This paper argues that moral judgment is suffering at the hands of instrumental rationality and identity thinking, concepts from the tradition of the Frankfurt School of Critical Theory that help explain degradations in human relations. These concepts are not new, but they are realized in novel ways, and the implications continue to be significant, contributing to human suffering and prominent anti-intellectual sentiment. Working through the shared intellectual ground of Adorno, Edmundson, Stivers, and Ellul, the paper takes a critical look at (...) our culture through the objectification of genuine human relations that comes with techno-rational prioritization. The endpoint of such a culture is the compromise of human subjectivity in the service of efficiency, objectivity, and measurability. Extending the analysis to educational practice, Joas’s notion of situational creativity and Dewey’s aesthetics are proposed as possible points of resistance, highlighting positive actions to be taken to remediate these narrow and dehumanizing phenomena. (shrink)

According to ‘orthodox’ representationalism, perceptual states possess constitutive veridicality (truth, accuracy, or satisfaction) conditions. Typically, philosophers who deny orthodox representationalism endorse some variety of anti-representationalism. But we argue that these haven’t always been, and needn’t continue to be, the only options. Philosophers including Descartes, Malebranche and Helmholtz appear to have rejected orthodox representationalism while nonetheless endorsing perceptual representations of a fundamentally practical kind not captured by orthodox representationalism. Moreover, we argue that the perceptual science called on by contemporary philosophers to (...) defend orthodox representationalism instead motivates a return to this older view, and we suggest that contemporary philosophers may conceptualize fundamentally practical perceptual representations as _‘de agendo’_ representations, a species of representation that has constitutive appropriateness rather than veridicality conditions. (shrink)

The sense of agency is the perception of willfully causing something to happen. Wegner and Wheatley proposed three prerequisites for SA: temporal contiguity between an action and its effect, congruence between predicted and observed effects, and exclusivity . We investigated how temporal contiguity, congruence, and the order of two human agents’ actions influenced SA on a task where participants rated feelings of self-agency for producing a tone. SA decreased when tone onsets were delayed, supporting contiguity as important, but the order (...) of the agents’ actions also mattered. Relative contiguity was the main determinant of SA, as delayed tones were usually attributed to the most recent action. This was unaffected by contingencies between the two actors’ actions , showing that contiguity has a powerful influence on SA, even during joint action in the presence of other cues. (shrink)

Nowadays, philosophers and scientists tend to agree that, even though human and artificial intelligence work quite differently, they can still illuminate aspects of each other, and knowledge in one domain can inspire progress in the other. For instance, the notion of “artificial” or “synthetic” phenomenology has been gaining some traction in recent AI research. In this paper, we ask the question: what (if anything) is the use of thinking about phenomenology in the context of AI, and in particular machine learning? (...) We will isolate one sense of “phenomenology”, namely the sense in which it is commonly understood within analytic philosophy of perception. Then, we will give examples of projects within sensory substitution and restoration science that rely heavily on machine learning and to which, according to us, phenomenology in the sense specified makes a relevant contribution. Finally, we will shed some light on what this contribution looks like and why it is important. (shrink)

The phenomenology of controlled action depends on comparisons between predicted and actually perceived sensory feedback called action-effects. We investigated if intervening task-irrelevant but semantically related information influences monitoring processes that give rise to a sense of control. Participants judged whether a moving box “obeyed” or “disobeyed” their own arrow keystrokes or visual cues representing the computer’s choices . During 1 s delays between keystrokes/cues and box movements, participants vocalized directions cued by letters inside the box. Congruency of cued vocalizations was (...) manipulated relative to previously selected keystrokes and upcoming box movements. In Experiment 1, reported obey moves and feelings of control reflected the true frequency of obey moves, but were also modulated by vocalizations. Incongruent vocalizations reduced reported obey moves, whereas congruent vocalizations increased them. In Experiment 2, vocalizations had stronger effects when their congruence with primary-task box movement was consistent for several consecutive moves before congruence changed. In Experiment 3, analogous impacts of vocalizations occurred when the computer selected the directions and participants judged whether the computer had control of the box. We conclude that predicted and perceived action-effects associated with semantically related but separate and ostensibly irrelevant actions can be conflated with one another. This interference is not restricted to actions performed with the same effector or within the same modality, or even by the same actor. Thus in estimating degrees of control, the mind integrates across ongoing action systems, whether or not they are logically task-relevant. (shrink)

