables et défavorables à l'égard des changements sociaux qui se sont produits et le bouleversement d'idées qui s'en est suivi, sont autant d'aspects abordés dans ces entretiens. L'utilisation du langage courant exige un effort de synthèse important; aussi ces entretiens sous la forme d'une conversation, offrent-ils au lecteur une large vision panoramique, rigoureuse et concise de l'évolution de la bioéthique francophone. (shrink)

This article represents the outcome of a dialogue between a vet and a healthcare ethicist on the theme of ‘love’ in professional life. We focus on four types or varieties of love in relation to the professional care of humans and animals. We discuss the relevance of Fromm’s core elements of love and consider the implications of these for human and animal health care practice. We present and respond to five arguments that might be waged against embracing love as a (...) professional value in veterinary and medical practice. We argue that a moderated love can and should be reclaimed as a contemporary professional value. It is most helpfully contextualised within virtue ethics or care ethics. We suggest that love is a rich starting point from which to launch an exploration of an interprofessional humanimal clinical ethics. (shrink)

The arts of rule cover the exercise of power by princes and popular sovereigns, but they range beyond the domain of government itself, extending to civil associations, political parties, and religious institutions. Making full use of political philosophy from a range of backgrounds, this festschrift for Harvey Mansfield recognizes that although the arts of rule are comprehensive, the best government is a limited one.

Within the rough ground that is the field of education there is a complex web of ethical obligations: to prepare our students for their future work; to be ethical as educators in our conduct and teaching; to the ethical principles embedded in the contexts in which we work; and given the Southern context of this work, the ethical obligations we have to this land and its First Peoples. We put out a call to colleagues whose work has been concerned with (...) the pedagogies of professional ethics, the ethical burdens of institutional injustice, and the application of ethical theory to education’s applied fields. In the responses we received it can be seen that ethical concerns in education are broad ranging, covering terrain varying from the preparation of preservice teachers, ethics in higher education, early childhood and care, educational leadership, relational and communicative ethics. Perhaps it could also be argued that this paper demonstrates Gibbon’s observation that ‘Assumptions about the particularity of this time as new and ripe with opportunity to make a difference through philosophy of education are not new and there’s much to learn from the persistence of wanting to imagine that they are’. However, while the field of ethics is perennially concerned with human relations and pedagogical interventions to improve these, the responses collected here show that educational ethics is far from static. Educational ethics is a field that continues to develop in response to changing contexts. (shrink)

The arts of rule cover the exercise of power by princes and popular sovereigns, but they range beyond the domain of government itself, extending to civil associations, political parties, and religious institutions.

The psychopathological phenomenon of delusions of influence comprises variable disturbances of the self-environment-border leading to the feeling of external influence on thoughts, feelings, impulses or behaviors. Delusions of influence are a hallmark in psychotic illness, but nevertheless, attenuated forms can also appear in healthy individuals. Here we present a newly developed paradigm to induce and assess feelings of external influence during instructed imaginations in healthy individuals. In the current study, we asked 60 healthy individuals to visually imagine different objects. To (...) induce feelings of external influence, we applied one of three different physical setups, and informed the participants whether or not an external influence was attempted during the respective trial. The physical setup as well as the information given to the participants alone were able to modulate the feeling of external influence in all three interventions. The impact of information significantly exceeded the impact of the physical setup on the ratings of experienced external influence. Moreover, the response latency correlated with the estimated feeling of external influence. Additional analyses addressed the influence of the emotional content of imagined objects and examined the intensity and emotional valence of the imaginations. Further supplemental analyses correlated external influence estimation of the participants with other psychopathological measures. In conclusion, this study endorses a quantitative model of psychopathological characteristics, in this case feelings of external influence that can be induced by external cues. (shrink)

This book's importance is derived from three sources: careful conceptualization of teacher induction from historical, methodological, and international perspectives; systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction.

Presents a plethora of approaches to developing human potential in areas not conventionally addressed. Organized in two parts, this international collection of essays provides viable educational alternatives to those currently holding sway in an era of high-stakes accountability.

