Cet article explique pourquoi et comment introduire la naissance dans le canon des sujets explorés par la philosophie. Il porte sur l’épistémologie de la naissance, c’est-à-dire sur la nature, l’origine et les limites des connaissances produites par et/ou liées à l’accouchement. L’autrice offre un regard sur la philosophie de la naissance et explore une nouvelle généalogie – un nouveau logos pour le genos –, une méditation radicale sur notre origine et notre naissance.

Five studies examined the extent to which autobiographical memory retrieval is hierarchical, whether a hierarchical search depends on central executive resources, and whether retrieving memories that are “higher” in the hierarchy impairs problem‐solving ability. The first study found that random generation (assessed using a button‐pressing task) was sensitive to changes in memory load (digit span). The second study showed that when participants fail to retrieve a target event, they respond with a memory that is higher up the hierarchy. The third (...) study showed that memory is more generic only when participants use low imageable cues under cognitive load. The final two experiments showed that experimental manipulation of memory specificity affects problem solving (MEPS performance). The data are consistent with Conway and Pleydell‐Pearce's hierarchical retrieval model of autobiographical memory, and suggest that overgeneral memory in nonclinical participants is associated with reduced executive capacity only when retrieval is “top‐down” (generative). (shrink)

This article presents the results of an experiment which investigated elementary school children's explanations of the day/night cycle. First, third, and fifth grade children were asked to explain certain phenomena, such as the disappearance of the sun during the night, the disappearance of stars during the day, the apparent movement of the moon, and the alteration of day and night. The results showed that the majority of the children in our sample used in a consistent fashion a small number of (...) relatively well‐defined mental models of the earth, the sun, and the moon to explain the day/night cycle. These mental models of the day/night cycle were empirically accurate, logically consistent and revealed some sensitivity on the part of the children to issues of simplicity of explanation. The younger children formed Initial mental models which provided explanations of the day/night cycle based on everyday experience (e.g., the sun goes down behind mountains, clouds cover up the sun). The older children constructed synthetic mental models (e.g., the sun and the moon revolve around the stationary earth every 24 hours; the earth rotates in an up/down direction and the sun and moon are fixed on opposite sides) which represented attempts to synthesize the culturally accepted view with aspects of their Initial models. A few of the older children appeared to have constructed a mental model of the day/night cycle similar to the scientific one. A theoretical framework is outlined which explains the formation of initial, synthetic, and scientific models of the day/night cycle in terms of the reinterpretation of a hierarchy of constraints, some of which are present early in the child's life, and others which emerge later out of the structure of the acquired knowledge. (shrink)

The proposal of Rips et al. is motivated by discontinuity and input claims. The discontinuity claim is that no continuity exists between early (nonverbal) numerical representations and natural number. The input claim is that particular experiences (e.g., cardinality-related talk and object-based activities) do not aid in natural number construction. We discuss reasons to doubt both claims in their strongest forms.

The debate and implementation of Clinical Ethics Consultation is still in its beginnings in Europe and the issue of the patient's perspective has been neglected so far, especially at the theoretical and methodological level. At the practical level, recommendations about the involvement of the patient or his/her relatives are missing, reflecting the general lack of quality and practice standards in CEC. Balance of perspectives is a challenge in any interpersonal consultation, which has led to great efforts to develop “technical”approaches, e.g., (...) in psychological counseling or psychotherapeutic treatment. In ethics, unbalance or partiality is a matter of justice and has provoked significant theoretical work, also relevant for practical medical ethics. A lack of balance seems to be particularly serious in those situations, where ethical conflict is triggering a consultation and where the “parties” involved may try to persuade the consultant that their particular opinion is the most convincing; but to our knowledge the connection between patient/relatives involvement and balance has not yet been discussed in the context of CEC. Central questions of access and involvement of the patient and his/her relatives will be analysed and discussed regarding the challenge of balance and the adequate role or attitude of a Clinical Ethics Consultant. It is argued that the Clinical Ethics Consultant should have a methodological awareness regarding the concepts of “neutrality” versus “advocacy” in his/her role and try to achieve a balanced procedure that allows for an optimum of change of perspectives. The argumentation is developed along the narrative of a real case study. Recommendations concerning the involvement of the patient or the relatives are formulated for the practice of CEC. (shrink)