Self-initiated action effects are often perceived as less intense than identical but externally generated stimuli. It is thought that forward models within the sensorimotor system pre-activate cortical representations of predicted action effects, reducing perceptual sensitivity and attenuating neural responses. As self-agency and predictability are seldom manipulated simultaneously in behavioral experiments, it is unclear if self-other differences depend on predictable action effect contingencies, or if both self- and externally generated stimuli are modulated similarly by predictability. We factorially combined variation in predictability (...) of action effects, spatial congruence, and performance by the self or computer to dissociate these influences on a visual discrimination task. Participants performed 2AFC speed judgments. Self-initiated motion was judged to be slower than computer-initiated motion when action effect contingencies were predictable, while spatial congruence influenced speed judgments only when action effect contingencies were unpredictable. Results are discussed in relation to current theories of sensory attenuation. (shrink)

Prima facie, accounts of scientific representation should illuminate how models support justified surrogative reasoning while remaining neutral on the nature of inductive inference. We argue that doing both at once is harder than it first appears. Accounts like “DEKI,” which distinguish justified and unjustified surrogative inferences by appealing to a distinction between derivational and factual correctness, cannot accommodate non-formal, non-rule-based accounts of inference such as John Norton’s material theory of induction. In contrast, a recent expressivist-inferentialist account appears compatible with material (...) inference, but at the cost of abandoning inductive neutrality. (shrink)

As is the case with most pre‐modern philosophers of India, very little historical information is available about Bhartṛ‐hari. There are many interesting legends, some turned into extensive plays and poems, current about him. However, it is impossible to determine on their basis even whether there was only one philosopher called Bhartṛ‐hari. The appellation “philosopher” could unquestionably be applied to the author or authors of at least two Sanskrit works that are commonly ascribed to Bhartṛ‐hari.

Authorship transgressions, duplicate data reporting and reporting/data errors compromise the integrity of biomedical publications. Using a standardized template, we raised concerns with journals about each of these characteristics in 33 pairs of publications originating from 15 preclinical trials reported by a group of researchers. The outcomes of interest were journal responses, including time to acknowledgement of concerns, time to decision, content of decision letter, and disposition of publications at 1 year. Authorship transgressions affected 27/36 publications. The median proportion of duplicate (...) data within pairs of publications was 45%. Data/reporting discrepancies [median 3 ] were present in 28/33 pairs. Journals acknowledged receipt of concerns for 53% and 94% of publications by 1 month and 9 months, respectively. After 1 year, journals had communicated decisions for 16/36 publications. None of the decision letters specifically addressed each of the concerns raised. Decisions were no action, correction and retraction for 9, 3 and 4 publications, respectively: the amounts of duplicate data reporting and data/reporting discrepancies were similar irrespective of journal decision. Authorship transgressions affected 6/9 publications for which no action was decided. Journal responses to concerns about duplicate publication, authorship transgressions, and data/reporting discrepancies were slow, opaque and inconsistent. (shrink)

Phonological Knowledge addresses central questions in the foundations of phonology and locates them within their larger linguistic and philosophical context. Phonology is a discipline grounded in observable facts, but like any discipline it rests on conceptual assumptions. This book investigates the nature, status, and acquisition of phonological knowledge: it enquires into the conceptual and empirical foundations of phonology, and considers the relation of phonology to the theory of language and other capacities of mind. The authors address a wide range of (...) interrelated questions, the most central of which is this: is phonological knowledge different from linguistic knowledge in general? They offer responses to this question from a variety of perspectives, each of which has consequences for how phonology and language are conceived. Each also involves a host of further questions concerning the modularity of mind and of language; whether phonology should be included in the language faculty; the nature-convention debate; the content of phonological elements and its relation to phonetic substance; the implications of sign languages for phonology; whether functional and variationist considerations are relevant in phonology; how phonological knowledge arises; and, not least, the data and methods appropriate for phonological inquiry. Phonological Knowledge is an important contribution to the most fundamental issues in phonology and the understanding of language. It will interest researchers in and advanced students of phonology, linguistic theory, and philosophy of language.In addition to the editors, the authors are Mary Beckman, Silvain Bromberger, Jennifer Fitzpatrick, Paul Foulkes, Mark Hale, Morris Hallé, John Harris, Harry van der Hulst, Robert Ladd, G. Lindsey, Scott Myers, Janet Pierrehumbert, Charles Reiss, Shelley Velleman, Marilyn Vihman, and Linda Wheeldon.By relating foundational questions of phonology to their larger linguistic, cognitive, and philosophical contexts this book will generate interest not only among phonologists and their advanced students, but also among all those concerned to understand the forms and functions of language. (shrink)