This experimental writing piece by the Earth Unbound Collective explores the ethical, political and pedagogical challenges in addressing climate change, activism and justice. The provocation Earth Unbound: the struggle to breathe and the creative thoughts that follow are inspired by the contagious energy of what Donna Haraway calls response-ability or the ability to respond. This energy ripples through monthly reading groups and workshops organised by this interdisciplinary collective that emerged organically in January 2020.

En Ideals as Interests in Hobbes’s Leviathan, Sharon Ann Lloyd desarrolla una novedosa interpretación del problema político de Hobbes y de la solución que él elabora en El Leviatán. Lloyd se aparta de las interpretaciones estándares sobre Hobbes al sostener que el hombre hobbesiano es capaz de defender intereses transcendentales (es decir, intereses que no encajan en el esquema del deseo de autoconservación) y que la contradicción entre estos intereses constituye la principal amenaza del orden social. En contra de (...) la interpretación estándar, Lloyd afirma que el conflicto no se circunscribe al estado de naturaleza y que el problema fundamental de la teoría política de Hobbes concierne al establecimiento y el mantenimiento del orden social. De acuerdo con Lloyd, la solución del desorden social se lleva a cabo no sólo mediante estrategias realistas sino además mediante estrategias pedagógicas. (shrink)

Doing Science + Culture is a groundbreaking book on the cultural study of science, technology and medicine. Outstanding contributors including life and physical scientists, anthropologists, sociologists, literature/communication scholars and historians of science who focus on the analysis of science and scientific discourses within culture: what it means to "do" science. The essays are organized into three broad topics: transnational science and globalization (the movements of people, material resources and knowledges that underwrite scientific practices within and across borders of nation-states and (...) regions); emerging subjects and subjectivities (of research and researchers); and postdisciplinary pedagogies and curricula (the institutional settings of classroom, laboratory, department and academic division). Contributors: Itty Abraham, Anne Balsamo, Karen Barad, Michael M.J. Fischer, Joan H. Fujimura, Scott F. Gilbert, Emily Martin, Jackie Orr, Roddey Reid, Molly Rhodes and Sharon Traweek. (shrink)

