Philosophy of biology before biology -/- Edited by Cécilia Bognon-Küss & Charles T. Wolfe -/- Table of contents -/- Cécilia Bognon-Küss & Charles T. Wolfe. Introduction -/- 1. Cécilia Bognon-Küss & Charles T. Wolfe. The idea of “philosophy of biology before biology”: a methodological provocation -/- Part I. FORM AND DEVELOPMENT -/- 2. Stéphane Schmitt. Buffon’s theories of generation and the changing dialectics of molds and molecules 3. Phillip Sloan. Metaphysics and “Vital” Materialism: The (...) Gabrielle Du Châtelet Circle and French Vitalism 4. John Zammito. The Philosophical Reception of C. F. Wolff’s Epigenesis in Germany, 1770-1790: Herder, Tetens and Kant -/- Part II. ORGANISM & ORGANIZATION 5. François Duchesneau. Senebier and the Advent of General Physiology 6. Tobias Cheung. Organization and Process. Living Systems Between Inner and Outer Worlds: Cuvier, Hufeland, Cabanis. -/- Part III. SYSTEMS 7. Georg Toepfer. Philosophy of Ecology Long Before Ecology: Kant’s Idea of an Organized System of Organized Beings 8. Ina Goy. "All is leaf". Goethe's plant philosophy and poetry 9. Snait Gissis. ‘Biology’, Lamarck, Lamarckisms -/- POSTSCRIPTS 1. Lynn Nyhart. A Historical Proposal Around Prepositions -/- 2. Philippe Huneman. Philosophy after Philosophy of Biology before Biology -/- Cécilia Bognon-Küss and Charles T. Wolfe. Conclusion . (shrink)

The aim of this paper is to elucidate the vital meaning and strategic role that nutrition holds in Claude Bernard’s “biological philosophy”, in the sense Auguste Comte gave to this expression, _i.e._ the theoretical part of biology. I propose that Bernard’s nutritive perspective on life should be thought of as an “interfield” object, following Holmes’ category. Not only does nutrition bridge disciplines like physiology and organic chemistry, as well as levels of inquiry ranging from special physiology to the organism’s total (...) level, including the cell and protoplasm, but it also forms the genetic and structural foundation for Bernard’s two fundamental axioms in general physiology: the necessary complementarity of destruction and creation (1) and the uniformity of this physiological law across all life forms, be it plants or animals (2). Because Bernard’s nutritive theory is a major pivot for the re-ordering of life and its characterization, I argue that it must be located and understood in the scientific and metaphysical context of his time, of which he claims to be the heir and challenger—what I propose to characterize as the “epistemic space” of nutrition, on the background of which Bernard builds his own “logic”. I then set out this _logic of nutrition_, focusing on three interrelated bernardian theses: the establishment of the theory of indirect nutrition as the basis for the notion of “milieu intérieur”; the enduring conception of nutrition as a continuous generation; the emphasis on nutrition as a way of reshaping the form/matter relationship. (shrink)

This paper seeks to characterize how the study of nutrition processes contributed to revisit the problem of vital organization in the late eighteenth century. It argues that focusing on nutrition leads to reformulate the problem of the relation between life and organization in terms of processes, rather than static or given structures. This nutrition-centered approach to life amounts to acknowledge the specific strategic role nutrition played in the development of a materialist approach to the generation of vital organization. The paper (...) proposes a clarification of the multiple meanings of the concept of organization in the context of Enlightenment physiology and nascent biology, before focusing on the century long analogy between nutrition and generation. It shows how, by contrasting different uses of this analogy, nutrition was employed as a key vital phenomenon in the development of epigenetic theories of generation, i.e. how a nutritive modeling of generation was used in the undermining of preformationism. To this purpose I contrast two seemingly opposite theories of generation, Buffon’s and Bonnet’s, and show that despite the obvious metaphysical discontent, their views of generation share a common mechanical conceptual frame in which nutrition is conflated with growth and repair. I then turn to the role nutrition played in the epigenetic conception of generation in C. F. Wolff’s embryology and analyze this rival understanding of nutrition as an organizing process. (shrink)

