The physician charter on medical professionalism creates standards of ethical behaviour for physicians and has been endorsed by professional organisations worldwide. It is based on the cardinal principles of the primacy of patient welfare, patient autonomy, and social welfare. There has been little discussion in the bioethics community of the doctrine of the charter and none from a Jewish ethical perspective. In this essay the authors discuss the obligations of the charter from a Jewish ethical viewpoint and call on other (...) cultures to develop their own unique perspectives on this important document. (shrink)

Moral education through service learning at post-secondary level is an important but under-researched field. Most existing studies center on its learning outcomes like academic progress, personal development, communication, and leadership skills, with only a few evaluating the moral development of college students participating in service-learning projects. The lack of study on moral development in service learning indicates a need for clarification of the theoretical underpinnings of service learning, John Dewey's ideas on moral growth, in particular his model of moral imagination (...) and the implications thereof, for current service-learning research and practice. We argue that Dewey's work here can help strengthen .. (shrink)

In this article, we present results from a literature review of intrinsic, instrumental, and relational values of nature conducted for the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services, as part of the Methodological Assessment of the Diverse Values and Valuations of Nature. We identify the most frequently recurring meanings in the heterogeneous use of different value types and their association with worldviews and other key concepts. From frequent uses, we determine a core meaning for each value type, which is (...) sufficiently inclusive to serve as an umbrella over different understandings in the literature and specific enough to help highlight its difference from the other types of values. Finally, we discuss convergences, overlapping areas, and fuzzy boundaries between different value types to facilitate dialogue, reduce misunderstandings, and improve the methods for valuation of nature's contributions to people, including ecosystem services, to inform policy and direct future research. © 2023 The Author(s). Published by Oxford University Press on behalf of the American Institute of Biological Sciences. (shrink)

In this paper I examine a strategy which aims to bypass the technicalities of the indispensability debate and to offer a direct route to nominalism. The starting-point for this alternative nominalist strategy is the claim that--according to the platonist picture--the existence of mathematical objects makes no difference to the concrete, physical world. My principal goal is to show that the 'Makes No Difference' (MND) Argument does not succeed in undermining platonism. The basic reason why not is that the makes-no-difference claim (...) which the argument is based on is problematic. Arguments both for and against this claim can be found in the literature; I examine three such arguments, uncovering flaws in each one. In the second half of the paper, I take a more direct approach and present an analysis of the counterfactual which underpins the makes-no-difference claim. What this analysis reveals is that indispensability considerations are in fact crucial to the proper evaluation of the MND Argument, contrary to the claims of its supporters. (shrink)

En la búsqueda de una ética para nuestro tiempo, el autor acude a la obra de Adorno para examinar la relación dialéctica entre praxis y teoría, y afirma que el nuevo concepto de praxis que emerge de esta relación podría guiarnos en la construcción de una ética más crítica que la mayoría de morales, constituidas únicamente por un sistema de normas. El autor defiende la concepción adorniana sobre el lugar del sujeto en la sociedad, que pretende despertar en este sujeto (...) la conciencia de sus capacidades, pero también de sus límites y sobre todo de su falta de libertad; lo que permite a Adorno conceder validez al intento de vida justa del sujeto moderno sólo en su problematicidad y fragilidad. (shrink)

We attempt to discern what Badioursquo;s philosophical system provides for thinking of education in a form which separates it from its contemporary representation in the state. These notes oppose to this state form Badiou#39;s declaration that #39;the only education is an education by truthsrsquo;. We pursue this in three sections. First, we will address the significance and function of the term lsquo;conditionsrsquo;. Secondly we will address Badioursquo;s essay lsquo;Art and Philosophyrsquo; from Handbook of Inaesthetics, the only essay in fact where (...) Badiou addresses education in a specific manner and in which Badiou discusses the link between art and philosophy in terms of the lsquo;pedagogical themersquo;: A theme, he says, that has been brought to collapse. Thirdly we will attempt to discern what might make up whatnbsp; Badiou refers to as the lsquo;fourth modalityrsquo; of the link between philosophy and its conditions through a somewhat speculative discussion of the dual lsquo;militantrsquo; praxis known in Badioursquo;s work as lsquo;subtractionrsquo; and lsquo;forcingrsquo;. (shrink)