This edited collection brings together keynote articles from the journal _Disability & Society_ to provide a comprehensive and though-provoking exploration of the place of technology in disabled people’s lives, documenting and analysing the growing impact of technology on disability and society over recent decades. The authors explore theoretical, empirical and moral dilemmas that arise with the changing relationship between technological change and the lives, aspirations and possibilities of disabled people. The volume is organised into three parts which consider early foundational (...) work connecting disability and technology; key empirical studies related to the optimum use of technologies for independence and inclusion; and new moral and social dynamics thrown up by technological developments for disabled people’s lives. (shrink)

There is increased recognition of a common suite of global challenges that hamper food system sustainability at the community scale. Food price volatility, shortages of basic commodities, increased global rates of obesity and non-communicable food-related diseases, and land grabbing are among the impediments to socially just, economically robust, ecologically regenerative and politically inclusive food systems. While international political initiatives taken in response to these challenges and the groundswell of local alternatives emerging in response to challenges are well documented, more attention (...) is needed to the analysis of similarities between community approaches to global pressures. While we are not suggesting the application of a template set of good practices, the research reported in this paper point to the benefits of both sharing good practices and enabling communities to adopt good practices that are suited to their place-based capacities. The work also suggests that sharing community-derived good practices can support and reinforce global networks of sustainable community food systems, foster knowledge co-creation and ultimately cement collective action to global pressures. In turn these networks could enhance the sustainability and resilience of community food systems and facilitate wide scale food system transformation. (shrink)

Background: Lack of compassion is claimed to result in poor and sometimes harmful nursing care. Developing strategies to encourage compassionate caring behaviours are important because there is evidence to suggest a connection between having a moral orientation such as compassion and resulting caring behaviour in practice. Objective: This study aimed to articulate a clearer understanding of compassionate caring via nurse educators’ selection and use of published texts and film. Methodology: This study employed discourse analysis. Participants and research context: A total (...) of 41 nurse educators working in universities in the United Kingdom (n = 3), Ireland (n = 1) and Canada (n = 1) completed questionnaires on the narratives that shaped their understanding of care and compassion. Findings: The desire to understand others and how to care compassionately characterised educators’ choices. Most narratives were examples of kindness and compassion. A total of 17 emphasised the importance of connecting with others as a central component of compassionate caring, 10 identified the burden of caring, 24 identified themes of abandonment and of failure to see the suffering person and 15 narratives showed a discourse of only showing compassion to those ‘deserving’ often understood as the suffering person doing enough to help themselves. Discussion: These findings are mostly consistent with work in moral philosophy emphasising the particular or context and perception or vision as well as the necessity of emotions. The narratives themselves are used by nurse educators to help explicate examples of caring and compassion (or its lack). Conclusion: To feel cared about people need to feel ‘visible’ as though they matter. Nurses need to be alert to problems that may arise if their ‘moral vision’ is influenced by ideas of desert and how much the patient is doing to help himself or herself. (shrink)

Values‐based practice is deemed essential for healthcare provision worldwide. In England, values‐based recruitment methods, such as multiple mini interviews (MMIs), are employed to ensure that healthcare students’ personal values align with the values of the National Health Service (NHS), which focus on compassion and patient‐centeredness. However, values cannot be seen as static constructs. They can be positively and negatively influenced by learning and socialisation. We have conceptualised students’ perceptions of their values over the duration of their education programme as a (...) ‘values journey’. The aim of this hermeneutic longitudinal focus group study was to explore the ‘values journey’ of student nurses and midwives, recruited through MMIs, across the 3 years of their education programme. The study commenced in 2016, with 42 nursing and midwifery students, originally recruited onto their programmes through multiple mini interviews. At the third and final point of data collection, 25 participants remained. Findings indicate that students' confidence, courage and sense of accountability increased over the 3 years. However, their values were also shaped by time constraints, emotional experiences and racial discrimination. We argue that adequate psychological support is necessary as healthcare students embark on and progress through their values journey, and propose a framework for this. (shrink)

George Yancy gathers white scholarship that dwells on the experience of whiteness as a problem without sidestepping the question’s implications for Black people or people of color. This unprecedented reversion of the “Black problem” narrative challenges contemporary rhetoric of a color-evasive world in a critically engaging and persuasive study.

