To revitalize nursing science, there is a need for a new approach to guide nurse scientists in addressing complex problems in health care. By applying theoretical concepts from a revolutionary philosopher of science, Paul K. Feyerabend, new nursing knowledge can be produced using creativity and pluralistic approaches. Feyerabend proposed that methods within and outside of science can produce knowledge. Despite the recognition of Feyerabendian philosophy within science, there is currently a lack of literature regarding the relevance of Feyerabendian philosophy for (...) nursing science. We aim to (a) describe and critique Feyerabendian concepts, (b) discuss the potential application of Feyerabendian philosophy for knowledge production within gerontological nursing and (c) describe theoretical possibilities for nurse scientists in using Feyerabendian philosophy to guide nursing knowledge development. We begin by introducing Feyerabend's life and his inspirations for his theoretical concepts, epistemological anarchism, theoretical pluralism and humanitarianism, and conclude by offering suggestions of how to apply Feyerabendian philosophy in nursing research. (shrink)

Personhood is ascribed on others, such that someone who is recognized to be a person is bestowed with certain civil rights and the right to decision making. A rising question is how severely brain-injured patients who regain consciousness can also regain their personhood. The case of patients with locked-in syndrome is illustrative in this matter. Upon restoration of consciousness, patients with LIS find themselves in a state of profound demolition of their bodily functions. From the third-person perspective, it can be (...) expected that LIS patients might experience a differential personal identity and may lose their status as persons. However, from the patients’ perspective, it is uncontested that they retain their personal identity and that they consider themselves to be persons. We here include results from a survey with patients with LIS aimed at identifying the primary expectations of patients for their care by non-medical professionals. Based on these first-hand reports, we argue that personhood in LIS is progressively regained as the widening circle of others recognizes them as persons. (shrink)

Agonistic Democracy explores how theoretical concepts from agonistic democracy can inform institutional design in order to mediate conflict in multicultural, pluralist societies. Drawing on the work of Foucault, Nietzsche, Schmitt, and Arendt, Marie Paxton outlines the importance of their themes of public contestation, contingency and necessary interdependency for contemporary agonistic thinkers. Paxton delineates three distinct approaches to agonistic democracy: David Owen's perfectionist agonism, Mouffe's adversarial agonism, and William Connolly and James Tully's inclusive agonism. Paxton demonstrates how each is fundamental (...) to enabling citizens to cultivate better virtues for themselves and society (Owen), motivating democratic engagement (Mouffe) and enhancing relations of respect and understanding between conflicting citizens (Connolly and Tully). Situated within the context of a deeply polarised post-Trump America and post-Brexit Britain, this book reveals the need to rethink our approach to conflict mediation through democratic institutions. Pulling together insights from experimental research with deliberative democratic innovations, Paxton explores how agonistic theory might be institutionalised further. Through discussing ways in which agonistic institutions might be developed to render democracy more virtuous, more engaging, and more inclusive, Agonistic Democracy provides a unique resource for students of contemporary political theory. (shrink)

Against a certain contemporary style of thinking that wishes to go beyond finitude entirely, I propose a finite praxis modeled after Jean-Luc Nancy’s finite thinking. I argue that the desire to imm...

La correspondance de Pline le Jeune, publiée au II e siècle de notre ère, regorge de références à la mission de l’avocat. Bien que l’activité d’avocat ne soit pas la seule exercée par l’auteur, elle occupe une partie très importante de son temps, comme il le reconnaît lui-même, et remplit une fonction essentielle au sein de la société romaine. En assurant la défense des droits des femmes et des hommes qui le sollicitent, l’avocat s’assure de placer la justice et le (...) droit au cœur de la société et participe ainsi au renforcement du lien social. Une telle mission ne peut, selon Pline le Jeune, être confiée qu’à des hommes dont les qualités humaines sont supérieures et qui appartiennent de facto à la noblesse romaine. L’avocat plinien s’illustre par une noblesse de rang et d’âme. (shrink)

Laclau and Mouffe: The Radical Democratic Imaginary is the first full-length overview of the important work of Ernesto Laclau and Chantal Mouffe. Anna Marie Smith clearly shows how Laclau and Mouffe's work has brought Gramscian, poststructuralist and psychoanalytic perspectives to revitalize traditional political theory. With clarity and insight, she shows how they have constructed a highly effective theory of identity formation and power relations that carefully draws from the criticism of political theory from postmodern anti-foundationalist political theory.