Vitalism was long viewed as the most grotesque view in biological theory: appeals to a mysterious life-force, Romantic insistence on the autonomy of life, or worse, a metaphysics of an entirely living universe. In the early twentieth century, attempts were made to present a revised, lighter version that was not weighted down by revisionary metaphysics: " organicism ". And philosophers since the Vienna Circle (Schlick, Frank and later Nagel) criticized Driesch and Bergson's " neovitalism " as a too-strong ontological commitment (...) to the existence of certain entities or " forces ", over and above the system of causal relations studied by mechanistic science, rejecting the weaker form, organicism, as well. But there has been some significant scholarly " push-back " against this orthodox attitude, notably pointing to the 18th-century Montpellier vitalists to show that there are different historical forms of vitalism, including how they relate to mainstream scientific practice (Wolfe and Normandin, eds. 2013). Additionally, some trends in recent biology that run counter to genetic reductionism and the informational model of the gene present themselves as organicist (Gilbert and Sarkar 2000, Moreno and Mossio 2015). Here, we examine some cases of vitalism in the twentieth century and today, not just as a historical form but as a significant metaphysical and scientific model. We argue for vitalism's conceptual originality without either reducing it to mainstream models of science or presenting it as an alternate model of science, by focusing on historical forms of vitalism, logical empiricist critiques thereof and the impact of synthetic biology on current (re-)theorizing of vitalism. (shrink)

We argue for a conception of ‘philosophy of biology before biology’ which is neither internalist study of biological doctrines, nor a reconstruction of the role philosophical concepts might have played in the constitution of biology as science, but rather a kind of interplay between metaphysical and empirical issues. This should have an impact both on our present understanding of philosophy of biology, given that it is necessarily conditioned by a very specific history and historiography, and on our understanding of how (...) biology as a science of life became unified. (shrink)

Vitalism was long viewed as the most grotesque view in biological theory: appeals to a mysterious life-force, Romantic insistence on the autonomy of life, or worse, a metaphysics of an entirely living universe. In the early twentieth century, attempts were made to present a revised, lighter version that was not weighted down by revisionary metaphysics: “organicism”. And mainstream philosophers of science criticized Driesch and Bergson’s “neovitalism” as a too-strong ontological commitment to the existence of certain entities or “forces”, over and (...) above the system of causal relations studied by mechanistic science, rejecting the weaker form, organicism, as well. But there has been some significant scholarly “push-back” against this orthodox attitude, notably pointing to the 18th-century Montpellier vitalists to show that there are different historical forms of vitalism, including how they relate to mainstream scientific practice. Additionally, some trends in recent biology that run counter to genetic reductionism and the informational model of the gene present themselves as organicist. Here, we examine some cases of vitalism in the twentieth century and today, not just as a historical form but as a significant metaphysical and scientific model. We argue for vitalism’s conceptual originality without either reducing it to mainstream models of science or presenting it as an alternate model of science, by focusing on historical forms of vitalism, logical empiricist critiques thereof and the impact of synthetic biology on current theorizing of vitalism. (shrink)

Table of Contents 0. Introduction Part I. Life and mechanism 1. Guido Giglioni (Macerata) Scaliger Bacon Harvey: A Trajectory in the Early Modern History of Vegetative Life 2. Andreas Blank (Klagenfurt) Jacob Schegk on Plants, Medicaments, and the Question of Emergence 3. Oana Matei (Arad/Bucharest) Particles, universal spirit, and seeds: John Evelyn's theory of matter in Elysium Britannicum 4. Luca Tonetti (Bologna) Stimulus and fibre theory in Giorgio Baglivi’s medicine: A reassessment 5. Antonio Clericuzio (Roma Tre) ‘Febris non est morbus, (...) sed bellum contra morbum’. A study of seventeenth-century theories of fevers. 6. Riccardo Chiaradonna (Roma Tre) Plotinus and Ficino in Ralph Cudworth’s philosophy of nature 7. Raphaële Andrault (CNRS-ENS Lyon) The chain of motions and the chain of thoughts. The diachronic mechanism of Spinoza's friends. 8. Antonio M. Nunziante (Padova) Both Natural and Supernatural: Leibniz’s Integrated Model of Life 9. Marco Storni (Neuchâtel) Experience, Analogy and Mechanism in Maupertuis’s Theory of Generation 10. Cécilia Bognon-Küss (Louvain-La-Neuve) Intussusception, vital mechanisms and the ontology of life 11. Charles Wolfe (Toulouse) Expanded mechanism or heuristic vitalism? Part II. Mechanisms of the mind 12. Emanuela Scribano (Ca’ Foscari University of Venice) Powers of the Body and Eclipse of the Soul. From Descartes On 13. Ursula Renz (Graz) Shaftesbury’s Conception of Human Thought 14. Matteo Favaretti Camposampiero (Ca’ Foscari University of Venice) Psychology and Mechanism: Christian Wolff on the Soul-Body Analogy 15. Federico Boccaccini (Brasilia) Mental Machinery and active powers from Hartley to Ward 16. Paolo Pecere (Roma Tre) Mechanism, organization, mind: a Kantian legacy in 19th century psychology 17. Lydia Patton (Virginia Tech) Organic Memory and the Perils of Perigenesis: the Helmholtz-Hering Debate. (shrink)