Fundamental physics makes no clear use of causal notions; it uses laws that operate in relevant respects in both temporal directions and that relate whole systems across times. But by relating causation to evidence, we can explain how causation fits in to a physical picture of the world and explain its temporal asymmetry. This paper takes up a deliberative approach to causation, according to which causal relations correspond to the evidential relations we need when we decide on one thing in (...) order to achieve another. Tamsin's taking her umbrella is a cause of her staying dry, for example, if and only if her deciding to take her umbrella for the sake of staying dry is adequate grounds for believing she'll stay dry. This correspondence explains why causation matters: knowledge of causal structure helps us make decisions that are evidence of outcomes we seek. The account also explains why we can control the future and not the past, and why causes come before their effects. When agents properly deliberate, their decisions can never count as evidence for any outcomes they may seek in the past. From this it follows that causal relations don't run backwards. This deliberative asymmetry is itself traced back to asymmetries of evidence and entropy, providing a new way of deriving causal asymmetry from temporally symmetric laws. (shrink)

Recognising relationships: reflections on evidence‐based practice This paper argues for a broadening of the way evidence is developed and used in health‐care. It contends that the current political and policy imperatives and the evidence‐based practice movement are in direct tension with the other major ideological movements that promote patient‐centred healthcare services. Nursing is affected by this tension because it is more naturally focused on relationships with clients to achieve health outcomes. The unresolved and mounting tension could be alleviated by embracing (...) a broader definition of what counts as evidence and by focusing more on patient‐centred healthcare methodologies and acknowledging the interdependency of distinct ways of generating new knowledge. A number of case studies are used to illustrate how research focusing on patient perspectives and nurses’ response to patient experiences can improve the evidence base for nursing. (shrink)

IntroductionAcademic integrity policy that is inaccessible, ambiguous or confusing is likely to result in inconsistent policy enactment. Additionally, policy analysis and development are often undertaken as top down processes requiring passive acceptance by users of policy that has been developed outside the context in which it is enacted. Both these factors can result in poor policy uptake, particularly where policy users are overworked, intellectually critical and capable, not prone to passive acceptance and hold valuable grass roots intelligence about policy enactment.Case (...) descriptionThe case study presented in this paper describes the actions of a community of practice at a regional Australian university to deconstruct and translate ambiguous academic integrity policy into a suite of accessible academic integrity resources that were intelligible to staff and students, and which assisted academic staff to consistently enact policy. The paper narrates the formation of the CoP, the tangible and intangible value it created, the social learning practices enacted by its members, its grassroots policy work and the material resources produced from that work.Discussion and evaluationAn evaluation of the CoP was conducted using a value creation framework to explore its immediate value, potential value, applied value, realised value, and reframing value. These values were considered at each stages of the CoP’s lifespan. The evaluation was a useful process that demonstrated the wide-ranging value created by the CoP. Six insights were drawn from the evaluation which promote understanding of the value created for a university by a CoP, particularly in contributing to academic integrity culture over a sustained period of time.ConclusionsThis paper contributes to a research gap on specific examples of discretion within rule-based systems. It illustrates how academics and members of the CoP used their discretion to interpret and enact academic integrity policy within a higher education setting. Drawing from the evaluation of the CoP we argue for greater understanding of the grass-roots contribution of academic and professional staff to academic integrity policy translation and enactment. (shrink)

This paper's philosophical ideas are developed from a General Nursing Council for England and Wales Trust‐funded study to explore nursing knowledge and wisdom and ways in which these can be translated into clinical practice and fostered in junior nurses. Participants using Carper's (1978) ways of knowing as a framework experienced difficulty conceptualizing a link between the empirics and ethics of nursing. The philosophical problem is how to understandpraxisas a moral entity with intrinsic value when so much of value seems to (...) be technical and extrinsic depending on desired ends. Using the Aristotelian termspoesisandpraxiscan articulate the concerns that the participants as well as Carper (1978) and Dreyfus (in Flyvbjerg, 1991) among others share that certain actions or ways of knowing important for nursing are being devalued and deformed by the importance placed on quantitative data and measurable outcomes. The sense ofpraxisis a moralized one and most of what nurses do is plausibly on any account of normative ethics a morally good thing; the articulation of the idea ofpraxiscan go some way in showing how it is a part of the discipline of nursing. Nursing's acts aspoesiscan be a part of how practitioners come to havepraxisasphronesisor practical wisdom. So to be a wise nurse, one needs be a wise person. (shrink)

