Background The early phase of the COVID-19 pandemic affected nursing homes and their residents heavily. Guidelines on how to mitigate the virus’s spread and ensuring safe healthcare delivery were continually evolving. Concurrently, nursing homes faced intense media scrutiny. This challenging environment severely impacted registered nurses and physicians employed within these facilities. Aim To understand the ethical challenges experienced by registered nurses and physicians working in nursing homes during the COVID-19 pandemic. Research design Qualitative descriptive research using thematic analysis. Participants and (...) research context Individual online interviews with four registered nurses and eight physicians clinically active at nursing homes in Sweden. Ethical considerations The study was approved by the Swedish Ethical Review Authority. All participants provided written consent. Results Registered nurses and physicians working in nursing homes perceived ethical challenges stemming from early COVID-19 pandemic guidelines and media coverage. The main theme generated was ‘Struggling to maintain professional and ethical standards under pressure’ incorporating two subthemes: ‘Guidelines developed without the profession put pressure on staff’ and ‘Media’s biased reporting was perceived as unethical and undermined care’. Guidelines from the authorities were considered as developed without professional involvement. It made them difficult to adhere to without deviating from professional and ethical compasses. Media coverage adversely influenced relatives’ perceptions, resulting in mistrust towards physicians’ and registered nurses’ in delivering optimal care for the residents. Conclusions Resilient care in nursing homes necessitates the collaborative development of guidelines involving registered nurses and physicians, particularly amidst crises. Moreover, it is vital to provide support to registered nurses navigating ethical dilemmas, especially during pandemics. Guidelines and principles for care during a crisis should be development with professional involvement, be transparent, and be available to the public, to promote neutral media coverage. Future research is crucial to enhance ethical standards and tackle challenges in this context. (shrink)

The World Health Organization has declared a world pandemic due to COVID-19. In response, most affected countries have enacted measures involving compulsory confinement and restrictions on free movement, which likely influence citizens' lifestyles. This study investigates changes in health risk behaviors with duration of confinement. An online cross-sectional survey served to collect data about the Spanish adult population regarding health behaviors during the first 3 weeks of confinement. A large sample of participants from all Spanish regions completed the survey. Binomial (...) logistic regressions adjusted for socioeconomic characteristics, body mass index, previous HRBs, and confinement context were conducted to investigate associations between the number of weeks confined and a set of six HRBs. When adjusted, we observed significantly lower odds of experiencing a higher number of HRBs than before confinement overall in a time-dependent fashion: OR 0.63; 95% CI: 0.49–0.81 for the second and OR 0.47; 95% CI: 0.36–0.61 for the third week of confinement. These results were equally consistent in all age and gender subgroup analyses. The present study indicates that changes toward a higher number of HRBs than before confinement, as well as the prevalence of each HRB except screen exposure, decreased during the first 3 weeks of COVID-19 confinement, and thus the Spanish adult population may have adapted to the new situational context by gradually improving their health behaviors. (shrink)

In their note, the editors thank the contributors and give an overview of the latest news regarding the journal.

Lars Løvlie, Paul Standish; Introduction: Bildung and the idea of a liberal education, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002.

Lars Løvlie; The Promise of Bildung, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002, Pages 467–486, https://doi.org/10.1111/1467-9752.

This book shows that philosophers and linguists of quite different brands have tended to give undue priority to their own favorite theoretical framework, and have presupposed that the descriptive scheme invoked by that framework constitutes a pattern to which any linguistic practice somehow has to conform. United by a critical attitude towards such essentialist aspirations, the authors collectively manage to cast doubt on the very attempt to fit the whole of linguistic practice into a general theoretical mould.

