Filial obligation and its implications have been little-debated in ethics. The basis of informed consent in libertarian positions may be challenged by inclusion of others beyond the immediate doctorpatient relationship. Some of the literature arguing for and against filial duty, including feminist literature, is presented as a backdrop to the argument that a patient’s family, and further, his or her community, contains the source of a broader perspective regarding decisions concerning his or her medical treatment. Communitarian models allow for a (...) medical decision to be owned by some or all stakeholders in patient outcomes. Although such a position undoubtedly confronts traditional notions of autonomy, it offers an alternative that may positively impact the practice of medicine by providing a more holistic treatment context. New models premised on shared decision-making will be presented as frameworks that may provide a theoretical basis for greater physician input into medical decisions that impact a patient’s family members and in more global terms, his or her community. (shrink)

Genes dance. They dance with culture. Theydance with environment. Genes act on the world through the brain, mind and behavior. Historically, psychologists, therapists,educators and most lay people have understoodgenes in the context of Gregor Mendel'sexperiments, which were only partiallyexplained to us. While many studies show thatbrain structures and behaviors have quiterobust influences from inheritance, mostbehavior is not influenced in the classic waywe were taught in our introduction to genetics– which has been revolutionized by molecularstudies and understandings that most of (...) theimportant genes of everyday life arequantitative, or polygenic.Popular culture and naïve theory has a verysimplistic view of genes. They are bad,impolite and vaguely anti-democratic if notsinister. A very simple truth exists, however.Were it not for the genes of our grandparents,no one would be reading this article.This article introduces the reader to an ideathat emerges from evolutionary psychology andbehavior genetics, which may turn our thinkinginside out. For the most part, genes are giftsof nature to solve problems, and to hedge a beton the future. Most true genetic diseases,regulated by the classic processes that Mendelobserved, are extremely rare – typically belowone in several hundred. Most of the behaviorsthat cause us grief or joy in our homes,schools and communities and with some form ofgenetic contribution happen far more often –3%, 5%, 10% or more of the time in thepopulation. If such behaviors were ``defects''harming our reproductive success, Mother Naturewould have quickly made short work of thosegenes in a handful of generations. The factthat many of the genes related to thesebehaviors and subtle changes in the brain seemto have been recent changes (pejorativelycalled by some ``mutations'') in the past fewthousand years implies that these changes are insome sense Nature's Gifts.Gifts are to be treasured, saved and perhapspassed on. Sometimes a gift may be burdensome. This paper is about reframing and explainingadvances in science in the past 10 years or so,parallel to the brain imaging studies. Themolecular studies, explored in the context ofevolutionary psychology and behavioral geneticsprovide a new model for human development,enhancing our understanding of more traditionalviews of human phylogeny and ontogeny. Thesame molecular studies, when framed in thecontext of twin, adoption and longitudinalstudies, provide new insights for parenting,schools, community and therapy. (shrink)

The topic of instrumentalism has engaged many scholars of contemporary educational thought. One can distinguish the positions of anti-instrumentalism from those that stress noninstrumental values of education, both conceived in the context of neoliberal/neoconservative and consumption-driven reality. In this text, Maria Mendel enters into this engagement from the perspective of the current political consumption of memory. While taking up the problem of the role public pedagogy plays in contemporary nation-states — especially in the current turn toward the past — (...) Mendel focuses on both educational and sociopolitical issues in the context of what she calls “retroactive instrumentalism.” When return to the past is the “principle of the contemporary,” she argues, instrumentalism does not necessarily result from intentional planning ex ante. If education is broadly understood as a practice of public space formation, it may be composed of experiences that do not have to be “traditionally” purposeful and oriented toward the future. They may gain their instrumental character ex post. To illustrate this possibility, Mendel analyzes snippets of Polish reality concerning the construction of “the good nation.” Many of the elements of public pedagogy in this case contain unifications that pertain directly to the instrumental character of the learning experiences employed by a society as it transforms into a nation. The instrumentalism of those elements is discovered post factum. In its ontological dimension, then, education may gain or solidify its instrumental character ex post. Based on the analysis proposed in this text, one could say that when instrumentality is retroactive, it becomes displaced intentionality — that is, it provides an instrumental story that disguises the intentions of the one writing the narrative. Mendel concludes by using the Aristotelian notion of phantasia, which regards “being without a matter,” to encourage productive thought about how to create public narratives that are free of instrumentalism. This grounds a version of public pedagogy that is oriented toward the animation of people's active imagining and thus becoming public. By epistemologically shifting learning into a public space, such public pedagogy serves to recultivate society and humanity as plurality, diversity, and coproduction of the public. (shrink)

It is shown that Einstein abandoned his earlier view that there are material consequences, such as asymmetric aging, implied by the space-time transformations of transformations of relativity theory.

