In lieu of an abstract, here is a brief excerpt of the content:On PartnershipRyan Schwarz, Duncan Smith-Rohrberg Maru, Dan Schwarz, Bibhav Acharya, Bijay Acharya, Ruma Rajbhandari, Jason Andrews, Gregory Karelas, Ranju Sharma, and Mark ArnoldyRecently, Bayalpata Hospital, in the rural district of Achham, Nepal almost collapsed under the weight of its own staff's discontent. The hospital had been largely abandoned until 2009 when our organization, Nyaya Health, renovated and opened it in partnership with the Nepali government. Since then, (...) the hospital has seen great progress and has experienced widespread community support. Nonetheless, earlier this year, a broad-based staff revolt occurred, led primarily by our senior clinical staff members, raising concerns that Nyaya's management policies were ineffective, and wages and benefits were too low. The unrest included everything from a strike, limiting services to our patients, to aggression against non-strikers and slander and racist comments in public media against the Nyaya Health Board of Directors. Ultimately, the conflict was resolved, though not without the departure of our three most senior clinicians. The incident deeply damaged staff morale [End Page 101] and impeded basic services to our patients, and from our perspective as a leadership and management team, it was deeply troubling and spiritually challenging. We have learned much in the wake of the strike, but here we focus more narrowly on the concept of partnerships in our work by examining the recent strike and the two key issues that lead to it: wages and benefits, and management policies at Bayalpata Hospital.In grappling with the recent staff crisis, some of our leadership team expressed concerns that we would never be able to develop a true partnership in Achham if our senior-level employees led strikes against the organization. The leaders of the strike were our most well-educated and high-ranking staff. They were also individuals who had come to work for us specifically citing the moral imperative of our work, and their pride in helping to serve the poorest of the poor. One leadership team member asked, "What is 'partnership' then? We came into this work with the premise that we would work together, with our partnership built around the right to health—but who are our partners if they lead strikes damaging the very services our collective mission aims to offer?"Another leadership team member commented, "The first time I visited Achham I was invited for tea at Meena's* house (one of Nyaya's midwives). We arrived at her house and Meena greeted us warmly. She showed us in to a small room: there was no furniture, but there was an immaculately swept mat which we joined her on. We drank tea, seated on her rug, and listened to her tell us how she had come to live in the house, how she had come to work for Nyaya, and her pride in now being able to provide both for her own children, as well as, the children of her relatives. As the only employed family member, she now had the challenge of providing for all of them. When we question our partnership, I'm taken back to Meena's warm, but extremely poor, home. She has worked for Nyaya for almost four years. She has helped our organization provide free care to over 75,000 people. Is this not a type of 'partnership'?"Allow us to offer some background on the issue of wages—Meena has been with our team since 2008, and has been paid about $2,500 per year—a generous wage compared to other employers in the region. Meena was one of the striking staff members. Among other concerns about the way the hospital was being run, she and other staff asked indignantly why we couldn't provide them with higher wages, better benefits, and more resources, both for her and the hospital. Notably, Meena's salary (and the rest of our staff's) was well above her equivalent in other, more urban hospitals (to compensate for the extremely remote area in which we work), and in a district where most families are farmers, our staff's salaries occupy the highest income bracket in the region. Nonetheless, as is common throughout the world in both rich and poor areas... (shrink)

Presenting the first book-length study in English of Aristotle's Sophistical Refutations, this work takes a fresh look at this seminal text on false reasoning.

Based on the "Guide to the Human Fertilisation and Embryology Act 1990", this volume reviews the regulation of assisted conception including complex moral issues such as abortion, embryo research and cloning.

Why is there a long-standing debate about paraphrase in poetry? Everyone agrees that paraphrase can be useful; everyone agrees that paraphrase is no substitute for the poem itself. What is there to disagree about? Perhaps this: whether paraphrase can specify everything that counts as a contribution to the meaning of a poem. There are, we say, two ways to take the question; on one way of taking it, the answer is that paraphrase cannot. Does this entail that there is meaning (...) mysteriously locked in a poem, meaning that cannot be represented in any way other than via the poem itself? If that were so it would have profound implications for poetry’s capacity to convey insight. We suggest reasons for thinking that the entailment does not hold. Throughout, we connect the traditional debate over paraphrase, which has largely been conducted within the fields of philosophy and literary theory, with recent empirically oriented thinking about the communicability of meaning, represented by work in pragmatics. We end with a suggestion about what is to count as belonging to meaning, and what as merely among the things that determine meaning. (shrink)