There are currently two readings of Tractatus, the metaphysical and the therapeutic. I argue that neither of these is satisfactory. I develop a third reading, the elucidatory reading. This shares the therapeutic interpretation’s emphasis on the idea that Wittgenstein’s remarks are intended to work on the reader, but instead of seeing these remarks as directed (problematically) at revealing their own nonsensical status, I take the remarks to be aimed at bringing a certain order to the reader’s perception of language. The (...) point of this order, and the only test of it, is that it enables the philosophical problems to disappear. In particular, it dispels philosophical puzzlement concerning the status of logic, the relation between language and the world, and the relation between thought and language. (shrink)

Parmi d’autres, cet ouvrage témoigne que nous sommes dans une époque de collaboration active entre la communauté médicale, notamment hospitalière, et la communauté philosophique. Son auteur, J.-P. Cléro, s’appuie en effet sur un travail mené dans le cadre de divers espaces éthiques ou écoles de soin médical et sur des échanges nourris avec plusieurs médecins. Comme il l’indique lui-même, ce contexte l’a incité à revenir à la philosophie morale et à proposer en son sein un parcours orienté par..

Contributing to both ageing research and queer-feminist scholarship, this article introduces feminist philosopher Margrit Shildrick’s queer notion of the monstrous to the subject of ageing and the issue of dealing with frailty within ageing research. The monstrous, as a norm-critical notion, takes as its point of departure that we are always already monstrous, meaning that the western ideal of well-ordered, independent, unleaky, rational embodied subjects is impossible to achieve. From this starting point the normalizing and optimizing strategies of ageing research (...) – here exemplified through the concept of successful ageing and the treatment of Alzheimer’s disease – can be problematized. The notion of the monstrous instead suggests a view on ageing and ‘monstrous’ embodiment which provides room for other, different ways of being recognized as an embodied subject, and for dealing with difference, vulnerability and frailty. (shrink)

For centuries, philosophy has been considered as an intellectual activity requiring complex cognitive skills and predispositions related to complex (or critical) thinking. The Philosophy for Children (P4C) approach aims at the development of critical thinking in pupils through philosophical dialogue. Some contest the introduction of P4C in the classroom, suggesting that the discussions it fosters are not philosophical in essence. In this text, we argue that P4C is philosophy.

This article addresses how bodily integrity has been mobilised in the context of genital cutting of male infants and the extent to which the concept is taken into account in legal decision-making in the United Kingdom. While bioethicists have debated whether interventions on children's bodies are more appropriately determined on the basis of hypothetical consent or in the child's best interest, it is clear that in law the relevant test is whether interventions are in the child's best interest. As the (...) issue of nonconsensual genital cutting of infants has become more contested, courts have been asked to adjudicate on the best interests of infants in situations where their caregivers disagree about procedures. Although this body of jurisprudence remains (surprisingly) small, in this article we argue that, while there are now discernible trends in such cases (e.g. deferring decision-making until the child has the requisite capacity to decide, engaging with certain human rights norms), too often judicial reasoning about a child's best interests remains largely empty of reasoned content, and in certain respects is regressing. Using the recent case of Re P to exemplify this logic, and drawing on our previous work advocating the value of embodied integrity, we argue that judges should adopt a more substantive framework of values in judging the child's corporeal and other interests in such cases. This would move best interests assessments beyond a mere formalistic exercise and lead to better reasoned legal judgements. (shrink)