This paper presents an attempt to describe parents’ activities, in which context it is puzzling that – on the basis of a negative assessment of the current reality (current crises, including the privatization of what is public) – parents seem to be searching intensively for new solutions that would make better not only the school but also the world it is a part of. Their focus, in this, is on the local dimension of activities that refer to sustainability and emphasize (...) place. In this approach, place is a field of confrontation and constant becoming. Parental activities in one sustainable community school in Chicago is the point of departure to introduce a pedagogy of the vital place that pays specific attention to how the heritage of these places makes them (partially) resistant to capitalist capture, and somewhat ready to take on the challenges of the crisis in which we live on the planet today. The reflection presented in this article is guided by the assumption that, in these times, when the survival of humankind is at stake, we desperately need a more-than-human format of world. (shrink)

This paper presents a qualitative comparison of opposing views of elementary matter—the Copenhagen approach in quantum mechanics and the theory of general relativity. It discusses in detail some of their main conceptual differences, when each theory is fully exploited as a theory of matter, and it indicates why each of these theories, at its presently accepted state, is incomplete without the other. But it is then argued on logical grounds that they cannot be fused, thus indicating the need for a (...) third revolution in contemporary physics. Toward this goal, the approach discussed is one of further generalizing the theory of general relativity in a way that incorporates the inertial manifestations of matter in covariant fashion, with quantum mechanics serving as a low-energy, linear approximation. Such a theoretical extension of general relativity will be discussed, with applications in elementary particle physics, such as the appearance of mass spectra in the microdomain, as an asymptotic feature of matter, mass doublets (electron-muon and proton-heavy proton), the explanation of pair annihilation and creation from a deterministic field theory, charge quantization, and features of pions. (shrink)

The precessional frequency of a gyroscope in a reference frame that orbits about a gravitational body is compared between Einstein's tensor formulation of general relativity and the author's quaternion generalization—obtained from a factorization of the tensor form. The difference in predictions then suggests an experiment that could choose which of these formulations of general relativity is more valid in the analysis of gyroscopic motion.

The discussion of mathematical knowledge and its relation to the construction of an appropriate diagram in Aristotle's Metaphysics Θ 9. 1051 a21—33 is an important, if compressed, account of Aristotle's most mature thoughts on mathematical knowledge. The discussion of what sort of previous knowledge one must have for understanding a theorem recalls the discussion at An. Post. A 1. 71 a 17–21, where the epistemological point is similar and the examples the same. The first example, that the interior angles of (...) a triangle equal two right angles, appears no less than thirty times in the corpus . The example of the angle inscribed in a semicircle being a right angle also occurs at An. Post. B 11. 94a 27–34, but in a very different context from its two companions. Illustrations of both theorems provided clear stock examples for Aristotle. (shrink)

