Volume 20, Issue 4, May 2020, Page 118-120.

At the 2022 Clinical Ethics Unconference, the authors perceived a significant lack of racial and ethnic diversity, which was consistent with their experiences in other clinical ethics settings. As a result, they convened a working group to address the pervasive lack of diversity present in the field of clinical ethics and to propose strategies to increase the representation of people from racial and ethnic minority populations. This article identifies the harms associated with the lack of diversity in the healthcare setting (...) and translates these to the field of clinical ethics. The article then proposes a framework that may be used to help diversify the field of clinical ethics. Specifically, the authors identify existing barriers to appropriate diversity, actionable steps to increase diversity, and tools the field can utilize to systematically assess its progress with respect to achieving diversity. (shrink)

This article aims to shed light on Hegel's conception of colonialism and its implications for the postcolonial reception of Hegel. Drawing on the abundant literature on the topic, it begins by engaging with Hegel's understanding of colonialism through a close reading of relevant passages of his works, in particular the Heidelberg Vorlesungen über Naturrecht und Staatswissenschaft (1817–18), the Grundlinien der Philosophie des Rechts (1821), the Vorlesungen über die Philosophie des Rechts (1819/20, 1821/22, 1822/23, 1824/25) and the Vorlesungen über die Philosophie (...) der Weltgeschichte (1822/23, 1830). Having mapped and reconstructed Hegel's conception of colonialism through his writings and lectures, the article argues that his account of Europe's modern colonial expansion is based primarily on economic considerations, rather than on civilizational assumptions proclaiming the spiritual superiority of European peoples—to which Hegel nevertheless subscribes. The conclusion explores distinct and divergent postcolonial perspectives for engaging with the contemporary legacy of Hegelianism. It addresses, on the one hand, Tibebu's critical reading of Hegel's philosophical enterprise as ‘the coldest rationalisation of genocidal murder and carnage’ based on ‘paradigmatic apartheid’ and, on the other, Brennan's redemptive reading of Hegel, which values his theoretical contribution to the shaping of 20th century anticolonial thought. After contrasting these two interpretations, the article argues in favour of postcolonial strategies for critical reappropriation and sabotage of the legacy of Hegel's philosophy. (shrink)

Social movements carry out extensive character work, trying to define not only their own reputations but those of other major players in their strategic arenas. Victims, villains, and heroes form the essential triad of character work, suggesting not only likely plots but also the emotions that audiences are supposed to feel for various players. Characters have been overlooked in cultural analysis, possibly because they often take visual, non-narrative forms. By focusing on characters within movements, we illuminate some cultural dilemmas that (...) both organizers and their opponents face as they try to influence players’ reputations. (shrink)

This study provides a comparative analysis of students' self-reported beliefs and behaviors related to six analogous pairs of conventional and digital forms of academic cheating. Results from an online survey of undergraduates at two universities (N = 1,305) suggest that students use conventional means more often than digital means to copy homework, collaborate when it is not permitted, and copy from others during an exam. However, engagement in digital plagiarism (cutting and pasting from the Internet) has surpassed conventional plagiarism. Students (...) also reported using digital "cheat sheets" (i.e., notes stored in a digital device) to cheat on tests more often than conventional "cheat sheets." Overall, 32% of students reported no cheating of any kind, 18.2% reported using only conventional methods, 4.2% reported using only digital methods, and 45.6% reported using both conventional and digital methods to cheat. "Digital only" cheaters were less likely than "conventional only" cheaters to report assignment cheating, but the former was more likely than the latter to report engagement in plagiarism. Students who cheated both conventionally and digitally were significantly different from the other three groups in terms of their self-reported engagement in all three types of cheating behavior. Students in this "both" group also had the lowest sense of moral responsibility to refrain from cheating and the greatest tendency to neutralize that responsibility. The scientific and educational implications of these findings are discussed in this study. (shrink)

State health departments are at the core of the United States public health infrastructure. Surveillance to monitor trends in disease and injury; the development, coordination, and delivery of services; and public education are some of the core functions health department employees oversee every day. As such, agencies and their employees are well positioned to inform policy decisions that affect the public’s health. However, little is known about the role of health department staff — a sizeable proportion of the public health (...) workforce — as advocates for public health policies, independent of their agency roles. Anecdotally, some health department employees with whom we have spoken expressed reluctance to engage in policy advocacy for fear of violating little known or understood agency or state rules. (shrink)

Heroes, villains, victims, and minions have been the building blocks of moral and political reputations throughout human history. In Public Characters, the authors look at visual images, music, and words to show the techniques by which these characters get constructed. They also trace the impact of these public characters in politics, including the 2016 triumph of Donald J. Trump through his ability to cast opponents as villains and minions.