This article is a critical response to Concepción, Messineo, Wieten, and Homan’s “The State of Teacher Training in Philosophy.” In it, I utilize an epistemologies-of-ignorance framework to highlight the incentives we, as philosophers, have to ignore teaching and learning about teaching and learning. I argue that the problems are not merely about our individual desires, but rather, that there is a regime of ignorance that encourages us not to know. I argue therefore that real change requires more than a shift (...) in personal commitments; it requires a change to the system, including how and what we make public and how we evaluate and are evaluated by our peers. (shrink)

Terry McLaughlin's sudden death in 2006 deprived the academic world of a leading British philosopher of education, and the author himself of the opportunity to publish a planned synthesis of his work. This volume brings together a collection of his essays from a variety of leading journals. They have been selected by former colleagues well-acquainted with his thinking to celebrate his work and make it available in a convenient and accessible form.

Nel corso degli ultimi 20 anni c’è stata una espansione globale in materia di istruzione dottorale e in particolare di ‘dottorati professionali’. Difficoltà nell’avanzamento e nel completamento diventano sempre più il centro dell’attenzione per tutti i tipi di dottorato. È stato riconosciuto che una serie di fattori al di là di quelli prettamente demografici potrebbe influire sulla possibilità di completare gli studi. C’è ancora molto da imparare sul motivo per cui l’avanzamento e il completamento del dottorato sono così impegnativi. In (...) questo articolo vorremmo mettere in evidenza un settore che sembra trascurato dalla ricerca: l’esperienza emotivamente complessa del percorso di dottorato.Offriamo un contributo al dibattito su ciò che è necessario per facilitare il successo e intrinsecamente un soddisfacente avanzamento all’interno di un programma di dottorato professionale. Noi sosteniamo che una maggiore attenzione debba essere prestata al cammino esperienziale di studenti di dottorato dal momento che essi hanno il difficile compito di integrare la loro vita personale, professionale e accademica. Il nostro interesse per le risorse emotive di cui gli studenti possono avvalersi durante il loro percorso di dottorato è iniziato con la progettazione e lo sviluppo del nostro primo dottorato professionale in materia di sanità e cura. Attraverso la nostra iniziale esperienza con due gruppi di studenti, abbiamo riflettuto sullo sviluppo del dottorato professionale, in generale, e trasversalmente a diverse altre discipline, per comprendere meglio come facilitare una buona esperienza di dottorato e una conclusione nei tempi.L’importanza di partecipare all’esperienza emotiva all’interno del complesso percorso di dottorato professionale ci ha portato al concetto di ‘nourished scholarship’ . Si definisce la nozione di ‘nourished scholarship’ come un percorso di apprendimento che lega i valori personali, significativi e attuali, allo sviluppo e al contributo professionale. Tale nutrimento emotivo è caratterizzato da una soddisfacente esperienza di scambio tra il sé, l’apprendimento e la comunità di pratica/studio. La nostra opinione è che tale nutrimento emotivo sia una risorsa fondamentale da cui gli studenti attingono al momento di negoziare le sfide complesse del percorso professionale di dottorato. Al fine di illustrare il significato di ‘nourished scholarship’ descriviamo alcune delle sue dimensioni emotive chiave. Queste dimensioni possono essere agevolate in vari modi, ma qui ne segnaliamo uno in particolare: il sostegno reciproco e la supervisione di gruppo facilitata. Al fine di illustrare le dimensioni della ‘nourished scholarship’ quindi noi riflettiamo su un caso specifico, quello di una coorte di studenti di dottorato professionale. Sono state estratte alcune loro esperienze per illustrare sette dimensioni che sono importanti per contribuire all’esperienza di ‘nourished scholarship’ come una risorsa di sostegno:- Sperimentare i benefici di appartenenza- Aiutarsi vicendevolmente a contenere l’ansia- Vivere la crescente fiducia- Accettare comunanza e unicità- Miglioramento personale, identità professionale e accademica attraverso la chiarificazione dei valori- Sperimentare i benefici di relazionarsi ad una più ampia comunità scientifica- Accettare i ritmi dei tempi in cui ricevere dei tempi attivi.Inoltre, in questo articolo si riflette su come la particolare struttura del programma di dottorato è stata in grado di sostenere lo sviluppo di queste risorse. Ci sono state tre caratteristiche chiave che crediamo siano state fondamentali nel modo in cui il programma è stato progettato e realizzato:a) ‘Cohortness’ in cui gli studenti si impegnano con il programma come un gruppo in viaggio.b) Supervisione di coorte: anche se tutti studiavano diversi argomenti, si è formato un gruppo insieme a due facilitatori accademici per discutere il processo, l’esperienza del percorso e il loro apprendimento.c) Una strategia di valutazione flessibile che permette agli studenti di progredire in modo personale e non lineare.Il valore potenziale di questo articolo per i programmi educativi è che fornisce un quadro per focalizzare l’attenzione sull’importanza del percorso emotivo e sui modi per sostenere la motivazione degli studenti e la resilienza. Noi crediamo che questo quadro abbia un potenziale trasferibile ad altre situazioni in cui tali risorse emotive possono essere importanti.During the past 20 years there has been a global expansion in doctoral education and in particular professional doctorates. Difficulties with progression and completion have increasingly become the focus of attention within both academic and professional contexts. It has been acknowledged that a range of factors, beyond demographics, could be influential in whether students are able to sustain their studies to completion. In this paper we stress the importance of conceptualising professional doctoral studies as a personal, professional and academic journey that is sustained by emotional factors that may need more explicit attention. As such, our contribution is the delineation of a phenomenon that we call ‘nourished scholarship’. We wish to illustrate how such ‘nourished scholarship’ functions as a resource for sustaining motivation and integration through the doctoral journey. We offer seven dimensions that a doctoral programme needs to embody in order to facilitate ‘nourished scholarship’: belonging, containing anxiety, growing confidence, commonality and uniqueness, values clarification, scholarly community, and negotiating the rhythms of receptive and active times. We illustrate these dimensions in the context of a professional doctorate programme that emphasises ‘cohort supervision’ as the primary resource for facilitating such nourished scholarship. We believe that this notion has transferable potential to other provisions where such emotional resources may be important. (shrink)