Descendre acheter le journal? Réflexion : vous délibérez, construisez un projet, argumentez. Décision prise, la volonté vous met debout. Alors, dès le premier pas, l'acte vient à la rencontre de l'action-projet qui agrégeait dans votre tête réflexion, délibération, argumentation, décision, volonté. L'acte est une aventure. Toute la réalité imprévisible du monde se trouvait là, en réserve, dont les créations intellectuelles de l'action escamotaient la part d'inconnu. On décide une action, c'est l'acte qu'on rencontre. Mais alors, pourquoi les deux mots sont-ils (...) communément employés l'un pour l'autre, obligeant à penser l'acte dans une réduction à l'action " dans la tête "? Tel est le sujet de ce livre magistral de Gérard Mendel qui prend la suite de La psychanalyse revisitée (1988) et La société n'est pas une famille (1992). A partir d'une lecture critique de l'œuvre des grands philosophes, d'Aristote à Habermas, en passant par Saint Augustin, Descartes ou Nietzsche, Gérard Mendel montre comment la naissance philosophique de l'être il y a vingt-cinq siècles a chassé l'acte de la réflexion intellectuelle. En s'appuyant sur une étude approfondie de l' " intelligence pratique " nourrie de son expérience de terrain sur le champ social et sur la relecture des travaux fondamentaux de Winnicott, il propose une nouvelle approche théorique du sujet et de l'acte. Loin du fantasme occidental d'une domination absolue de l'esprit sur la nature et la société, s'affirme alors l'idée d'un acte, pouvoir individuel et collectif en quête d'un rapport plus harmonieux avec la réalité qui, parce qu'elle résiste continûment, reste toujours aussi blessante pour le narcissisme humain. Cette réflexion passionnante, d'une écriture toujours claire, intéressera tous ceux qui ne se satisfont pas de la césure entre théorie et pratique dans la compréhension de l'activité humaine : psychanalystes, psychologues et philosophes, bien sûr, mais aussi travailleurs sociaux et sociologues. (shrink)

In his Metrica, Hero provides four procedures for finding the area of a circular segment (with b the base of the segment and h its height): an Ancient method for when the segment is smaller than a semicircle, $$(b + h)/2 \, \cdot \, h$$ ( b + h ) / 2 · h ; a Revision, $$(b + h)/2 \, \cdot \, h + (b/2)^{2} /14$$ ( b + h ) / 2 · h + ( b / 2 (...) ) 2 / 14 ; a quasi-Archimedean method (said to be inspired by the quadrature of the parabola) for cases where b is more than triple h, $${\raise0.5ex\hbox{$\scriptstyle 4$} \kern-0.1em/\kern-0.15em \lower0.25ex\hbox{$\scriptstyle 3$}}(h \, \cdot \, b/2)$$ 4 / 3 ( h · b / 2 ) ; and a method of Subtraction using the Revised method, for when it is larger than a semicircle. He gives superficial arguments that the Ancient method presumes $$\pi = 3$$ π = 3 and the Revision, $$\pi = {\raise0.5ex\hbox{$\scriptstyle {22}$} \kern-0.1em/\kern-0.15em \lower0.25ex\hbox{$\scriptstyle 7$}}$$ π = 22 / 7. We are left with many questions. How ancient is the Ancient? Why did anyone think it worked? Why would anyone revise it in just this way? In addition, why did Hero think the Revised method did not work when $$b > 3\;h$$ b > 3 h? I show that a fifth century BCE Uruk tablet employs the Ancient method, but possibly with very strange consequences, and that a Ptolemaic Egyptian papyrus that checks this method by comparing the area of a circle calculated from the sum of a regular inscribed polygon and the areas of the segments on its sides as determined by the Ancient method with the area of the circle as calculated from its diameter correctly sees that the calculations do not quite gel in the case of a triangle but do in the case of a square. Both traditions probably could also calculate the area of a segment on an inscribed regular polygon by subtracting the area of the polygon from the area of the circle and dividing by the number of sides of the polygon. I then derive two theorems about pairs of segments, that the reviser of the Ancient method should have known, that explain each method, why they work when they do and do not when they do not, and which lead to a curious generalization of the Revised method. Hero’s comment is right, but not for the reasons he gives. I conclude with an exploration of Hero’s restrictions of the Revised method and Hero’s two alternative methods. (shrink)

The author argues, Contra hume, That "the motives of human action are not related to the action in the way in which the causes of the sort of physical behaviour to which hume refers are related to that behaviour." the author contends this because he is opposed to the consequence of hume's theory that "moral appraisal presupposes 'necessity' or determinism." he concludes that we do have to explain morality in terms of human motives, But that a different sort of causality (...) is involved here than in the physical world. (staff). (shrink)