Pedro Almodóvar is one of the most renowned film directors of recent years. Talk to Her is one of the most discussed and controversial of all his films. Dealing principally with the issue of rape, it also offers profound insights into the nature of love and friendship whilst raising important philosophical and moral questions in unsettling and often paradoxical ways. This is the first book to explore and address the philosophical aspects of Almodóvar’s film. Opening with a helpful introduction by (...) Noël Carroll that places the film in context, specially commissioned chapters examine the following topics: The relationship between art and morality and the problem of 'immoralism' Moral injury and its role in the way we form moral judgments, including the ethics of love and friendship The nature of dialogue, sexual objectification and what 'listening to' means in the context of gender Almodóvar's use of allusion and the unmasking of appearances to explore hidden themes in human nature. Including a biography of Almodóvar, Talk to Her is essential reading for students interested in philosophy and film as well as ethics and gender. It is also provides an accessible and informative insight into philosophy for those in related disciplines such as film studies, literature and religion. Contributors: Noël Carroll, A. W. Eaton, Cynthia Freeland, Robert B. Pippin, C.D.C. Reeve, and George M. Wilson. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 503 Possibility, Necessity, and Existence: Abbagnarw and His Predecessors. By NINO LANGIULLI. Philadelphia: Temple University Press, 1992. Pp. xv + 205. $44.95 (cloth). Although Nicola Abbagnano would agree in some sense with the currently fashionable claim that metaphysics is dead, Nino Langiulli's treatment of Abbagnano's thought constitutes a challenge to that claim. The aim, of Possibility, Necessity, and Existence is "to expound and elucidate historically and analytically (...) the concepts of possibility, necessity, and existence as they are refracted through the thought of the twentieth-century Italian philosopher Nicola Abbagnano." Langiulli characterizes Abbagnano as a bold and original thinker whose defense of "possibility" as the fundamental sense of being is understood by Abbagnano himself as an anti-metaphysical position. In his critical reflections, however, especially in the last chapter, Langiulli shows that Abbagnano is indeed engaged in an inquiry that can only be called metaphysical. Parts I and II are preparatory to the third part in which the concept of possibility and its relation to existence are most directly addressed. Part I provides a historical overview of four phases of the movement of Abbagnano's thought "from a positive existentialism to a radical empiricism." Abbagnano's version of existentialism is "positive" in that it sees in human finitude the very possibility of man's relationship with being. Here Abbagnano is distinguished from other existentialists such as Heidegger, Jaspers, Marcel, and Sartre. His criticisms of these positions are among the most important and interesting parts of the book. Heidegger and Jaspers both begin by apprehending human existence as a structure of possibilities but then reduce human existence to a structure of impossibilities. Christian existentialists such as Marcel really treat possibilities as potentialities to be inevitably realized. For Sartre all possibilities are equivalent, but for Abbagnano "the complete arbitrariness of choice among human possibilities does not imply freedom at all, but the impossibility of choice" (18). Here also Langiulli's comparison of Abbagnano with Quine, Sellars, and Rorty is pertinent and illuminating: Abbagnano would share Rorty's criticism of Quine and Sellars for holding on to vestiges of the old empiricism, but Abbagnano would not accept Rorty's "emptying" of philosophy itself. The influence of Abbagnano on his student Umberto Eco and on Gianni Vattimo and the differences between Abbagnano and Derrida's views of possibility are spelled out by Langiulli. In a section entitled "Dumping Philosophy and the Madness of It That Is Also Folly," Langiulli locates Abbagnano clearly and precisely within the debate over the legitimacy of reason. Abbagnano finds the basis of philosophical madness in the persistent tendency to take one aspect of human life as an absolute determinant, thus marginalizing or ignoring all others. "This privileged status has even been attributed to reason, but only when it 504 BOOK REVIEWS is absolutized or divinized as a superhuman force regulating the whole of nature, humanity included, according to necessary and necessitating laws" (39). So, for example, the order of mathematics or the techniques of verification and control employed in physics are transferred to the human world. But Abbagnano's rejection of absolutized reason is not a rejection of reason as such. He sees the current favoring of the nonrational and irrational aspects of life as a kind of folly and madness, "the vertigo of absurdity." The deliberate and crass ignorance of history and the search for novelty are also forms of madness. Part II consists of four chapters that trace the sources for Abbagnano's concept of possibility. The first of these sources is Plato's treatment of existence and possibility in the Sophist, where Abbagnano finds what he takes to be the antecedent for his own thought and for existentialism in general: the idea that possibility is both the structure and the ground of existing things. The two persistent themes of Greek metaphysics that Abbagnano is concerned to overcome are found most explicitly in Aristotle: the priority of actuality over possibility and the primacy of necessity over possibility. Kant is credited with opening the path for contemporary thought with his concept of real possibility (as distinguished from merely logical possibility). Finally, Abbagnano is indebted to Kierkegaard's criticisms of Aristotle and Hegel in the Philosophical... (shrink)

Jecker et al. (2024) propose seven ethical principles to guide international bioethics conferencing, applying them to the selection of Qatar as the location for the 2024 World Congress of Bioethics...

Galasso (2024) reiterates the problem of medical research being grounded on data from people with European ancestry and subsequently describes efforts made by the All of Us Research Program in the...

Self-tracking devices point to a future in which individuals will be more involved in the management of their health and will generate data that will benefit clinical decision making and research. They have thus attracted enthusiasm from medical and public health professionals as key players in the move toward participatory and personalized healthcare. Critics, however, have begun to articulate a number of broader societal and ethical concerns regarding self-tracking, foregrounding their disciplining, and disempowering effects. This paper has two aims: first, (...) to analyze some of the key promises and concerns that inform this polarized debate. I argue that far from being solely about health outcomes, this debate is very much about fundamental values that are at stake in the move toward personalized healthcare, namely, the values of autonomy, solidarity, and authenticity. The second aim is to provide a framework within which an alternative approach to self-tracking for health can be developed. I suggest that a practice-based approach, which studies how values are enacted in specific practices, can open the way for a new set of theoretical questions. In the last part of the paper, I sketch out how this can work by describing various enactments of autonomy, solidarity, and authenticity among self-trackers in the Quantified Self community. These examples show that shifting attention to practices can render visible alternative and sometimes unexpected enactments of values. Insofar as these may challenge both the promises and concerns in the debate on self-tracking for health, they can lay the groundwork for new conceptual interventions in future research. (shrink)