Initiating clinical ethics support in psychiatry and maintaining its continuity appear to be easy. This is contradicted by the observed delay or lack of CESiP, e.g. ethics consultation. On the basis of a published literature search and the discussion of practical experiences over 2.5 years 10 tasks and relating challenges of initiating and maintaining CESiP are formulated and illustrated by examples. Referral to experiences is grounded on the systematic documentation of ca. 100 CESiP activities. The tasks and challenges illustrate how (...) CESiP was initiated and maintained in child and adolescent, adult and forensic psychiatry. Each example is followed by a “rule of thumb” that was found useful in our centre. Discussion: Suggestions I–III are of organisational nature, IV–X have explicit ethical content concerning the ethos or professionalism of the ethics consultant and CES practice. Their realisation requires a minimum of stability of CESiP and considerable consultancy experience. (shrink)

Facial perception plays a key role in various social interactions, including formidability assessments. People make relatively accurate inferences about men’s physical strength, aggressiveness, and success in physical confrontations based on facial cues. The physical factors related to the perception of fighting ability and their relative contribution have not been investigated yet, since most existing studies employed only a limited number of threat potential measures or proxies. In the present study, we collected data from Czech Mixed Martial Arts (MMA) fighters regarding (...) their fighting success and physical performance in order to test physical predictors of perceived fighting ability made on the basis of high-fidelity facial photographs. We have also explored the relationship between perceived and actual fighting ability. We created standardized 360° photographs of 44 MMA fighters which were assessed on their perceived fighting ability by 94 raters (46 males). Further, we obtained data regarding their physical characteristics (e.g. age, height, body composition) and performance (MMA score, isometric strength, anaerobic performance, lung capacity). In contrast to previous studies, we did not find any significant links between the actual and perceived fighting ability. The results of a multiple regression analysis have, however, shown that heavier fighters and those with higher anaerobic performance were judged as more successful. Our results suggest that certain physical performance-related characteristics are mirrored in individuals’ faces but assessments of fighting success based on facial cues are not congruent with actual fighting performance. (shrink)

Accumulating evidence suggests that different magnitudes (e.g., number, size, and duration) are spatialized in the mind according to a common left–right metric, consistent with a generalized system for representing magnitude. A previous study conducted by two of us (Holmes & Lourenco, ) provided evidence that this metric extends to the processing of emotional magnitude, or the intensity of emotion expressed in faces. Recently, however, Pitt and Casasanto () showed that the earlier effects may have been driven by a left–right mapping (...) of mouth size rather than emotional magnitude, and they found no evidence for an emotional magnitude mapping when using words as stimuli. Here, we report two new experiments that further examine these conclusions. In Experiment 1, using face stimuli with mouths occluded, we replicate the original finding: Less emotional faces were associated with the left and more emotional faces with the right. However, we also find that people can reliably infer the sizes of the occluded mouths, and that these inferred mouth sizes can explain the observed left–right mapping. In Experiment 2, we show that comparative judgments of emotional words yield a left–right mapping of emotional magnitude not attributable to stimulus confounds. Based on these findings, we concur with Pitt and Casasanto that faces pose challenges for isolating the forces driving spatialization, but we suggest that emotional magnitude, when assessed using unconfounded stimuli in a sufficiently sensitive task, may indeed be spatialized as originally proposed. Suggestions for further research on the spatialization of emotional magnitude are discussed. (shrink)

When ethical decisions have to be taken in critical, complex medical situations, they often involve decisions that set the course for or against life-sustaining treatments. Therefore the decisions have far-reaching consequences for the patients, their relatives, and often for the clinical staff. Although the rich psychology literature provides evidence that reasoning may be affected by undesired influences that may undermine the quality of the decision outcome, not much attention has been given to this phenomenon in health care or ethics consultation. (...) In this paper, we aim to contribute to the sensitization of the problem of systematic reasoning biases by showing how exemplary individual and group biases can affect the quality of decision-making on an individual and group level. We are addressing clinical ethicists as well as clinicians who guide complex decision-making processes of ethical significance. Knowledge regarding exemplary group psychological biases (e.g. conformity bias), and individual biases (e.g. stereotypes), will be taken from the disciplines of social psychology and cognitive decision science and considered in the field of ethical decision-making. Finally we discuss the influence of intuitive versus analytical (systematical) reasoning on the validity of ethical decision-making. (shrink)

