Edward Erwin's clear analysis addresses some of the fundamental questions on behavior therapy that remained in 1978, when this book was first published.

Despite medicine's achievements, medical errors and the difficulty of reproducing research prove medicine is far from perfect. This book provides a critical and historical analysis of medical reasoning that recognizes the constant need for certainty despite the enormous variety of disease, illness, symptoms, and behavior in patients. According to Erwin Montgomery, Jr., medicine depends on logic, balancing utility with certainty, and anticipating errors in judgment.

Clinical ethics consultation service remains undeveloped in developing countries. It is recognised that its introduction poses challenges. Malaysia, a multicultural society with diverse religions, values and perceptions further complicate the introduction of formal clinical ethics consultation service. Clinicians attending a national congress workshop completed a Strengths–Weaknesses–Opportunities–Threats analysis. The aim was to gain insight into clinician’s expectations and promote initiatives leading to the introduction of clinical ethics consultation service. Clinicians agree that clinical ethics consultation service can improve quality of care, reduce (...) healthcare costs and advocate for patients and providers. The analysis highlighted constraints in sufficient critical mass of relevant expertise and restricted opportunities for training. The opportunities lie in education, curriculum development and availability of dedicated proponents. Cultural barriers, limited resources, lack of awareness, differenc... (shrink)

With this book, respected academic and community leader, Paulus Zulu, cuts right to the heart of our current malaise. Drawing equally on Western concepts and on African traditional thought, he provides a searing indictment of the state of the nation, casting new light on corruption, incompetence and mismanagement."--Back cover.

9th and 10th Nov. 2013 at Kyoto University. Organizers: Takeshi Sato and Shunsuke Sugimoto.

In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal (Stud Philos Educ 31:1–27, 2012), this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. (...) In this paper an alternative for comparing research output is offered by invoking comparisons with colleagues at the international level from within the same sub-discipline. It is argued that if one would do so a different picture would emerge, even if one were to limit oneself to particular kinds of publications. The case is then made that if comparisons are regarded as a necessary part of the evaluation of an individual scholar (for appointment, promotion, tenure, and/or funding application purposes), it would be more fair to use a proxy system which is sub-discipline specific, or minimally contains some kind of correction factor in relation to the over-all quality assessment device. Debates about the relevance or irrelevance of philosophy of education in the context of educational sciences are now obscured, even poisoned by focusing almost exclusively on a particular kind of publication output. As the ‘reward’ system that is developed accordingly is possibly the most important driver of educational research, it puts the sub-discipline unduly under pressure to the extent that it possibly cannot survive. (shrink)

With the conviction that "the gap between traditional morality and the avant-garde approach is widening," Erwin W. Lutzer offers this precise, easy-to-understand, and knowledgeable critique of situation ethics. This presentation adds new insights to the discussion of morality and the ethic of love. Lutzer pinpoints the fallacies of the situationist's philosophy and offers a biblical alternative that clearly recognizes and deals with moral conflicts.

`Erwin′s argumentative skills and knowledge of the literature are remarkable and most of his original claims are persuasive....The merit of the analysis Erwin offers is to provide a well-informed and accessible account of the current state of psychotherapy, its history and its philosophical grounds′ - Metapsychology Online `For those readers who favour an empirical-scientific approach to counselling and therapy, and who view therapy, at least potentially or in principle, as an objective science, this will no doubt be a (...) very useful and informative book... We should be grateful that Erwin has set out more fully than anyone to date the specifically philosophical case for a "science of therapy"; and those of a New Paradigm persuasion at least now know the nature of the arguments they will have to refute in order to sustain their position. I look forward with eager anticipation to their efforts, and to an emerging and fruitful engagement between philosophy and therapy - for both have a great deal to learn from each other′ - Counselling, The Journal of the British Association for Counselling and Psychotherapy This pioneering book analyzes the interface between philosophy and psychotherapy. The first authoritative work to apply rigorous philosophical discipline to therapeutic claims and counter-claims, it will encourage psychotherapists, counsellors and applied psychologists to examine their practice and clarify their thinking. Edward Erwin discusses some of the key philosophical issues that have a particular relevance to psychotherapeutic theory - autonomy and free choice, the nature of the self, epistemology, and values and morals - as well as examining specific interdisciplinary issues that cut across the boundaries between philosophy and psychotherapy. Finally, he looks at the `crisis′ in psychotherapy today, offering a valuable philosophical insight into the debate about the proliferation and efficacy of therapeutic approaches. (shrink)

In some ways, the timing of this book is both fortunate and unfortunate at the same time. Considering its emphasis, authoritarian dictators who govern by spin rather than fear, it is of particular...

The English version of the first chapter of Erwin Rogler and Gerhard Preyer: Materialismus, anomaler Monismus und mentale Kausalität. Zur gegenwärtigen Philosophie des Mentalen bei Donald Davidson und David Lewis »Anomaler Monismus und Mentale Kausalität. Ein Beitrag zur Debatte über Donald Davidsons Philosophie des Mentalen« is a contribution to the current debates on the philosophy of the mental and mental causality initiated from Donald Davidson's philosophy with his article »Mental Events«. It is the intent of the English version to (...) give a response to the controversy among American, British and Australian philosophers in the context of a global exchange of ideas on problems understanding the mental. Contents 1. Preliminary Remarks 2. The Critique of Property-Epiphenomenalism and Counterarguments The Enlargement of Nomological Reasoning The Counterfactual Analysis Supervenient Causality 3. Are Mental Properties real or unreal?Things and events are fundamental entities in Davidson's ontology. Less distinct is the ontological status of properties, especially of mental types. Despite of some eliminative allusions there are weighty reasons to understand Davidson's philosophy of mind as including intentional realism. With it, the question of mental causality arises. There are two striking solutions to this problem: the epiphenomenalism of mental properties and the downward causation of mental events. Davidson cannot accept either. He claims to justify the mental as supervenient causality in order to thus integrate it into physicalism. But his argument at best proves the explanatory, not the causal relevance of mental properties. For this and for other reasons, Davidson fails the aspired synthesis of a sufficiently strong physicalism and the autonomy of the mental; a project whose realization is anyhow hard to achieve. (shrink)