Dennett, a philosopher, and Griffin, an ethologist, have recently presented influential arguments promoting the extended use of intentional language by students of animal behavior. This essay seeks to elucidate and to contrast the claims made by each of these authors, and to evaluate their proposals primarily from the perspective of a practicing comparative psychologist or ethologist. While Griffin regards intentional terms as explanatory, Dennett assigns them a descriptive function; the issue of animal consciousness is central to Griffin's program and only (...) tangentially related to Dennett's. The philosopher's arguments are founded upon a more coherent metaphysics, but Dennett neglects to substantiate his claim that animal competences can be most readily modelled by artificial intelligence specialists when they are described in intentional terms. Both authors assume that some examples of animal behavior should not be given an intentional characterization, but neither provides adequate guidelines for the identification of cases belonging to this negative set. (shrink)

1. Properties of mirror neurons in monkeys. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (...) . . . 000 1.1. Action types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 1.2. Context effects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 2. Is there a human ‘mirror neuron system’? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 2.1. Monkeys versus humans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 2.2. Action understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 3. The development of mirroring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 3.1. Imitation in newborns? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 3.2. Effects of experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 3.3. Effects of sensorimotor experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. (shrink)

El presente trabajo es de carácter cualitativoy de alcance analítico. Desde una perspectivainterdisciplinaria, analiza la Propuesta deBases Curriculares para el Sector LenguaIndígena del Programa de EducaciónIntercultural Bilingüe (PEIB), sometido aconsulta ciudadana por el Ministerio deEducación del Gobierno de Chile (MINEDUC)el año 2012. El objetivo es plantear, por unaparte, una discusión teórica-crítica desdediversos aportes de las ciencias sociales, quepermiten interpretar el currículum de laasignatura ‘lengua indígena’ en Chile, a laluz de un conjunto de elementos históricos,sociales y pedagógicos; por otra parte,analizar la (...) “competencia comunicativa”implicada en esta propuesta pedagógica.Los resultados permiten observar que estapropuesta presenta una visión desfasada de lacultura originaria y una escasa preocupaciónpor la enseñanza de la lengua, en el contextode las demandas actuales en el marco de unprograma educacional intercultural bilingüe. (shrink)

What is the relationship between imitation and culture? This article charts how definitions of imitation have changed in the last century, distinguishes three senses of “culture” used by contemporary evolutionists (Culture1–Culture3), and summarises current disagreement about the relationship between imitation and culture. The disagreement arises from ambiguities in the distinction between imitation and emulation, and confusion between two explanatory projects—the anthropocentric project and the cultural selection project. I argue that imitation gives cultural evolution an inheritance mechanism for communicative and gestural (...) skills (but not technological skills), and cultural selection yields the cognitive mechanisms that make imitation possible. (shrink)

The figure of the auteur continues to haunt the study of film, resisting both the poststructuralist charges that pointed to its absence and the histories of production demonstrating its pitfalls. In an era defined by the instability of identities and the recycling of works, Performing Authorship offers a refreshingly new take on the cinematic auteur, proposing that the challenges that once accelerated this figure's critical demise should instead pump new life into it. Performing Authorship is an illuminating analysis of films (...) by Jean-Luc Godard, Woody Allen, Agnes Varda, Orson Welles, Jean Rouch, Eduardo Coutinho and Sarah Turner that shows directors shifting between opposite movements towards authorial assertion and divestiture, palpability and disappearance, exposure and masking. In making this journey, Cecilia Sayad argues, the film author is not necessarily at the work's origin, nor does it constitute the end product. What the new concept of performing authorship describes is the making and unmaking of a subject"--Publisher website. (shrink)