My comment makes a point out ofRousseau's original insight: that education forsocial participation ought to start within thestudent's lifeworld, and not, as in our days, with the immediatedemands of modern, time-ridden consumerculture. When time is turned into a commodityand place is turned into a transit point forpeople constantly on the move, presence in acommon lifeworld is lost. I take issue with thedominant thinking of education in terms of timeand efficiency, and suggest that we startthinking of education more in terms of (...) placeand presence. I propose that modern thinkers ofeducation – of which I mention a few here –contributed significantly to the pedagogy ofplace or presence. I don't see time as a stringmade up of past-present-future, but rather asan expanding mental and pragmatic universe ofhere-and-nows. The term kairos catchesthis presence as the capacity for doing theright thing at the right moment, that is, themoment when the past has prepared the ground sothat the future can come as a gift. Thisconception is, I think, an important ground forthe idea of an education for citizenship. (shrink)

We have lost one of the giants of the twentieth century physics when Yoichiro Nambu passed away in July, 2015, at the age of 94. Today's Standard Model, though still incomplete in many respects, is the culmination of the most successful theory of the Universe to date, and it is built upon foundations provided by discoveries made by Nambu in the 1960s: the mechanism of spontaneously broken symmetry in Nature (with G Jona-Lasinio) and the hidden new SU(3) symmetry of quarks (...) and gluons (with M-Y Han). In this volume honoring Nambu's memory, World Scientific Publishing presents a unique collection of papers written by his former colleagues, collaborating researchers and former students and associates, not only citing Nambu's great contributions in physics but also many personal and private reminiscences, some never told before. This book is a volume for all who benefited not only from Nambu's contributions toward understanding the Universe but also his warm and kind persona. It is a great addition to the history of contemporary physics. (shrink)

This essay broaches pedagogical key themes in Rousseau’s writings, primarily sourced from Émile, a book that 250 years after its first publication offers up a strikingly relevant critique of the current neo-liberal politics of schooling in the Western world. Rousseau was a keen observer of human folly, a sharp critic of Enlightenment culture, and an imaginative author with an acute sense of the vagaries of mind and feeling. I recount how he treats feelings, particularly the inner voice of conscience, as (...) a core element in education. His idea of “negative pedagogy” is a lasting contribution to educational thinking in general and highly relevant for our discussion today about self-regulation and discipline in education. Rousseau’s idea about authenticity leads directly to the question of individual character and the relation between self-love and amour-propre. Here we are presented to a positive pedagogy, which is to foster the first and to foil the second. After having touched the conflict between theory and practice in Rousseau’s own life, I observe that the woman in Émile’s life, Sophie, comes forth as naturally healthy person, fit to face society’s temptations, while Émile in comparison must be protected from its harms by his well-meaning tutor until he turns 15. In a longer section I present the pedagogical paradox, which says that you cannot force a child to be independent. Rousseau interestingly disregards the paradox, which seems to cast doubt on his reputation as a radical reformer of modern pedagogy. (shrink)

These new essays on J. L. Austin's philosophy constitute the first major study of his thought in decades.

The coronavirus pandemic made the biopolitics of infection control the core object of states around the world. Globally, states governed spheres usually free of state control, implementing various restrictions, closing down society in the process. This is possible due to the state's capacities to act through and over society, grounded in the state's powers. I argue that while the pandemic has led to useful and interesting state-centric Foucauldian literature on the politics of COVID-19, this literature has not fully taken the (...) theoretical lessons of the pandemic into account. Explicating these lessons, I discuss how the pandemic invites us to reconsider the Foucauldian approach to the state. The purpose of this article is to combine the Foucauldian theory of power with a Weberian state theory based on Michael Mann's work on the state and the sources of power, so to lay the foundations for a Weberian-Foucauldian theory of the state. (shrink)

Moral sensitivity and moral reasoning are essential competencies biomedical researchers have to develop to make ethical decisions in their daily practices. Previous research has shown that these competencies can be developed through ethics education. However, it is unclear which underlying mechanisms best support the development of these competencies. In this article we argue that the development of moral sensitivity and moral reasoning can be fostered through teaching strategies that tap into students’ moral imagination. We describe how moral imagination can stimulate (...) the development of these competencies through three different merits of moral imagination. Moral imagination can help students to 1) transfer and apply abstract moral concepts to concrete situations and contexts, 2) explore the perspective of others, 3) explore and foresee the moral consequences of different decisions and actions. We explain these three merits of moral imagination in the context of biomedical research and present a theoretical model for how these merits can be used to stimulate the development of moral sensitivity and moral reasoning. Furthermore, we describe multiple teaching strategies for biomedical curricula that tap into the three merits of moral imagination. These teaching strategies can inspire teachers to design ethics education that activates students’ moral imagination for the development of moral sensitivity and moral reasoning. (shrink)

The growing recognition by cognitive neuroscientists that areas of vertebrate brains may be reused for multiple purposes either functionally during development or during evolution echoes a similar realization made by neuroscientists working on invertebrates. Because of these animals' relatively more accessible nervous systems, neuronal reuse can be examined at the level of individual identified neurons and fully characterized neural circuits.