(1981). Professionalism in education and physical education: A reply to David best. British Journal of Educational Studies: Vol. 29, No. 2, pp. 152-158.

Three years before René Girard published La violence et le sacré, a Jesuit doctoral candidate at the University of Fribourg began a short essay entitled “Unterwegs zu einer toleranten Kirche” in April 1969 with this claim: “Hexenjadgen gab es auf die eine oder andere Weise zu allen Zeiten”. After having asserted that it is a universal feature of human existence to elevate customs, laws, thought patterns, and other interests to absolute norms, he argued, “Im Namen dieser Normen stießen sie dann (...) einzelne oder Minderheiten aus ihrer Gemeinschaft aus und trieben sie in die Vereinsamung und oft sogar in den physischen Tod” (In... (shrink)

Review of Shannon Sullivan's Good White People.

Values-based recruitment is used in England to select healthcare staff, trainees and students on the basis that their values align with those stated in the Constitution of the UK National Health Service. However, it is unclear whether the extensive body of existing literature within the field of moral philosophy was taken into account when developing these values. Although most values have a long historical tradition, a tendency to assume that they have just been invented, and to approach them uncritically, exists (...) within the healthcare sector. Reflection is necessary. We are of the opinion that selected virtue ethics writings, which are underpinned by historical literature as well as practical analysis of the healthcare professions, provide a helpful framework for evaluation of the NHS Constitution values, to determine whether gaps exist and improvements can be made. Based on this evaluation, we argue that the definitions of certain NHS Constitution values are ambiguous. In addition to this, we argue that ’integrity' and ’practical wisdom', two important concepts in the virtue ethics literature, are not sufficiently represented within the NHS Constitution values. We believe that the NHS Constitution values could be strengthened by providing clearer definitions, and by integrating ’integrity' and ’practical wisdom'. This will benefit values-based recruitment strategies. Should healthcare policy-makers in other countries wish to develop a similar values-based recruitment framework, we advise that they proceed reflectively, and take previously published virtue ethics literature into consideration. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Editor’s NoteJessica HeybachThis issue of education and culture offers readers theoretical in-sights and clarifications to social dilemmas as well as the concerns of the classroom. The authors contained in this issue take up questions of political literacy, moral judgment, the mathematics curriculum and classroom, and the social studies curriculum and classroom. If I had to offer a throughline within these articles, it is the pragmatist conception of judgment that (...) should be cultivated through social relations and classroom practices. These authors are concerned with citizens’ capacity for intelligent judgment within communities and society at large. Pushing back against prevailing logics, these authors offer corrective arguments by positioning Dewey’s thought and pragmatism in contrast to the current logics operating in classrooms and society.Charles Lowery takes up the consequences of modern society’s “conflation of an associated way of living with government, and government with politics, and politics with partisanship” on conceptions of community in his article, “The Role of Education in The Public and Its Problems: A Deweyan Perspective on Political Literacy.” Building on key authors that have previously advanced this line of inquiry central to Dewey’s The Public and Its Problems, Lowery attends to how contemporary education and the development of a politically literate citizenry through democratic habits rather than knowledge accumulation should be centered as the central task of schooling. Lowery highlights current obstacles to cultivating political literacy in the schools such as dogma, disinformation, divisiveness, and