_Material Falsity and Error in Descartes’s Meditations _approaches Descartes’s Meditations as an intellectual journey, wherein Descartes’s views develop and change as he makes new discoveries about self, God and matter. The first book to focus closely on Descartes’s notion of material falsity, it shows how Descartes’s account of material falsity – and correspondingly his account of crucial notions such as truth, falsehood and error – evolves according to the epistemic advances in the Meditations. It also offers important new insights on (...) the crucial role of Descartes’s Third Meditation discussion of material falsity in advancing many subsequent arguments in the Meditations. This book is essential reading for those working on Descartes and early modern philosophy. It presents an independent reading on issues of perennial interest, such as Descartes’s views on error, truth and falsehood. It also makes important contributions to topics that have been the focus of much recent scholarship, such as Descartes’s ethics and his theodicy. Those working on the interface between medieval and modern philosophy will find the discussions on Descartes’s debt to predecessors like Suárez and Augustine invaluable. (shrink)

Since the BBS article in which Premack and Woodruff (1978) asked “Does the chimpanzee have a theory of mind?,” it has been repeatedly claimed that there is observational and experimental evidence that apes have mental state concepts, such as “want” and “know.” Unlike research on the development of theory of mind in childhood, however, no substantial progress has been made through this work with nonhuman primates. A survey of empirical studies of imitation, self-recognition, social relationships, deception, role-taking, and perspective-taking suggests (...) that in every case where nonhuman primate behavior has been interpreted as a sign of theory of mind, it could instead have occurred by chance or as a product of nonmentalistic processes such as associative learning or inferences based on nonmental categories. Arguments to the effect that, in spite of this, the theory of mind hypothesis should be accepted because it is more parsimonious than alternatives or because it is supported by convergent evidence are not compelling. Such arguments are based on unsupportable assumptions about the role of parsimony in science and either ignore the requirement that convergent evidence proceed from independent assumptions, or fail to show that it supports the theory of mind hypothesis over nonmentalist alternatives. Progress in research on theory of mind requires experimental procedures that can distinguish the theory of mind hypothesis from nonmentalist alternatives. A procedure that may have this potential is proposed. It uses conditional discrimination training and transfer tests to determine whether chimpanzees have the concept “see.” Commentators are invited to identify flaws in the procedure and to suggest alternatives. Key Words: apes; associative learning; concepts; convergence; deception; evolution of intelligence; folk psychology; imitation; mental state attribution; monkeys; parsimony; perspective-taking; primates; role-taking; self-recognition; social cognition; social intelligence; theory of mind. (shrink)

In this article, I argue that gender is a primary cultural frame for coordinating behavior and organizing social relations. I describe the implications for understanding how gender shapes social behavior and organizational structures. By my analysis, gender typically acts as a background identity that biases, in gendered directions, the performance of behaviors undertaken in the name of organizational roles and identities. I develop an account of how the background effects of the gender frame on behavior vary by the context that (...) different organizational and institutional structures set but can also infuse gendered meanings into organizational practices. Next, I apply this account to two empirical illustrations to demonstrate that we cannot understand the shape that the structure of gender inequality and gender difference takes in particular institutional or societal contexts without taking into account the background effects of the gender frame on behavior in these contexts. (shrink)

En Heracles de Eurípides, el héroe en un ataque de locura mata a su familia. Una vez que toma conciencia de lo que ha hecho decide suicidarse, pero Teseo es capaz de persuadirlo para que no se quite la vida. Dada la particularidad de esta tragedia en comparación con otras que abordan la misma temática, analizaré la función curativa de la palabra en la recuperación de Heracles, para luego abordar la influencia del movimiento sofistico -en particular Protágoras y Gorgias- en (...) la obra de Eurípides, dado que propongo que la condición para el desarrollo de una cura por la palabra es el estudio de la función persuasiva del lógos que realizan los sofistas. On Euripides' Heracles, the Dorian hero kills his family in a fit of madness. Once he is aware of what he has done, he decides to commit suicide, but Theseus persuades him otherwise. Given the peculiarity of this tragedy -in comparison with others that raise the same subject- I will analyse the healing power of the word in Heracles' recovery. I will focus on the influence of the sophist movement, particularly the figures of Protagoras and Gorgias in Euripides' work since I consider that the condition to develop a cure using words is the study that the sophists do on the persuasive function of the lógos. (shrink)