Whether and to what extent Ernst Cassirer’s philosophy of culture contains a normative element for the proper evaluation of symbolic forms is a central question in Cassirer interpretation. In this paper, my aim is to specify the nature of this normative element. I not only assert the existence of a real normative dimension in the philosophy of culture, but also specify the nature of its main element: the concept of freedom. The concept of freedom in Cassirer is by no means (...) an explicit facet of his systematic thought. However, this does not indicate that this is not an important part of his system. Rather, it might mean that Cassirer either thought it so basic he didn’t need to explicate it or he thought that it would be made clear through his exposition of symbolic forms. I will proceed by arguing for a “normative space” in Cassirer’s philosophy of culture. By “normative space” I mean a certain limitation to the philosophy of culture that makes room for the free act of the cultural agent for which she is responsible. In other words, by “normative space” I mean to suggest that Cassirer meant to leave room, and a prominent seat, for the normative element in the philosophy of culture. After establishing this, I will suggest that this normative task in the philosophy of culture is, from a first-person perspective, inevitably connected to the descriptive task, but from a third-person perspective, conceptually distinct. I will then move to better define what I take to be the main value of the normative task: freedom. The freedom that Cassirer defends is an ethical conception understood as both a constitutive norm for cultural action and a regulative ideal for the evaluation of cultural objects. Understanding freedom in this way allows us to conceive of it both as a fundamental phenomenon and an evaluative standard. (shrink)

This is a collection of fifty essays featured in Edward R. Murrow's 1950s This I Believe radio series. It includes such celebrities of the twentieth century as Pearl Buck, Norman Cousins, Margaret Mead, James Michener, Jackie Robinson, and Harry Truman. With an introduction by Edward R. Murrow and a foreword by Dan Gediman, executive producer of the contemporary This I Believe radio broadcasts, heard weekly on public radio.

The mental model theory of naive causal understanding and reasoning (Goldvarg & Johnson‐Laird, 2001, Cognitive Science, 25, 565–610) claims that people distinguish between causes and enabling conditions on the basis of sets of models that represent possible causal situations. In the tasks used to test this hypothesis, however, the proposed set of models was confounded with linguistic cues that frame which event to assume as given (the enabling condition) and which to consider as responsible for the effect under this assumption (...) (the cause). By disentangling these two factors, we were able to show that when identifying causes and enabling conditions in these tasks, people rely strongly on the linguistic cues but not on the proposed set of models and that this set of models does not even reflect people's typical interpretation of the tasks. We propose an alternative explanation that integrates syntactic and causal considerations. (shrink)

