Aim: To carry out an appropriate overview and inventory of the teaching of ethics within the European Union Schools of Medicine. Methods: A questionnaire was sent by email to 45 randomly selected medical schools from each of 23 countries in the European Union in February 2006. Results: 25 schools of medicine from 18 European countries were included (response rate = 56%). In 21 of 25 medical schools, there was at least one ethics module. In 11 of 25 medical schools, the (...) teaching of ethics was transversal. Only one of the responding schools did not teach ethics. The mean time invested in ethics teaching was 44 h during the overall curriculum. Conclusions: Ethics now has an established place within the medical curriculum throughout the European Union. However, there is a notable disparity in programme characteristics among schools of medicine. (shrink)

This paper aims to explore one significant yet insufficiently elaborated aspect of valuing, namely the positional nature of valuing, which essentially reveals the fact that the valuer occupies a particular position or takes a specific viewpoint in relation to the object being valued. This positional nature of valuing does not merely embody a specific viewpoint from which the valuer’s beliefs, attitudes, reasons, and emotions are conveyed in a complex manner towards the valued object, but also constitute a particular position from (...) which the valuer engages with the valued object in a reason-giving manner. As systematically elaborated and lucidly revealed by this paper, this positional nature of valuing will on the one hand elucidate the conceptual interlock between ‘valuing’ and ‘valuable’ along the value-reason nexus with reference to arguments by T.M. Scanlon and Samuel Scheffler. On the other hand, it will also illuminate why we may have reason to value something from the perspective of practical reasoning. (shrink)

A remarkable feature of the philosophical work on conspiracy theory theory has been that most philosophers agree there is nothing inherently problematic about conspiracy theories (AKA the thesis of particularism). Recent work, however, has challenged this consensus view, arguing that there really is something epistemically wrong with conspiracy theorising (AKA generalism). Are particularism and generalism incompatible? By looking at just how much particularists and generalists might have to give away to make their theoretical viewpoints compatible, I will argue that particularists (...) can accept many of the concerns that motivate generalism because generalism can never be about ‘all’ conspiracy theories without being either ahistorical or apolitical. In the end generalist critiques are best seen as useful guidelines or considerations for the appraising of particular conspiracy theories. (shrink)

LANGUAGE NOTE | Document text in Chinese; abstract also in English. 譚傑志(Joseph Tham) 教授在其 “Bioethics: Cross-Cultural Explorations”(Tham 2022, 13) —文中回顧了生命倫理學在發展過程中的世俗化歷程、聯合國教科文組織生命倫理學和人權主席(UNESCO Chair in Bioethics and Human Rights) 專案“生命倫理學、多元文化和宗教”在過去12年中的開展情況、以及最近這些年在生命倫理學領域中涉及文化多元性較為突出的問題。譚教授為生命倫理學領域中跨文化交流做出了卓越的貢獻，特別是其擔任上述項目負責人 以來。生命倫理學領域中的很多主題，如代孕、墮胎、基因編輯等，既複雜乂敏感；可以想像，推動生命倫理學領域中跨文化交流是一件富挑戰的事情。正如譚教授所言：“……在不同宗教之間尋求共識或思想融合是一個相當宏 大，甚至有些不現實的目標。”儘管如此，譚教授依然以極大的耐心和熱情通過改進專案中的對話機制，不斷地推動跨文化交流取得實質性進展和一系列學術成果。在這個過程中，如何讓不同文化和宗教背景的學者就某個主題進 行有意義的對話成為關鍵。譚教授探索出的“主旨論文+跨文化回應”模式，即一位元學者基於自身的文化或宗教背景撰寫針對特定主題的主旨論文，由另一位不同文化背景的學者撰寫回應論文，為不同的文化和宗教搭建了對話 的橋樑。(撮要取自內文首段) I am grateful for Professor Joseph Tham's efforts to improve cross-cultural dialogue on bioethics by continually updating the dialogue mechanisms in the “Bioethics, Multiculturalism and Religion Project,” conducted by the UNESCO Chair in Bioethics and Human Rights. The dialogue helps moral strangers to discuss their local cultures and to enter and learn about other (...) cultures and religions. Through this process, moral strangers may find that they hold similar values. The dialogues have also shown us the importance of cross-culture differences. Although we can foster consensus or convergence on some issues, it should be noted that the differences in cultures and religions are not the second-best option when agreement cannot be reached. Such differences constitute the cultural diversity of the world and have their own values. Respecting these differences is just as important as seeking consensus or convergence. (shrink)

#1 NEW YORK TIMES BESTSELLER • From the National Book Award–winning author of Stamped from the Beginning comes a “groundbreaking” (Time) approach to understanding and uprooting racism and inequality in our society—and in ourselves. “The most courageous book to date on the problem of race in the Western mind.”—The New York Times ONE OF THE BEST BOOKS OF THE YEAR—The New York Times Book Review, Time, NPR, The Washington Post, Shelf Awareness, Library Journal, Publishers Weekly, Kirkus Reviews Antiracism is a (...) transformative concept that reorients and reenergizes the conversation about racism—and, even more fundamentally, points us toward liberating new ways of thinking about ourselves and each other. At its core, racism is a powerful system that creates false hierarchies of human value; its warped logic extends beyond race, from the way we regard people of different ethnicities or skin colors to the way we treat people of different sexes, gender identities, and body types. Racism intersects with class and culture and geography and even changes the way we see and value ourselves. In How to Be an Antiracist, Kendi takes readers through a widening circle of antiracist ideas—from the most basic concepts to visionary possibilities—that will help readers see all forms of racism clearly, understand their poisonous consequences, and work to oppose them in our systems and in ourselves. Kendi weaves an electrifying combination of ethics, history, law, and science with his own personal story of awakening to antiracism. This is an essential work for anyone who wants to go beyond the awareness of racism to the next step: contributing to the formation of a just and equitable society. (shrink)