Metacognition – the ability to represent, monitor and control ongoing cognitive processes – helps us perform many tasks, both when acting alone and when working with others. While metacognition is adaptive, and found in other animals, we should not assume that all human forms of metacognition are gene-based adaptations. Instead, some forms may have a social origin, including the discrimination, interpretation, and broadcasting of metacognitive representations. There is evidence that each of these abilities depends on cultural learning and therefore that (...) cultural selectionmight shape humanmetacognition. The cultural origins hypothesis is a plausible and testable alternative that directs us towards a substantial new programme of research. (shrink)

Background: Childhood cancer care involves many ethical concerns. Deciding on treatment levels and providing care that infringes on the child’s growing autonomy are known ethical concerns that involve the whole professional team around the child’s care. Objectives: The purpose of this study was to explore healthcare professionals’ experiences of participating in ethics case reflection sessions in childhood cancer care. Research design: Data collection by observations, individual interviews, and individual encounters. Data analysis were conducted following grounded theory methodology. Participants and research (...) context: Healthcare professionals working at a publicly funded children’s hospital in Sweden participated in ethics case reflection sessions in which ethical issues concerning clinical cases were reflected on. Ethical considerations: The children’s and their parents’ integrity was preserved through measures taken to protect patient identity during ethics case reflection sessions. The study was approved by a regional ethical review board. Findings: Consolidating care by clarifying perspectives emerged. Consolidating care entails striving for common care goals and creating a shared view of care and the ethical concern in the specific case. The inter-professional perspectives on the ethical aspects of care are clarified by the participants’ articulated views on the case. Different approaches for deliberating ethics are used during the sessions including raising values and making sense, leading to unifying interactions. Discussion: The findings indicate that ethical concerns could be eased by implementing ethics case reflection sessions. Conflicting perspectives can be turned into unifying interactions in the healthcare professional team with the common aim to achieve good pediatric care. Conclusion: Ethics case reflection sessions is valuable as it permits the discussion of values in healthcare-related issues in childhood cancer care. Clarifying perspectives, on the ethical concerns, enables healthcare professionals to reflect on the most reasonable and ethically defensible care for the child. A consolidated care approach would be valuable for both the child and the healthcare professionals because of the common care goals. (shrink)

Background: How well ethical concerns are handled in healthcare is influenced by the ethical climate of the workplace, which in this study is described as workplace factors that contribute to healthcare professionals’ ability to identify and deal with ethical issues in order to provide the patient with ethically good care. Objectives: The overall aim of the study was to describe perceptions of the paediatric hospital ethical climate among healthcare professionals who treat/care for children with cancer. Research design: Data were collected (...) using the Hospital Ethical Climate Survey developed by Olsson as a separate section in a questionnaire. Descriptive statistics were used to analyse perceptions of the ethical climate. Participants and research context: Physicians, nurses and nurse-aides (n = 89) from three paediatric units participated in this study: haematology/oncology, chronic diseases and neurology. Ethical considerations: The study was approved by the regional ethical review board. Findings: Different perceptions of the ethical climate were rated as positive or negative/neutral. Nurses’ ratings were less positive than physicians on all items. One-third of the participants perceived that they were able to practice ethically good care as they believed it should be practised. Discussion: Differences in professional roles, involving more or less power and influence, might explain why physicians and nurses rated items differently. A positive perception of the possibility to practice ethically good care seems to be related to inter-professional trust and listening to guardians/parents. A negative/neutral perception of the possibility to practice ethically good care appears to be influenced by experiences of ethical conflicts as well as a lack of ethical support, for example, time for reflection and discussion. Conclusion: The two-thirds of participants who had a negative/neutral perception of the possibility to practice ethically good care are at risk of developing moral stress. Clinical ethics support needs to be implemented in care where important values are at stake. (shrink)

Top scholars examine the work of Donald T. Campbell, one of the first to emphasize the social structure of science.