Since the late 1960s, philosophy for children has become a global, multi-disciplinary movement involving innovations in curriculum, pedagogy, educational theory, and teacher education; in moral, social and political philosophy; and in discourse and literary theory. And it has generated the new academic field of philosophy of childhood. Gareth B. Matthews (1929-2011) traced contemporary disrespect for children to Aristotle, for whom the child is essentially a pre-intellectual and pre-moral precursor to the fully realized human adult. Matthews Matthews dubbed this the “deficit (...) conception of childhood” and wrote extensive critiques of its perpetuation in Jean Piaget’s stage model of cognitive development and in Lawrence Kholberg’s stage model of moral development. He published the first book (1994) in the field of philosophy of childhood and wrote a column of reviews of philosophically-oriented children’s books. He argued that even academic philosophers can benefit from the freshness and directness of children’s thinking. For Matthew Lipman (1923-2010) and Ann Margaret Sharp (1942-2010), the child is only potentially a philosophical agent and grows into becoming such by means of a philosophical education. Lipman invented the literary genre of children’s philosophical fiction, which systematically reconstructs key philosophical issues and positions in language accessible by children, attempts to help children recognize philosophical dimensions of their own experience, and models philosophical dialogue. Lipman and Sharp developed a protocol for a “community of philosophical inquiry,” in which people with diverse experiences, ideas and concerns dialogue together around a shared philosophical question, with the aim of forming reasonable, meaningful judgments about the matter. The early success of philosophy for children was due in part to its coincidence with the critical thinking movement in education, in which Lipman was an important figure. Its emphasis on ethics has justified its use as a program of ethics, character, and even religious education. It has also been used for civics education, because of how it instantiates democratic deliberation and power-sharing. At the same time, philosophy for children has been criticized by religious and social conservatives, developmental psychologists, and philosophers. Today, the diversity of approaches, aims, materials, and grounding theories of philosophy for children signifies different understandings of philosophy, childhood and education, which have become “essentially contested concepts” within the movement. Philosophy for children is no longer unified by an identifiable theory, purpose, pedagogy, method or curriculum, but is now used to further a number of disparate educational agendas. Shaun Gallagher’s (1992) heuristic of four schools of hermeneutics is helpful in understanding these competing agendas. Conservative hermeneutics is the attempt to devise methods of interpretation that uncover and preserve truth or original meaning without distortion or bias. This is consonant with the use of philosophy for children to help young people appropriate the fundamental questions, ideas and skills of (Western) philosophy as a resource for understanding the world and managing their own experience, and with the understanding critical thinking as a way of avoiding prejudice and approaching truth. Critical hermeneutics approaches interpretation—including teaching and learning—as a method of liberating the interpreter from the racist, sexist, homophobic, capitalist, religiously fanatical, and other kinds of ideologies that commonly distort thinking, feeling and behavior. This is consonant with those who argue that the attributes of mutual criticism, inclusion, solidarity, self-regulation, and distributed power make the community of philosophical inquiry an ideal site for recognizing and overcoming ideology. Others find philosophy for children politically ineffectual due to the limited role of students and teachers in co-constructing the curriculum and its lack of an explicit component of political critique and action. Radical hermeneutics suggests that because every text is open to a plurality of meanings, the purpose of interpretation is not to artificially constrain that plurality but to play with the signs that constitute the text in order to achieve fresh insights. A radical hermeneutical strand is identifiable in the philosophy for children literature when scholars resist the idea that the aim of philosophical dialogue is to find consensus or to narrow down on the most reasonable conclusions. Moderate hermeneutics holds that the work of interpretation is the attempt to reach meaning or shared understanding in a process modeled on dialogue between the familiar and the strange. This is consonant with those who argue that philosophical traditions can still give meaning to (young) people’s lives, but that those traditions must be continually reinterpreted (including by children) in order to survive and flourish. Fifty-odd years since its inception, philosophy for children has deepened and diversified, both theoretically and as a field of practice. Perhaps the only point of agreement among (most) everyone in the movement is that children’s philosophical thinking, variously understood, is necessary for the realization of the intellectual, moral, and political agency the movement attributes to them. (shrink)

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be (...) preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

In 1969 Robert Nozick published the first extensive philosophical analysis of the concept of coercion. His analysis has since generated a great deal of controversy. This dissertation is an attempt to resolve much of the controversy. It begins with a detailed review of recent work on coercion. Based on the lessons learned in this review, a new theory of coercion and its ethics is proposed. The theory identifies the essential features of a coerced choice and distinguishes several senses in which (...) we might say that someone is coerced. By allowing for different senses of coercion with a common core, the theory is able to account for examples that are problematic without losing sight of valuable distinctions. For instance, one particularly controversial group of examples involves offers that appear to be coercive, even when no threat is present. The new theory allows many of these offers to be termed coercive, but not in the same strict sense that is associated with coercive threats. The treatment of the ethics of coercion that is presented in this dissertation is more comprehensive than any previous treatment of the topic. It challenges some commonly held beliefs. Most significantly, it challenges the belief that coercion is in itself a great moral evil. Many instances of coercion involve no moral violation. Immoral instances of coercion are generally immoral, not because of the coercion per se, but because of other morally objectionable features of the situation. The dissertation ends with an application of the new theory of coercion and its ethics to a public policy problem of current interest. (shrink)

This clear, learner-friendly text helps today's students bridge the gap between everyday culture and critical thinking. The text covers all the basics of critical thinking, beginning where students are, not where we think they should be. Its comprehensiveness allows instructors to tailor the material to their individual teaching styles, resulting in an exceptionally versatile text.

Strangers to Nature brings together many of the leading scholars who are working to redefine and expand the discourse on animal ethics. This volume will engage both scholars and lay-people by revealing the breadth of theorizing about the human/non-human animal relationship that is currently taking place.