Creatures inveterately wrong in their inductions have a pathetic but praiseworthy tendency to die before reproducing their kind.- Quine (1969)We think that some facts - for example, the fact that someone is suffering, or the fact that all previously encountered tigers were carnivorous – supply us with normative reasons for action and belief. The former fact, we think, is a reason to help the suffering person; the latter fact is a reason to believe that the next tiger we see will (...) also be carnivorous. But how is the reason-giving status of such facts best understood? In particular, is it best understood as ultimately “conferred” upon these facts by our own evaluative attitudes, or do at least some facts possess normative reason-giving status in a way that is robustly independent of our attitudes? This is the modern, secular version of Plato's “Euthyphro question” - couched here in the philosophically useful, though not essential, language of normative reasons. (shrink)

A User's Guide to Melancholy takes Robert Burton's encyclopaedic masterpiece The Anatomy of Melancholy (first published in 1621) as a guide to one of the most perplexing, elusive, attractive, and afflicting diseases of the Renaissance. Burton's Anatomy is perhaps the largest, strangest, and most unwieldy self-help book ever written. Engaging with the rich cultural and literary framework of melancholy, this book traces its causes, symptoms, and cures through Burton's writing. Each chapter starts with a case study of melancholy - from (...) the man who was afraid to urinate in case he drowned his town to the girl who purged a live eel - as a way into exploring the many facets of this mental affliction. A User's Guide to Melancholy presents in an accessible and illustrated format the colourful variety of Renaissance melancholy, and contributes to contemporary discussions about wellbeing by revealing the earlier history of mental health conditions. (shrink)

More than any other textbook, Moore and Parker's Critical Thinking has defined the structure and content of the critical thinking course at colleges and universities across the country--and has done so with a witty writing style that students enjoy. Now in full-color, the eighth edition brings the concepts of critical thinking to life in vivid detail, with current examples relevant to today's students.

This chapter contains sections titled: The Nature of Critical Thinking Critical Thinking: Skills/Abilities and Dispositions Critical Thinking and the Problem of Generalizability The Relationship Between Critical Thinking and Creative Thinking “Critical Thinking” and Other Terms Referring to Thinking Critical Thinking and Education Critiques of Critical Thinking Conclusion.

Social inclusion/exclusion involves just/unjust social relations and social structures enabling or constraining opportunities for participation and health. In this paper, social inclusion/exclusion is explored as a dialectic. Three discourses – discourses on recognition, capabilities, and equality and citizenship – are identified within Canadian literature. Each discourse highlights a different view of the injustices leading to social exclusion and the conditions supporting inclusion and social justice. An Integrated Framework for Social Justice that incorporates the three discourses is developed and used to (...) critique the dominant focus on distributive justice within foundational Canadian nursing documents. We propose a broader conceptualization of social (in)justice that includes both relational and structural dimensions. Opportunities for multilevel interventions to promote social justice are identified. This framework is congruent with nursing's moral imperative to promote health equity and with the multiple roles played by nurses to promote social justice in everyday practice. (shrink)

The paper argues that knowledge is not closed under logical inference. The argument proceeds from the openness of evidential support and the dependence of empirical knowledge on evidence, to the conclusion that knowledge is open. Without attempting to provide a full-fledged theory of evidence, we show that on the modest assumption that evidence cannot support both a proposition and its negation, or, alternatively, that information that reduces the probability of a proposition cannot constitute evidence for its truth, the relation of (...) evidential support is not closed under known entailment. Therefore the evidence-for relation is deductively open regardless of whether evidence is probabilistic or not. Given even a weak dependence of empirical knowledge on evidence, we argue that empirical knowledge is also open. On this basis, we also respond to the strongest argument in support of knowledge closure. Finally, we present a number of significant benefits of our position, namely, offering a unified explanation for a range of epistemological puzzles. (shrink)