This article presents results from a multidisciplinary research project on the integration and transfer of language knowledge into robots as an empirical paradigm for the study of language development in both humans and humanoid robots. Within the framework of human linguistic and cognitive development, we focus on how three central types of learning interact and co-develop: individual learning about one's own embodiment and the environment, social learning (learning from others), and learning of linguistic capability. Our primary concern is how these (...) capabilities can scaffold each other's development in a continuous feedback cycle as their interactions yield increasingly sophisticated competencies in the agent's capacity to interact with others and manipulate its world. Experimental results are summarized in relation to milestones in human linguistic and cognitive development and show that the mutual scaffolding of social learning, individual learning, and linguistic capabilities creates the context, conditions, and requisites for learning in each domain. Challenges and insights identified as a result of this research program are discussed with regard to possible and actual contributions to cognitive science and language ontogeny. In conclusion, directions for future work are suggested that continue to develop this approach toward an integrated framework for understanding these mutually scaffolding processes as a basis for language development in humans and robots. (shrink)

In the 1960’s, Lars Bergström and Hector-Neri Castañeda noticed a problem with alternative acts and consequentialism. The source of the problem is that some performable acts are versions of other performable acts and the versions need not have the same consequences as the originals. Therefore, if all performable acts are among the agent’s alternatives, act consequentialism yields deontic paradoxes. A standard response is to restrict the application of act consequentialism to certain relevant alternative sets. Many proposals are based on (...) some variation of maximalism, that is, the view that act consequentialism should only be applied to maximally specific acts. In this paper, I argue that maximalism cannot yield the right prescriptions in some cases where one can either (i) form at once the intention to do an immediate act and form at a later time the intention to do a succeeding act or (ii) form at once the intention to do both acts and where the consequences of (i) and (ii) differ in value. Maximalism also violates normative invariance, that is, the condition that if an act is performable in a situation, then the normative status of the act does not depend on what acts are performed in the situation. Instead of maximalism, I propose that the relevant alternatives should be the exhaustive combinations of acts the agent can jointly perform without performing any other act in the situation. In this way, one avoids the problem of act versions without violating normative invariance. Another advantage is that one can adequately differentiate between possibilities like (i) and (ii). (shrink)

Kimi zaman akademik hayatımızı doğrudan etkileyen kararların kimler tarafından nerede ve nasıl alındığını bilemeyebiliriz. Kimi zaman da bilsek bile bu akademik toplumun şeffaf olduğu anlamına gelmeyebilir. Doktora sonrası yurda dönmeden önce, tezimi okuyan hocalarımdan “Orada seni anlayan birilerini bulabilecek misin?” gibi bir soru gelmişti. Sorunun doğru yanıtının ne olduğundan emin değildim; hala da değilim.

Reading is not only “cold” information processing, but involves affective and aesthetic processes that go far beyond what current models of word recognition, sentence processing, or text comprehension can explain. To investigate such “hot” reading processes, standardized instruments that quantify both psycholinguistic and emotional variables at the sublexical, lexical, inter-, and supralexical levels (e.g., phonological iconicity, word valence, arousal-span, or passage suspense) are necessary. One such instrument, the Berlin Affective Word List (BAWL) has been used in over 50 published studies (...) demonstrating effects of lexical emotional variables on all relevant processing levels (experiential, behavioral, neuronal). In this paper, we first present new data from several BAWL studies. Together, these studies examine various views on affective effects in reading arising from dimensional (e.g., valence ) and discrete emotion features (e.g., happiness ), or embodied cognition features like smelling. Second, we extend our investigation of the complex issue of affective word processing to words characterized by a mixture of affects. These words entail positive and negative valence, and/or features making them beautiful or ugly. Finally, we discuss tentative neurocognitive models of affective word processing in the light of the present results, raising new issues for future studies. (shrink)

İletişimsel eylem kuramı stratejik eylemi dışlamakla bizi gerçekçi bir doğruluk kavramı geliştirmekten alıkoyar. Halbuki, gerçekçi bir doğruluk kavramı, kuramın öndayanaklarından biridir. O halde, yeni bir mantık aracılığıyla, stratejik eylemi de bünyesine alan, yeni bir iletişimsel eylem anlayışının olanaklılığı sorgulanabilir. Bu bildiride böyle bir anlayışın nasıl geliştirilebileceği üzerinde duracağım.