Most debate about the ethical implications of modern biotechnology has centred around medical issues, but public concerns over the impact of agricultural biotechnologies have gathered momentum. This volume, resulting from the 55th University of Nottingham Easter School in Agricultural and Food Science, provides a survey of this new field of enquiry. The book will be of interest to a wide readership, including applied philosophers, sociologists, economists and ecologists, as well as biotechnologists and agricultural and food scientists.

Martin Heidegger’s Introduction to Metaphysics, first published in 1953, is a highly significant work by a towering figure in twentieth-century philosophy. The volume is known for its incisive analysis of the Western understanding of Being, its original interpretations of Greek philosophy and poetry, and its vehement political statements. This new companion to the Introduction to Metaphysics presents an overview of Heidegger’s text and a variety of perspectives on its interpretation from more than a dozen highly respected contributors.

It has now been more than 50 years since H. L. A Hart and Lord Patrick Devlin first squared off in perhaps the most celebrated jurisprudential debate of the twentieth‐century (1959–1967). The central issue in that dispute—whether the state may criminalize immoral behavior as such—continues to be debated today, but in a vastly changed legal landscape. In this article I take a fresh look at the Hart‐Devlin debate in the light of five decades of social and legal changes.

Imre Lakatos' philosophical and scientific papers are published here in two volumes. Volume I brings together his very influential but scattered papers on the philosophy of the physical sciences, and includes one important unpublished essay on the effect of Newton's scientific achievement. Volume 2 presents his work on the philosophy of mathematics, together with some critical essays on contemporary philosophers of science and some famous polemical writings on political and educational issues.

As I understand it, you have asked me for an honest, introspective—personal—account of how I think about anthropological material, and if I am to be honest and personal about my thinking, then I must be impersonal about the results of that thinking. Even if I can banish both pride and shame for half an hour, honesty will still be difficult.

This third volume in a series devoted to luminaries in the history of psychology--features chapter authors who are themselves highly visible and eminent scholars. They provide glimpses of the giants who shaped modern cognitive and behavioral science, and shed new light on their contributions and personalities, often with a touch of humor or whimsy and with fresh personal insights. The animated style, carefully selected details, and lively perspective make the people, ideas, and controversies in the history of psychology come alive. (...) The fields touched on in this and other volumes cover all of the subfields of psychology. As such, all volumes of _Portraits of Pioneers in Psychology_ will be of interest to psychologists, as well as scholars in related fields. The resourceful teacher could use a selection of chapters as supplementary readings to enhance almost any course in the discipline. The major purpose of these books is to provide source materials for students and their teachers in undergraduate and graduate courses in the history of psychology. Each of the five volumes in this series contains different profiles thereby bringing more than 100 of the pioneers in psychology more vividly to life. (shrink)

African philosophers such as Olusegun Oladipo, Lansana Kieta, Kwama Nkrumah and Kanu Ikechukwu proposed to revisit the semantic of the word “development”. From their viewpoint, instead of seeing economic growth as the DNA of development, we should actualize the notion as rather aiming at the universalities of cultures, which could ensure progress and development. Further aspects such as a) the worldview of the Bantu, b) the distribution of resources in large national giant nations as Nigeria, and c) faith-based organization and (...) development with Obiora Ike, justify a closer reading of the concept. It shows that people-oriented development is better adapted to Africa than abstract concepts, which may not include strong reference to the African traditions and belief systems. Sustainable and integrative development should include all major faith groups, which are all part of development, understood as a social and economic investment with social responsibility and faith. (shrink)

Although implicit tests of positive and negative affect exist, implicit measures of distinct emotional states are scarce. Three experiments examined whether a novel implicit emotion-assessment task, the rating of emotion expressed in abstract images, would reveal distinct emotional states. In Experiment 1, participants exposed to a sadness-inducing story inferred more sadness, and less happiness, in abstract images. In Experiment 2, an anger-provoking interaction increased anger ratings. In Experiment 3, compared to neutral images, spider images increased fear ratings in spider-fearful participants (...) but not in controls. In each experiment, the implicit task indicated elevated levels of the target emotion and did not indicate elevated levels of non-target negative emotions; the task thus differentiated among emotional states of the same valence. Correlations also supported the convergent and discriminant validity of the implicit task. Supporting the possibility that heuristic processes underlie the ratings, group differences were stronger among those who responded relatively quickly. (shrink)