It is commonly held that moral judgements are implicitly general — or universalizable — in that if anyone is morally obligated to perform or refrain from some action, everyone in relevantly similar circumstances is similarly obligated. I undertake here to show that David Hume fully subscribed to this thesis and that because of the way it is related to his conceptions of obligation and what he terms the practicality of morals he is pushed to insist that the moral sentiments of (...) human beings across space and time are much more uniform than he knew them to be. My discussion places Hume in the historical context of the controversy about 'the general foundation of morals' referred to near the beginning of the second Enquiry, and it is part of my thesis that Hume's moral philosophy can be understood only in terms of arguments and counter-arguments developed by other contributors to the controversy. (shrink)

Following the practice of human beings everywhere historians distinguish the real or most significant cause of an occurrence or state of affairs from ‘less important considerations’, ‘precipitating circumstances’, or ‘mere conditions’. I shall term claims that some phenomenon is most basically to be attributed to some one of the factors causally necessary for its occurrence attributive causal explanations or causal attributions and discuss here the extent to which moral convictions are constitutive of them.

In order to investigate whether addressees can make immediate use of speaker‐based constraints during reference resolution, participant addressees' eye movements were monitored as they helped a confederate cook follow a recipe. Objects were located in the helper's area, which the cook could not reach, and the cook's area, which both could reach. Critical referring expressions matched one object (helper's area) or two objects (helper's and cook's areas), and were produced when the cook's hands were empty or full, which defined the (...) cook's reaching ability constraints. Helper's first and total fixations showed that they restricted their domain of interpretation to their own objects when the cook's hands were empty, and widened it to include the cook's objects only when the cook's hands were full. These results demonstrate that addressees can quickly take into account task‐relevant constraints to restrict their referential domain to referents that are plausible given the speaker's goals and constraints. (shrink)

This paper draws on research undertaken by the authors in community well woman clinics and hospital settings. Discussion focuses on issues around informed consent and participant observation. The authors are concerned to highlight the complexity of decision-making where researchers hold dual or multiple agendas, which are sometimes in conflict. Further situational factors which affect decision-making in research settings are explored. In particular, the complexity of gaining informed consent throughout the research process is addressed. The intention is not to point to (...) definitive resolutions to the problems posed, but rather to prompt debate about the often taken for granted meaning of 'informed' consent in relationship to participant observation. Cet article est basé sur les recherches que les auteurs avaient entrepris dans des polycliniques de santé de femmes et des hôpitaux. La discussion est concentré sur les thèmes du consentement informé et l'observation participante. Les auteurs sont inquiets de montrer la complexité du processus de se décider quant les chercheurs ont un rôle double ou multiple qui peut être en conflit. D'autres éléments qui influencent la prise de décisions dans des cadres de recherche sont aussi étudiés. En particulier, la compléxité de l'acquisition du consentement informé est adressée. L'intention n'est pas d'amener à une résolution définitive du problème posé, mais plutôt d'inviter á une discussion sur le sens (trop souvent pris pour réalité) du consentment 'informé' quant il s'agit de l'observation participante. Dieser Artikel stützt auf Forschungen, die die Autoren in Frauengesundheits-Kliniken und Spitälern unternommen hatten. Die Diskussion ist hier über die Themen Informierte Zustimmung und Mitteilende Beobachtung. Die Autoren befassen sich mit der Vielschichtigkeit der Entscheidungskräfte wenn die Forscher doppelte oder mehrfache Rollen haben, die manchmal im Konflikt sein können. Andere Faktoren, die die Entscheidungsmöglichkeit beeinflussen, sind auch untersucht. Besonders wird hier die Komplexität des erhalten von informierter Zustimmungung während des Forschungsprozesses angesprochen. Die Absicht ist nicht, eine definitive Lösung des Problems zu finden, sondern eher zu einer Debatte einzuladen über die zu oft als selbstverständlich betrachtete Bedeutung der 'informierten' Zustimmung auf der Ebene der mitteilenden Beobachtung. (shrink)

Empirical studies that have attempted to describe nurses' ethical practice have used conceptual frameworks derived primarily from the disciplines of bioethics and psychology. These frameworks have not incorporated important concepts developed by nursing theorists over the past two decades. This article points out flaws in the past research frameworks and proposes a synthesis of ethical theory, nursing practice contexts, and empirical research methods to enrich theoretical development in nursing ethics. Keywords: ethics, ethics studies, nursing, theory development CiteULike Connotea Del.icio.us What's (...) this? (shrink)