de-democratization, and concludes by underscoring the work of school leaders as central to the task of political literacy.Davin Carr-Chellman puts forth a provocative argument which attends to the consequences of instrumental rationality and identity thinking on moral judgment in his article, “Education for Moral Judgment: Situational Creativity and Dewey’s Aesthetics.” Drawing from critical theory, Carr-Chellman emphasizes how dehumanization, moral indifference, and alienation are byproducts of instrumental rationality, measurability, and identity thinking. He then engages Dewey’s aesthetics and Joas’s concept of situational creativity as possible resources to reconstruct human experience and renew the human capacity for moral judgment. According to Carr-Chellman, small acts of creativity and relationship-building become essential to resisting human relations that have become “abstract, impersonal, vague, and competitive.” Thus, an education for moral judgment must humanize through authentic relationships and meaning-making learning opportunities that resist the alienation now culturally rampant. [End Page 1]Marshall Gordon argues that mathematics curriculum and classroom should be understood as a site for developing habits of mind that foster democracy in his article, “Teaching Mathematics with Democracy in Mind.” Gordon elaborates on the problematic persistence of abstracted, procedural mathematics which valorizes memorization and calls for mathematics to capitalize on the unrealized democratic potentials in the mathematics classroom. Drawing on Dewey’s claim in Democracy and Education that “Education is not an affair of ‘telling’ and being told, but an active and constructive process,” Gordon describes a mathematics for democracy. Gordon describes mathematics as a powerful force in the development of students’ reflective intelligence and their capacity for problem-solving by problem-clarifying strategies rather than problem-solving procedures (for example, “take things apart, make the problem simpler, reason by analogy, and tinker”) and collaboration through “multiple-centers” which capitalizes on shared-interest investigations.Dave Powell explores the relationship between inquiry and Dewey’s pragmatic epistemology to advance democratic citizenship education in the social studies classroom in his article, “Has Anybody Here Seen My Old Friend John? Making the Case for a More Pragmatic Social Studies.” In particular, Powell attends to educators’ stance on truth and how “reframing their epistemological orientations” opens up possibilities for different future actions. He begins by describing how pragmatist thinking and Dewey’s philosophical commitments of child-centeredness could shape conceptions of inquiry and allow a reflective practitioner to ask different kinds of questions associated with social studies. Through a rich discussion of what Deweyan thought makes possible in social studies, Powell advances the promise of a citizenry able to think pragmatically in a democracy. He argues that social studies can reject fixed notions of truth, foster trust among students as they exchange ideas, reject opportunities for reverse indoctrination, and cultivate intelligence, as practical... (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)

What is implied by "ethics of history"? The authors of this volume, internationally renowned philosophers and intellectual historians, address this question in all its novelty and ambiguity and develop varied perspectives on the place and nature of ethics in the philosophy, enterprise, and practice of history. Is the whole historical process--largely consisting of the actions and sufferings of persons and groups--subject to ethical constraint? And what of the ways in which historians present their subject matter; are these methods subject to (...) moral scrutiny? Although they approach these issues from different directions, the contributors agree in their critique of the correspondence theory of history, tin their acceptance of an unbridgeable gap between the past and the historian's present account, and in their call for a revision of the popular appeal to historical objectivity. (shrink)