The aim of this paper is to challenge the claim that the neural activity commonly referred to as 'readiness potential' constitutes evidence for the unconscious initiation of action. Although I accept that such neural activity seriously challenges the commonly held view that one's sense of volition is causally efficacious, I nevertheless contend that much of our everyday engagement with the world is consciously initiated. Thus, a distinction is made between awareness and what the awareness is of: the latter constituting the (...) conscious decision to act in accordance with one's goal, or what I have termed intentional project. Initiation of an action in accordance with one's intentional project grounds the action in meaning, something that would be lacking in an exclusively unconscious decision to act. (shrink)

In the past 20 years, around the world, there has been an explosion in the teaching of medical ethics. As the dust begins to settle, it would appear that such teaching is likely to have its most effective impact not during the undergraduate period but at the immediate postgraduate level and in continuing education. Whilst important contributions can be made by teachers of religion, philosophy and law, probably the essential wisdom, capable of standing a doctor in good stead throughout the (...) developments of a lifetime's career, must largely come from those who have studied both medicine and ethics. It would be appropriate if the study of medical ethics were to lead to better international understanding among doctors. (shrink)

For the last 25 years, since publication of his Logical Studies, Professor Von Wright has steadily explored the field of philosophical logic. The concept of negation, logical paradoxes, the puzzles connected with evidence and probability in confirmation theory, the interrelatedness of the ideas of time and change, and the clarification of the structure of temporal and spatial orderings are among the many areas he has profitably investigated.

All-encompassing text examines every aspect of coma from neurochemistry, monitoring, and treatments to prognostic factors.

This paper forms an introduction to this issue, the contents of which arose directly or indirectly from a conference in May 2001 on Corruption of scientific integrity? — The commercialisation of academic science. The introduction, in recent decades, of business culture and values into universities and research institutions is incompatible with the openness which scientific and all academic pursuit traditionally require. It has given rise to a web of problems over intellectual property and conflict of interest which has even led (...) to corporate sponsors’ suppressing unfavourable results of clinical trials, to the detriment of patients’ health. Although there are those who see the norms of science developing to recognise the importance of instrumental science aiming at specific goals and of knowledge judged by its value in a context of application, none justifies the covert manipulation of results by vested interest. Public awareness of these problems is growing and creating a climate of opinion where they may be addressed. We suggest a way forward by the introduction of nationally and internationally-accepted guidelines for industrial collaboration which contain proper protections of the core purposes of universities and of the independence of their research. Some codes suggested for this purpose are discussed. We note that some universities are moving to adopt such codes of conduct, but argue the need for strong support from the government through its funding bodies. (shrink)

Disparate attempts exist to identify the key components that make an ethics pedagogy more effective and efficient. To integrate these attempts, a review of 408 articles published in leading journals is conducted. The key foci of extant literature are categorized into three domains labeled as approach, content, and delivery, and a comprehensive framework for ethics pedagogy developed. Within each of these domains, binaries that reflect two alternatives are identified. Approach, the philosophical standpoint, can be theory-laden or real-world connected. Content, the (...) constituencies addressed, can have a focus on breadth or depth. Delivery, the execution of the adopted pedagogy, can be traditional or innovative. The review of articles also identifies the lack of pedagogies that comprehensively focus on all the binaries across domains. The other substantive contribution of this article addresses this gap by developing a generic pedagogy—Integrative Live Case—based on the ACD framework. Based on an incident that is currently unfolding, this pedagogy allows integration of binaries across the three domains. It also allows for a modular course plan that can accommodate varied pedagogical preferences. Volkswagen Dieselgate is presented as a stylized example to showcase the significant advantages of using this pedagogy. (shrink)

These essays use particular issues, thinkers and texts to engage the question of God in early Christianity.

In recent years, especially after the outbreak of the economic crisis, the phenomenon of populism has returned to the forefront. Populism is all around us, on the front pages of the newspapers, in the political repertoire, in academic papers. Politicians, journalists and researchers discuss this phenomenon, try to define it, examine its principal features and analyse its relationship with democracy. A large part of the mainstream parties and politicians have succeeded, through a strong anti-populist rhetoric, in consolidating the idea that (...) populism is a dangerous ideology. Technocrats, mainstream media and many researchers blame the anti-establishment parties and argue that populism is an ‘irrational’ phenomenon that threatens politics and society. But is that really the case? In this article, we examine anti-populism after the economic collapse in Greece (2008/09) and Argentina (2001) to highlight the danger that derives from this kind of discourse. Our main goal is to find the chief characteristics of anti-populist discourse in both countries in order to emphasize its problematic and controversial perspective. (shrink)

Early work from a leader in analytic philosophy From Parmenides to Wittgenstein, Volume 1: Collected Philosophical Papers is part of a multi-volume publication of G.E.M. Anscombe's collected works. Writing on philosophy of mind, philosophy of action, philosophy of language, and philosophical logic, Anscombe is known as one of analytical Thomisms's most prominent figures. This collection includes her writing on the work of her teacher, Ludwig Wittgenstein, with whom she worked closely as co-editor and translator.

Open peer commentary on the article “Beyond Technocentrism: Supporting Constructionism in the Classroom” by Karen Brennan. Upshot: Brennan describes ways by which teachers can be supported to bypass a technocentric view of learning with technology in the classroom, from a constructionist perspective. She reports on the development of a corresponding model of professional development by describing the elements of the model and its design principles as well as the tensions that arose while trying to support teachers’ explorations and experiences in (...) the classroom. Questions arise about the potential of the model to be exploited to address issues underlying teachers’ professional development in different contexts. (shrink)

"A critical study of the interdependence of philosophy as critical theory and man as a free individual."--T.p.

Tracing the interplay between theory and practice in the dynamics of philosophical argument, This paper represents philosophy as an open, Critical discipline, Which keeps asking the same fundamental questions about knowledge, Reality, Justice, Freedom, Harmony and truth under changing historical conditions. In the light of this, The present impasse of human thought which manifests itself in the confrontation between totalitarian functionalism in the west on the one hand and totalitarian ideologism in the east on the other, The need for a (...) reversal of thinking becomes evident. The present deadlock of human thought and the confrontation between west and east resulting from it can be broken only if one-Sided functional practice is replaced by fully-Fledged human practice. This requires moving beyond popper's one-Dimensional 'critical' rationalism and marxism-Leninism's 'scientific' dialectical materialism to a critical humanism, Based on man's contingent experience of reality. (shrink)