Traditional memory strategy training interventions improve older adults’ performance on tests of episodic memory, but have limited transfer to episodic memory tasks, let alone to everyday memory. We argue that an alternative approach is needed to assist older adults to compensate for age-related cognitive declines and to maintain functional capacity in their own natural ecologies. We outline a set of principles regarding how interventions can successfully train older adults to increase successful goal pursuit to reduce risks of everyday memory failures. (...) We argue that training individuals to use metacognitive self-regulatory strategies to proactively manage formulation and pursuit of daily goals can compensate for age-related cognitive changes and increase the likelihood of goal attainment. We then describe an intervention approach that instantiates these principles in a multi-modal intervention that is unique in its three-phase approach: individualized assessment of an individual’s current approaches to self-regulation; training memory strategies, self-management skills, and new habits of mind in a group training context; and a behavioral shaping period in which individuals receive coaching and feedback on their efforts to use trained procedures to improve everyday cognition. A recently completed study conducted an initial test of the intervention, with highly encouraging results. We advocate further efforts to replicate, extend, and fine-tune this type of intervention. The ultimate goal is to be able to deliver the intervention in a way that increases its potential reach, including to subpopulations of older adults at risk for everyday cognitive impairments. (shrink)

This article explores the pedagogical, transformative aspects of education as a relation, viewing such transformation as occurring in the liminal space between body and spirit. In order to explore this liminal space more thoroughly, the article first outlines a case for why liminality is of educational and not only of pedagogical concern, building on James Conroy's notion of the liminal imagination and his emphasis on the importance of metaphor for calling our attention to the ontological spaces that make up educational (...) practice. I then use this metaphor both substantively and methodologically, offering a reading of Clarice Lispector's novel The Stream of Life as a performance of the liminal imagination in its attempt to put into focus the embodied and transcendent aspects of becoming, both of which I see as central to defining what is pedagogical about human existence. The article then turns to developing how different metaphors may be mobilised to signify the particularly relational quality of becoming, drawing on Luce Irigaray's work to explore more closely the corporeal and spiritual aspects of becoming in relation. I then turn my attention to a more fulsome discussion of the significance of approaching pedagogical relationships in education in this way and what this signifies for the teacher-student encounter in particular. (shrink)

As a flashpoint for specific instances of conflict, Muslim sartorial practices have at times been seen as being antagonistic to “western” ideas of gender equality, secularity, and communicative practices. In light of this, I seek to highlight the ways in which such moments of antagonism actually might be understood on “cosmopolitical” terms, that is, through a framework informed by a critical and political approach to cosmopolitanism itself. Thus, through an “agonistic cosmopolitics” I here argue for a more robust political understanding (...) of what a cosmopolitan orientation to cultural difference can offer education. The paper moves from a focus on harmony to agonism and from cosmopolitanism to the cosmopolitical, and within each I discuss the questions of democracy and universality, respectively. Drawing on, the work of Chantal Mouffe, Judith Butler and Bonnie Honig, I discuss the basis upon which our agonistic interactions can inform education in promoting better ways of living together. This requires, in my view, nothing less than a clear understanding of the very difficulties of pluralism and a questioning of some of the ways we often reflect on the political dimension of these difficulties. I offer some reflections on what an agonistic cosmopolitics has to offer the debates surrounding the wearing of various forms of Muslim dress in schools in the conclusion. My overall claim is that cosmopolitanism as a set of ideas that seek more peaceful forms of living together on a global scale is in need of a theoretical framework that faces directly the difficulties of living in a dissonant world. (shrink)

This article addresses the conceptual challenges of articulating the ethical–political limits of ‘higher education as we know it’, and the practical challenges of exploring alternative formations of higher education that are unimaginable from within the dominant imaginary of the higher education field. This article responds to the contemporary conjuncture in which possible futures have been significantly narrowed, and yet these possibilities also appear increasingly unsustainable and unethical. It invites scholars of higher education to rethink the epistemological and ontological frames within (...) which most imaginaries and institutions of higher education are embedded. If we fail to denaturalize these frames, then efforts to pluralize possible higher education futures will risk reproducing existing conceptual limitations and enduring colonial harms. (shrink)

Inner speech emerges in early childhood, in parallel with the maturation of the dorsal language stream. To date, the developmental relations between these two processes have not been examined. We review evidence that the dorsal language stream has a role in supporting the psychological phenomenon of inner speech, before considering paediatric studies of the dorsal stream’s anatomical development and evidence for its emerging functional roles. We examine possible causal accounts of the relations between these two developmental processes, and consider their (...) implications for phylogenetic theories about the evolution of inner speech and the accounts of the ontogenetic relations between language and cognition. (shrink)