Many theories of fairness distinguish between compensation factors and responsibility factors. Whereas the distinction between both types of factors is a matter of definition in theory, empirical work usually requires a sharp cut. All determinants of the outcome of interest have to be classified as either a compensation factor or a responsibility factor. We argue that the determinants are often hard to classify. A pragmatic solution to the problem at hand is to introduce a more general soft cut: determinants can (...) be partly compensation, partly responsibility. Still, in a first-best income tax framework, such a soft cut is possible only if the gross income function is additively separable. In case separability fits the data, a simple partial sharing rule emerges as a natural candidate for partial redistribution. This rule can be characterized on the basis of two simple properties, equal treatment of equals and partial solidarity. In case additive separability is rejected by the data, we propose two alternative solutions. (shrink)

The ArgumentDuring the nineteenth century, physicists and chemists, using different linguistic modes of expression, sought to describe the world for different purposes; thus, both disciplines gradually were nudged toward demarcation and self-image identification. In the course of doing so the rich complexity of the empire of chemistry was born. The essential challenge was closely connected with analysis, synthesis, and chemical process: learning the art ofwatchingsubstances change andmakingsubstances change. Pursued in theory-poor and phenomenology-rich contexts chemistry nevertheless made itself intellectually, professionally, societally, (...) and industrially creditable and attractive. The developing links between physics and chemistry are examined in this paper from the perspective of the discipline of chemistry more specifically than from the side of physics. Chemists came to believe that essentially physics was no more than mechanics. All else belonged to the domain of chemistry.Not before the last decades of the century were firm collaborative links and genuine reciprocity fostered between physics and chemistry, and then primarily on account of the common utility of scientific research tools. At a more fundamental level physics and chemistry, in contradistinction to all the other natural sciences, experienced partial overlap and convergence because of unique mutual reliance on the construction of systems each according to its own theoretical conceptions. Still amalgamation was unthinkable. Eventually physical chemistry was loosened from chemistry in the same way that, somewhat later, chemical physics was emancipated from physics. The intrinsic messiness of chemistry, one might suggest, tends more readily to foster Bohr's opinion that “there is no rock bottom to the study of nature,” rather than Einstein's view that “we can realistically, ultimately, put it all together.”. (shrink)

Time, space, causality, communicating and acting together set limits on our freedom. Starting from the position of Wittgenstein, who advocates neither a position of pure subjectivity nor of pure objectivity, and taking into account what is implied by initiation into the symbolic order of language and culture, it is argued that the limitations on our freedom are not to be deplored. The problems of conservatism, relativism and scepticismwhich confront us often in the context of education and child rearingare inadequately dealt (...) with if attention is primarily focused on ways to resist or act differently. Following Cavell and his insistence that we should not try to escape from the existential conditions we find ourselves in and look for false certainties, the relevance of embracing a particular stance is elaborated. A commitment to giving substance to an ideal of the good life is neither an injustice towards the other nor an ignorance of her freedom. On the contrary, here responsibility is accepted, and at the same time it is acknowledged that we always have only the particular points of departure that we contingently start from. Coming to terms with this kind of dependency constitutes living out the scepticism that is implied by our being human: the logic of this is given along with our human condition. (shrink)

This paper is the sequel to Part 1, which appeared in this Journal, Vol. 46 No. 2, 2012. Following Cavell and his insistence that we should not try to escape from the existential conditions we find ourselves in and look for false certainties, the relevance of embracing a particular stance is elaborated. A commitment to giving substance to an ideal of the good life is neither an injustice towards the other nor an ignorance of her freedom. On the contrary, here (...) responsibility is accepted and at the same time it is acknowledged that we always have only the particular points of departure that we contingently start from. Coming to terms with this kind of dependency constitutes living out the scepticism that is implied by our being human: the logic of this is given along with our human condition. (shrink)

Psychology has penetrated many domains of society and its vocabulary and discourse has become part of our everyday conversations. It not only carries with it the promise that it will deliver insights into human behaviour, but it is also believed that it can address many of the problems human beings are confronted with. As a discipline it thrives in the present climate of performativity, where more attention is given to means than to ends. The article observes first that for education (...) and thus for educational research, though psychology's approach can be valuable, other theoretical stances are also necessary. It then analyses why psychology may be attractive nowadays in the educational field and identifies its prestige in academia, partly arising from its professionalization, but above all the use of a particular method and the focus on certain contents. This has historical antecedents, and so some illustrations are given of previous developments, paying attention as well to the controversies in which educational psychology has been involved in the past, as well as to the need of biographical research, which warns us to be careful with generalizations. It is argued that a more balanced approach (invoking the particularities of the situation as well as a broader concept of practical rationality) is required for the study of education and that educational researchers therefore should resist the tendency to see psychology as the default auxiliary science of education; instead they should reclaim their territory, do justice to the responsibility that is required and highlight the importance of understanding social practices to a large extent in terms of reasons and intentions. (shrink)