The conjunctive conception takes imitation to be a combination of observational learning and copying. In the target article, and elsewhere, this conception generates problems in (1) explaining the copying of intransitive actions, (2) elucidating the potential functions of imitation, and (3) recognising when the correspondence problem has been avoided rather than solved. Hurley's careful use of subpersonal and personal levels of explanation shows us how to tackle these and other questions about imitation.

The theories of language and society of Giambattista Vico (1668-1744) are examined in this textual analysis of the full range of his theoretical writings, with special emphasis on his little-known early works. Vico's fundamental importance in the history of European ideas lies in his strong anti-Cartesian, anti-French and anti-Enlightenment views. In an age in which intellectuals adopted a rational approach, Vico stressed the nonrational element in man - in particular, imagination - as well as social and civil relationships, none of (...) them reducible to the scientific theories so popular in his time. (shrink)

Cognitive Gadgets is a book about the cultural evolution of distinctively human cognitive mechanisms. Responding to commentators with different and broader interests, I argue that intelligent design has been more important in the formation of grist (technologies, practices and ideas) than of mills (cognitive mechanisms), and that embracing genetic accommodation would leave research on the origins of human cognition empirically unconstrained. I also underline the need to assess empirical methods; query the value of theories that merely accommodate existing data; and (...) ask whether acquiring literacy is more laborious than learning to imitate, to talk and to read minds. (shrink)

The nature of the special obligation that a child has towards her parent(s) is widely discussed in Confucianism. It has also received considerable discussion by analytic commentators. This essay compares and contrasts the accounts of filial obligation found in the two philosophical traditions. The analytic writers mentioned above have explored filial obligations by relating them to other special obligations, such as obligations of debt, friendship, or gratitude. I examine these accounts and try to uncover the implicit assumptions therein about the (...) scope and nature of such filial obligations. I then similarly examine Confucian filial obligations (CFOs) by relating them to these other special obligations of debt, gratitude, and so on. My findings are used to highlight crucial differences in the scope and conception of filial obligations in these two traditions. (shrink)

Background The ambulance service provides emergency care to meet the patient’s medical and nursing needs. Based on professional nursing values, this should be done within a caring relationship with a holistic approach as the opposite would risk suffering related to disengagement from the patient’s emotional and existential needs. However, knowledge is sparse on how ambulance personnel can meet caring needs and avoid suffering, particularly in conjunction with urgent and emergency situations. Aim The aim of the study was to explore ambulance (...) nurses’ experiences of relationships with patients in urgent and emergency situations. Methods Data collection was performed using individual open-ended interviews with six ambulance nurses. The data were analyzed using a thematic analysis. Results Relationships with patients during urgent and emergency assignments emerged as three themes: “ Ambiguous silence,” “ Professional competence” and “ Challenging inadequacy” comprising eight sub-themes in total. The result shows that the ambulance nurses found it difficult to prioritize between medical care and establishing a caring relationship with the patient. However, sometimes a wordless relationship was perceived sufficient and considered a first step towards a verbal relationship. Conclusions Ambulance nurses experience that a caring relationship cannot and does not need to be prioritized in the acute stage. This uncovers a dichotomy approach to medical care versus caring relationships that exclude a holistic approach. Thus, patients’ emotional, existential and physical needs are not considered as equally important. Clinical relevance: It is important to stimulate reflection on core ethical nursing values, in training and simulation exercises among clinically active ambulance nurses. (shrink)

La communication se rapporte à la richesse des interprétations temporelles par l’intermédiaire de Vintila Horia, l’une des personnalités du XX‐e siècle, qui l’applique à l’histoire du monde par ses personnages, leurs époques et les conceptions de vie correspondantes, phénomène exprimé à l’aide de l’art littéraire d’une complexité particulière, invitant à la méditation et aux réactions nécessaires. Le but de sa création est d’éclaircir la personnalité humaine dans sa variété expressive, modulée par le contexte philosophique dans lequel chacun réagit conformément à (...) sa raison et aux procès à caractère social, politique et culturel caractéristiques à la société décrite. (shrink)