In the real world, many people suffer as a function of their subordinate position in social hierarchy. Deliberative, relativist, and essentialist political theorists have sketched philosophies of social criticism that alone are inadequate for criticizing some harmful social values, practices, and norms. Certainly, theirs are critical theories in the sense that they are actionable, coherent, and self-reflective. But they are not adequate theories of social criticism. They do not specify satisfactorily the roles, qualifications, and methodology of social critics worried about (...) the struggles and wishes of real people. I specify all three. Drawing from the practical experience of a wide variety of women activists, I generalize about the roles and qualifications of the social critic. In addition, I formally articulate a method of social criticism that feminists have been developing. Collectively, feminists--particularly Third World women activists-have pioneered a method of social criticism that allows them to criticize existing social values, practices, and norms that perpetuate inequalities. The method of social criticism I propose provides a discipline for ongoing questioning and evaluation of social practices by a society with the help of social critics. In the process of explicating my own philosophy of social criticism, I offer criticisms of the implications for social criticism of three political philosophies--deliberative democratic theory, Michael Walzer's relativism, and Martha Nussbaum's essentialism--and argue that feminist critics have managed to achieve in practice what adherents of those three schools do incompletely in theory. (shrink)

Women; ethics; religious aspects; ethics.

The article is devoted to the problem of studying the activities of revolutionary and ideological virtuosi of the XX century by means of the historical sociology of modernity. It attempts both to identify the main trends in the participation of intellectually active strata of modern societies in the radical transformation of social reality, and to clarify the reasons that pushed them to do so. It is noted that the ideological background of such forms of socio-political radicalism were the symbolic means (...) of challenging the old forms of social reality and constructing new forms through secular ideologies of various types (socialism, communism, anarcho-syndicalism, fascism, national socialism, etc.). The role of conductors of the ideological message of these secular religions of salvation to the masses was usually performed by radical-minded intellectuals and students, for whom the worship of new idols and symbols of faith became the true meaning of life and struggle. In the XX century, it was the intellectuals who acted as the main creators and operators of collective salvation religions, and the social communities created on their basis. Moreover, they not only tried to save themselves with their help, but at the same time laid claim to the legitimate monopoly of determining who would be saved, and who would not. Thus, radical intellectuals acted as both the creators of the new norm and as agents of the policy of rationalization. The article pays special attention to the characteristics of the creators and social carriers of radical ideological views — and the worldviews based on them — as well as the refraction of these utopian visions in the socio-political practice of the last century. In conclusion, it is suggested that Max Weber’s historical sociology and Emile Durkheim’s symbolic theory of the “sacred”, supplemented by modern developments in the field of political sociology and socio-historical anthropology, can serve as a relevant system of theoretical coordinates for the study of ideological and revolutionary virtuosi of the XX century. (shrink)

(1978). Democratic Values and the Managerial Prerogative: a case study of headteachers and democratised school boards. Educational Studies: Vol. 4, No. 1, pp. 29-44.

Mitchell et al.'s claim, that their propositional theory is a single-process theory, is illusory because they relegate some learning to a secondary memory process. This renders the single-process theory untestable. The propositional account is not a process theory of learning, but rather, a heuristic that has led to interesting research.