1. Sexual Brains and Body Politics 2. Hormones and Hardwiring 3. Making Sense of Brain Organization Studies 4. Thirteen Ways of Looking at Brain Organization 5. Working Backward from “Distinct‘ Groups 6. Masculine and Feminine Sexuality 7. Sexual Orienteering 8. Sex-Typed Interests 9. Taking Context Seriously 10. Trading Essence for Potential.

In August 2021, Froese et al. published survey data collected from 2,543 respondents on their subjective experiences living under imposed social distancing measures during COVID-19 (1). The questionnaire was issued to respondents in the UK, Japan, and Mexico. By combining the authors’ expertise in phenomenological philosophy, phenomenological psychopathology, and enactive cognitive science, the questions were carefully phrased to prompt reports that would be useful to phenomenological investigation and theorizing (2–4). These questions reflected the various author’s research interests (e.g., technology, grief, (...) time). Between April 7th and July 31st, 2021, a second questionnaire with the same question set was issued to respondents of the original who had agreed to do a follow-up. This was intended to capture subjective reports of life under social distancing measures a year after the initial survey. By this time–depending on their country of residence and health status–respondents had potentially lived with repeated and prolonged lockdowns and a variety of other restrictions on their social lives. When taken together, Survey I and Survey II provide a cross-cultural and longitudinal dataset that allows for analysis of longer-term impacts of imposed social distancing measures on people’s experiences. For researchers working in diverse disciplines, this dataset offers a rich resource that reflects people’s reactions to the imposition of different social restrictions in different countries and over different time periods. (shrink)

Throughout the history of aphasiology, researchers have identified important premorbid and stroke-related predictors of linguistic performance. Although Grodzinsky discusses some of these variables, exclusion of other variables could lead to unnecessary experimental error and erroneous conclusions. Aspects to consider include sources of experimental bias, premorbid differences, nonlinguistic roles of the frontal regions, and comparison of normal and aphasic performance.

English translation, with Chinese source text, of a seminal Chinese classic.

This chapter contains sections titled: Introduction Courage and Self‐control The Object of Cheer Danger as the Object of Cheer Safety as the Object of Cheer Success as the Object of Cheer Horatius at the Bridge Acting for the Sake of the Fine When is Death Fine? Note Bibliography.

This chapter contains sections titled: The Structural Inequality Approach Societal Culture Approach Who's Who in the Politics of Difference? The Meaning of Culture Worries about the Ascendancy of the Societal Culture Model Notes.

Self-interest theories hold that rationality requires one always to choose what is best for oneself. Where these theories differ is in their accounts of what is best for one. Hedonism is a typical self-interest theory, distinguished from other versions by the claim that what is best for one is what gives one the greatest net balance of pleasure over pain. Gómez-Lobo thinks that Socrates is a self-interest theorist: Socrates believes that “a choice is rational if and only if it is (...) a choice of what is best for the agent”. Gómez-Lobo also thinks that Socrates holds that “something is good for an agent if and only if it is morally right” ; this distinguishes his theory from hedonism and other self-interest theories. Finally, Gómez-Lobo thinks that Plato defends Socrates’ in arguing at Gorgias 506c5-507a3 that “a being is good if and only if it has the order proper to it”: follows from and other Socratic principles. These three claims constitute the “foundations” of Socratic ethics mentioned in Gómez-Lobo’s title. (shrink)

I want to begin by saying that the terms of reference of this series of lectures grated on me, in particular, the word ‘power’. One thing it conjured up was the criticism made by people who say we use our power over our patients to brainwash them, that the psychotherapeutic relationship is inescapably authoritarian, domineering, coercive. This was widely said in the sixties by leftist and feminists and others who sought a therapeutic relationship that was more equal, co-counselling, for example, (...) where the client and the therapist took turns exposing their problems. In my experience, most people who took up that position eventually saw the merits of relatively orthodox psychotherapy, and many have trained in conventional psychodynamic psychotherapy. I asked my partner, who is also a psychoanalytic psychotherapist, what the term power conjured up for her and got an uncharacteristically sharp response. She said, ‘I hate that word. It’s used by humanistic therapists who are afraid of authority, difference and knowledge and want us all to be the same. It’s like saying colour doesn’t matter. They confuse the abuse of power with the use of power. They assume that all exercise of power is abusive.’. (shrink)