Background and aim Healthcare professionals are regularly exposed to moral challenges in patient care potentially compromising quality of care and safety of patients. Preventive clinical ethics support aims to identify and address moral problems in patient care at an early stage of their development. This study investigates the occurrence, risk factors, early indicators, decision parameters, consequences and preventive measures of moral problems. Method Semi-structured expert interviews were conducted with 20 interprofessional healthcare professionals from 2 university hospitals in Basel, Switzerland. A (...) Likert scale questionnaire was completed by the interviewees and analysed using descriptive and inferential statistics. Results Healthcare professionals are frequently exposed to a variety of moral problems, such as end-of-life decisions, resource allocation and assessing the patient's will or decisional capacity. Thirty-four different risk factors for moral problems are identified, e.g. patient vulnerability, divergent values or world views, inadequate resources or poor ethical climate. Twenty-one early indicators are recognised such as disagreement between healthcare professionals, patients and relatives, emotional disturbances, gut feeling or conflict of conscience. A variety of preventive measures are suggested and presented in a preventive clinical ethics support process model. The most helpful measures are early ethical conversations with colleagues, early team-internal ethical case discussions and an ethics-trained contact person on the ward. Ethics training, kerbside consultations, proactive ethics consultations, ethics screening and rounds are also considered helpful. Conclusions Clinical ethics support services should not only offer reactive and complex, but also proactive and low-threshold support for healthcare professionals, patients and relatives. (shrink)

Caring for patients with anorexia nervosa (AN) is associated with high levels of moral distress among healthcare professionals. The main moral conflict has been posited to be between applying coercion to prevent serious complications such as premature death and accepting treatment refusals. However, empirical evidence on this topic is scarce. We identified all 19 documentations of ethics consultations (ECs) in the context of AN from one clinical ethics support service in Switzerland. These documentations were coded with a sequential deductive-inductive approach (...) and the code system was interpreted in a case-based manner. Here, we present findings on patient characteristics and ethical concerns. The ECs typically concerned an intensely pretreated, extremely underweight AN patient endangering herself by refusing the proposed treatment. In addition to the justifiability of coercion, frequent ethical concerns were whether further coerced treatment aimed at weight gain would be ineffective or even harmful, evidencing uncertainty about beneficence and non-maleficence and a conflict between these principles. Discussed options included harm reduction (e.g. psychotherapy without weight gain requirements) and palliation (e.g. initiating end-of-life care), the appropriateness of which were ethical concerns in themselves. Overall, nine different types of conflicts between or uncertainties regarding ethical principles were identified with a median of eight per case. Ethical concerns in caring for persons with AN are diverse and complex. To deal with uncertainty about and conflict between respect for autonomy, beneficence and non-maleficence, healthcare professionals consider non-curative approaches. However, currently, uncertainty around general justifiability, eligibility criteria, and concrete protocols hinders their adoption. (shrink)

2011 Reprint of 1943 Edition. Full facsimile of the original edition, not reproduced with Optical Recognition Software. "St. Thomas Aquinas" is enriched by the author's unique ability to see the world through the saint's eyes, a fresh and animated view that shows us Aquinas as no other biography has. Acclaimed as the best book ever written on Aquinas by such outstanding Thomists as Jacques Maritain, Etienne Gilson, and Anton Pegis, this brilliant biography will completely capture the reader and leave him (...) desirous of reading Aquinas' own monumental work. (shrink)

This article presents evidence supporting the claim that ethical reasoning is a skill that can be taught and assessed. We propose a working definition of ethical reasoning as 1) the ability to identify, analyze, and weigh moral aspects of a particular situation, and 2) to make decisions that are informed and warranted by the moral investigation. The evidence consists of a description of an ethical reasoning education program—Ethical Reasoning in Action —designed to increase ethical reasoning skills in a variety of (...) situations and areas of life. ERiA is housed at a public, major comprehensive U.S. university—James Madison University—and assessment of the program focuses on interventions delivered prior to and during orientation for incoming first-year students. Findings indicate that the interventions measurably enhance the ability of undergraduate students to reason ethically. ERiA’s competency-targeted program and positive student learning outcomes offers a promising model for higher education ethics programs seeking to connect classroom learning in ethics to decision-making in everyday life. (shrink)

These notes of G. E. Moore's lectures for the three terms of 1934-1935 were compiled by Alice Ambrose, then Student of Newnham College, and Margaret Macdonald, then Fellow of Girton College. The lectures cover a wealth of interrelated topics, and provide instances of the analyses which made Moore «the father of the analytic school.» Since his analyses of such concepts as material objects, sense data, and truth rest on the ordinary use of expressions for these concepts, «ordinary language» philosophers found (...) in him their champion. Moore examines the views of Broad, Russell, F. P. Ramsey, W. E. Johnson, and John Wisdom. (shrink)