Purpose. To examine the existential anthropology of G. Marcel and E. Minkowski, in order to demonstrate the necessity of distinguishing the universal-spiritual, as human in human being, apart from the individual-existential in him, and to reveal the hierarchical correlation of biosocial, existential and spiritual spheres in personality. Theoretical basis. Within existential philosophy the author differentiates two separate traditions and proceeds from the insufficiency of the distinction of existential sphere, proposed by phenomenological tradition, showing the necessity of its correlation with the (...) spiritual sphere as a sphere of humanity, proposed by non-phenomenological tradition of G. Marcel and E. Minkowski. Originality. The author presents the anthropological conception of G. Marcel and E. Minkowski, in which human personality is understood as unity of individual-existential and universal-spiritual, which requires a special trans-empirical field of culture, which contains senses, images and symbols of humanity. Also, the author presents the recent developments of existential thinkers in distinguishing existential and spiritual dimensions, both not reducible to the physical and social dimensions. Conclusions. In both existential traditions, the specifically human was founded as a trans-biological and trans-social phenomenon, which appears as indefinable and non-predetermined. But in first tradition, humanity is understood as an existence, as a unique individuality, "project", variant of humanity, equivalent to other variants, and universal is understood as a community of human condition in the world. While in the second tradition, the universal is understood as spiritual. Thus, horizontal level of our private existence, as the process of movement from birth to death, is supplemented by vertical of human, universal ideals and images. Humanity appears as a task, on the way to which human being transcends beyond the limits of his individual "self" to the "super-individual", through inclusion into spiritual community, into universal culture. (shrink)

El liberalismo de Carlos S. Nino evolucionó desde sus primeros trabajos vinculados al derecho penal, hacia la construcción de una teoría de la democracia deliberativa. Desde sus comienzos, siguiendo a los autores liberales clásicos como John Stuart Mill, hasta el final en donde adhirió a un liberalismo igualitario, hubo construcciones que acompañaron este proceso, como el concepto de autonomía personal, y también ciertos ideales morales, como un oposición concreta al perfeccionismo. El texto presenta al liberalismo de Nino al comienzo y (...) al final de su obra para mostrar que el antiperfeccionismo originado en el liberalismo clásico que servía de base para construir su concepción de la autonomía, se mantuvo inalterado durante todo este proceso de evolución dificultando la compatibilización de su teoría de la responsabilidad penal con su teoría de la democracia deliberativa, orientada hacia el liberalismo igualitario. (shrink)

Russian Romanticism, which first acquired recognizable contours in the 1820s, was a substantively significant phenomenon in Russian culture. Russian Romanticism assumed the unique forms of a sociophilosophical and literaryesthetic current that did not take shape within the confines of a purely literary movement. Romanticism was an important element in the culturalhistorical development of mankind; it was a special type of philosophicalhistorical interpretation of the world and a special type of esthetic awareness and literary-artistic conduct.

With its roots in clinical and educational psychology, school psychology is an ever-changing field that encompasses a diversity of topics. The Oxford Handbook of School Psychology synthesizes the most vital and relevant literature in all of these areas, producing a state-of-the-art, authoritative resource for practitioners, researchers, and parents.Comprising chapters authored by the leading figures in school psychology, The Oxford Handbook of School Psychology focuses on the significant issues, new developments, and scientific findings that continue to change the practical landscape. The (...) handbook's focuses include:allegiance to the reciprocal relationship between science and practice to promote problem-solving and enrichment modelsservice delivery designed to improve competencies of all studentsthe relationship between general cognitive ability and important life outcomesthe development of viable and enduring educational, family, and community systems to support studentsincreasing student diversity and the necessity of increased sensitivity to the influences of social, cultural, political, and legislative variables of schoolingoutlining tenable reasons why, since the end of World War II, children from kindergarten through the secondary grades have generally not been the recipients of a superior or efficient educational systemall relevant legislation, including the No Child Left Behind Act, and the ongoing question of who or what is responsible for the inadequate academic preparation of inner-city childrenbuilding a cumulative knowledge base to better facilitate students' academic, social, and personal competencies including the promotion of positive mental health and subjective well-beingThe scholarship compiled here is a must-read for practitioners, students, and faculty, and an ideal resource for parents seeking a scientific approach to the efficacy of school psychology practices. In both breadth and depth, this handbook promises to serve as the benchmark reference work for years to come. (shrink)