By discussing a large number of different examples, this paper argues that the class of so-called generic statements is much more heterogeneous that is usually recognized in the contemporary debate. It is claimed that the theoretical tendency towards overgeneralization or homogenization makes it impossible to adequately understand how generic statements function in language and to handle the dangers involved in generics that express and promote social stereotypes and prejudices. It is also argued that such overgeneralization involves what J. L. Austin (...) described as the “fetishizing” of the true/false distinction. Several influential theories are criticized, including Sterken’s error theory, Leslie’s conception of weak generics, and the idea that generics involve loose talk. (shrink)

Oxford: Oxford University Press, 2012. 264pp. £ 40.00 (hardcover). ISBN 978–0–19–969152–4.

Hilbert izlencesinin kanıt kuramsal amacı tarihsel gelişimi içinde özetlendikten sonra arka plandaki model-kuramsal motivasyonu belirtilmektedir. Hilbert'in nihai hedefinin matematiğin temellerine ilişkin tüm epistemolojik ve ontolojik varsayımlardan arındırılmış bir matematik kuramı geliştirmek olduğu savunulmaktadır. Yakın geçmişte mantıktaki bazı gelişmelerin Hilbert izlencesinin yalnızca adcı varsayımlar temelinde sürdürülebileceğine ilişkin yeni bir bakış açısı sağladığı öne sürülmektedir.

In his late ‘A Plea for Excuses’, John L. Austin suggests labelling his philosophy ‘linguistic phenomenology’. This article examines which idea of phenomenology Austin had in mind when he coined this term and what light this sheds on his method. It is argued that the key to answering this question can be found in Merleau-Ponty’s 'Phenomenology of Perception', which Austin must have been familiar with. Merleau-Ponty presents phenomenology in a way Austin could embrace: it is a method, it aims at (...) description and uses reduction, it is a non-idealistic study of essence, and interprets intentionality as ‘operative’. In this light, Austin’s method can be appreciated more fully. (shrink)

Bu taslak dosya 2019-22 yıllarında yazdığım şiirsel bir sosyal ekoloji denemesidir.

2011-2020 yılları arasında yazdıklarım arasından seçip derlediğim bu dosyada farklı amaçlarla yazılıp bütünsel bir anlatı oluşturmak arzusuyla bir araya getirilmiş yazılar var. İçindeki yazıların başlıkları sırasıyla şöyle: 1. Maddesiz ama manalı ufuklar; 2. Wittgenstein'ın ölümsüz dünyasında kim öle, kim kala?; 3. Hilbert izlencesinin izinde; 4. Adcılık adına yeni bulgular; 5. Doğa ile oynanan oyunlarda hakikat arayışı; 6. Hakikat-sonrası hakikat araştırmaları; 7. Ekolojik bir etik arayışı: hakikat-sonrası, yalan, dolan; peki ya daha sonrası? Söz konusu yazılarla arzulanan bütünsel anlatıya göre bu çalışma (...) zihin-beden ikiliği, özdeşleştirme dizgeleri, adcılık, kamusal akıl yürütme ve çevre etiği gibi konularda felsefece değinilerden oluşan bir doğa felsefesine giriş denemesi olarak değerlendirilebilir. (shrink)

Name der Zeitschrift: Semiotica - Journal of the International Association for Semiotic Studies / Revue de l'Association Internationale de Sémiotique Jahrgang: 2013 Heft: 197 Seiten: 153-169.

Bu kısa yazıda, Wittgenstein'ın felsefesinin gerçekçiliğinden söz açıp konuyu başlıktaki yirmi birinci yüzyıl vurgusuna bağlamaya çalışacağım. Tabii bunu Wittgenstein'ın düşüncelerinin gelişimini özetleyerek yapmaya çalışacağım.