Welcome to the world of cutting-edge math, physics, and neuroscience, where the search for the ultimate vacuum, the point of nothingness, ground zero of theory, has rendered the universe deep, rich, and juicy. "Modern physics has animated the void," says K. C. Cole in her entrancing journey into the heart of Nothing. Every time scientists and mathematicians think they have reached the ultimate void, new stuff appears: a black hole, an undulating string, an additional dimension of space or time, repulsive (...) anti-gravity, universes that breed like bunnies. Cole's exploration at the edge of everything is as animated and exciting as the void itself. Take Cole's hand on this adventure into the unknown, and you'll come back informed, amused, and excited. (shrink)

I Propose to re-explore here some aspects of a very shop-worn question: ‘Was Hobbes in any sense an atheist?’ Three centuries ago, Hobbes's personal security in part depended on the way his contemporaries answered this question; today, the validity of several current accounts of his philosophy are similarly bound up with it. These accounts vary extraordinarily, all the way from Polin's confident assertion that ‘ pour qui sait lire entre les lignes, … c'est ľatheísme qui triomphe implicitement ’, to Taylor's (...) equally firm belief that ‘a certain kind of theism is necessary to make [Hobbes's] theory work.’ 1 And now the latest of the Taylorians, Prof. Howard Warrender, has published his book The Political Philosophy of Hobbes , in which Hobbes's statements regarding the place of God are again treated as an essential part of his theory; and the charge explicitly made, that there are no sound grounds for regarding them as ‘the product of confusion or pretence on Hobbes's part’. (shrink)

Some practical problems in the teaching of ethics to medical students are described. The definition of the objectives of the course remains the central aspect, and is more important than the specific content. The use of student projects, buzz groups, case histories and discussion points is described. There is a need for student assessment or examination at the end of the course. The teachers require a broad background in philosophy, clinical medicine and teaching skills. The learning of the teachers may (...) be as important as that of the students. (shrink)

Resource allocation is a central part of the decision-making process in any health care system. Resources have always been finite, thus the ethical issues raised are not new. The debate is now more open, and there is greater public awareness of the issues. It is increasingly recognised that it is the technology which determines resources. The ethical issues involved are often conflicting and relate to issues of individual rights and community benefits. One central feature of resource allocation is the basing (...) of decisions on the outcomes of health care and on their subsequent economic evaluation. The knowledge base is therefore of great importance as is the audit of results of clinical treatment. Public involvement is seen as an integral part of this process. For all parts of the process, better methodologies are required. (shrink)

Context: In the literature concerning the theory of social systems, interest in epistemological and ontological questions has increased in recent years. The controversies regarding a realist vs. constructivist interpretation of Luhmann’s theory, as well as the concept of many realities that correspond to many ontologies, deserve attention. Problem: The paper discusses interrelated ontological and epistemological problems in Luhmann’s systems theory, such as ontology and de-ontologization, realism vs. constructivism, contingency and its limits and one vs. many realities. Method: The paper proposes (...) an interpretation, according to which systems theory is based on an epistemology - radical operative constructivism. Results: Luhmann is not a realist. The last word belongs to radical operative constructivism, and naïve realism with reference to social systems has only a preliminary, methodological significance. However, taking a position in the dispute between realism and constructivism inevitably involves an ontological “vocabulary,” that is, usage of the reality/construction distinction. Furthermore, operative constructivism formulates the necessary conditions of the possibility of cognition, which limit the contingency of the theory and constitute one reality that is a construction of systems theory. Luhmann rejects ontology, but he does not renounce epistemology, and consequently the project of de-ontologization remains incomplete. Implications: The paper offers a new, coherent interpretation of ontological and epistemological questions in Luhmann’s theory, and also throws light on some problems of radical constructivism in general, such as the ontological implications of epistemology or the constructivist self-reference of theories. Key words: Radical operative constructivism, social systems, Luhmann, ontology, reality, contingency. (shrink)

On October 31, 1994, it was announced that a confidential settlement had been reached in Doe v. Kohn, Nast & Graf, P.C., et al., 862F. Supp. 1310 ). The settlement in ths widely publicized AIDS discrimination case came three weeks after the trial began in the District Court for the Eastern District of Pennsylvania, Nov. 2, 1994, at 10).Plaintiff Doe, an associate employed at Kohn, Nast & Graf, a prominent law firm in Philadelphia, filed an AIDS discrimination case under the (...) Americans with Disabilities Act against his employer claiming that the firm fired him in March 1993 because he was HIV-positive. Doe's complaint also cited claims under ERISA and other Pennsylvania employment laws. (shrink)

Open peer commentary on the article “The Banathy Conversation Methodology” by Gordon Dyer, Jed Jones, Gordon Rowland & Silvia Zweifel. Upshot: Banathy’s Conversation Methodology and the conversation events where it was developed and practiced had a profound effect on my role as a scholar-practitioner. In this commentary, I reflect on the impact of the BCM in my professional practice as an educator, facilitator, and consultant within the field of social innovation, where participatory processes for eliciting the wisdom of the group (...) are essential. (shrink)

Upshot: The commentaries concentrate mostly on ontological issues but overlook the main epistemological argument in my target article. This argument refers to the conditions that make cognition possible, and to the limits of cognition. These are important for two reasons: they have ontological consequences and they limit the theory’s contingency.

The hypothesis that values change and evolve is examined by this paper. The discussion is based on a series of examples where, over a period of a few decades, new ethical issues have arisen and values have changed. From this analysis it is suggested that there are a series of core values around which most people would agree. These are unlikely to change over long time periods. There are then a series of secondary or derived values around which there is (...) much more controversy and within which differences of view occur. Such changes need to be documented if we are to understand the process involved in the evolution of differences in ethical views. (shrink)

Open peer commentary on the article “Examining the Role of Re-Presentation in Mathematical Problem Solving: An Application of Ernst von Glasersfeld’s Conceptual Analysis” by Victor V. Cifarelli & Volkan Sevim. Upshot: Education researchers often explain student activity in terms of general thinking and learning processes, including those identified by Cifarelli and Sevim. In this commentary, I refocus Cifarelli and Sevim’s discussion in order to hypothesize the organization of mental actions that comprise and support those learning processes.