While researchers have examined the types of ethical issues that arise in long-term care, few studies have explored long-term care nurses’ experiences of moral distress and fewer still have examined responses to initial moral distress. Using an interpretive description approach, 15 nurses working in long-term care settings within one city in Canada were interviewed about their responses to experiences of initial moral distress, resources or supports they identified as helpful or potentially helpful in dealing with these situations, and factors that (...) hindered nurses in their responses. Using a thematic analysis process, three major themes were identified from the nurses’ experiences: (i) the context of the situation matters; (ii) the value of coming together as a team; and (iii) looking for outside direction. The work of responding to initial moral distress was more fruitful if opportunities existed to discuss conflicts with other team members and if managers supported nurses in moving their concerns forward through meetings or conversations with the team, physician, or family. Access to objective others and opportunities for education about ethics were also identified as important for dealing with value conflicts. (shrink)

This paper deals with two issues. First, it identifies structured propositions with logical procedures. Second, it considers various rigorous definitions of the granularity of procedures, hence also of structured propositions, and comes out in favour of one of them. As for the first point, structured propositions are explicated as algorithmically structured procedures. I show that these procedures are structured wholes that are assigned to expressions as their meanings, and their constituents are sub-procedures occurring in executed mode. Moreover, procedures are not (...) mere aggregates of their parts; rather, procedural constituents mutually interact. As for the second point, there is no universal criterion of the structural isomorphism of meanings, hence of co-hyperintensionality, hence of synonymy for every kind of language. The positive result I present is an ordered set of rigorously defined criteria of fine-grained individuation in terms of the structure of procedures. Hence procedural semantics provides a solution to the problem of the granularity of co-hyperintensionality. (shrink)

Motivation plays an important role in students’ school behavior, and research has established that students’ learning environment experiences such as teachers’ behavior toward them contribute to their motivation and behavior at school. Self-determination theory offers an interesting frame of reference in the study of the relationship between students’ learning experiences at school and their school behavior. Considering three basic psychological needs, the SDT points to the importance of nutriments and support in the social environment in order to allow growth in (...) motivation, engagement, and well-functioning. In addition, thwarting these needs is supposed to contribute to maladaptive functioning. Teachers can play an important role in the fulfillment of students’ basic psychological needs by delivering support ; however, controlling instructional behavior, chaos in the classroom, and teacher rejection and neglect are supposed to be a treat to the fulfillment of students’ basic psychological needs. In the current innovative longitudinal study, teachers’ need-supportive behavior as well as teachers’ thwarting of these needs are considered and their relationship with students’ academic engagement and procrastination behavior is studied. In addition, attention is paid to differential effects of teachers’ behavior with regard to boys and girls. Participants were 566 students belonging to 20 mathematics/English grade 1 secondary education classes in the Netherlands. Multilevel analyses revealed evidence for the importance of both teachers’ need-supportive and need-thwarting behaviors in relation to students’ academic engagement and procrastination behavior. In addition, the findings revealed that teachers’ need-supportive behavior is more important for students’ academic engagement, while teachers’ need-thwarting behavior has larger effects on students’ procrastination behavior. Furthermore, evidence was found that boys often seemed to be more sensitive to their teachers’ behavior than girls. The findings highlight the importance of both teachers’ need-supportive and need-thwarting behaviors in daily classrooms and contribute to deepen our insight into and understanding of factors leading to adaptive and maladaptive functioning of boys and girls in relation to learning tasks at school. (shrink)

The ethical issues of health research are well documented. Ethical issues in occupational therapy research are beginning to attract the interest of researchers. However, no research has documented the ethical issues experienced by occupational therapists conducting research in academic settings in Quebec. This is revealed by the literature review that was the basis for this qualitative research, the results of which are presented here. This article also presents the results of a qualitative research conducted with eleven women occupational therapy researchers (...) in Quebec. A phenomenologically inspired qualitative approach was used. Semi-structured interviews were conducted to discuss the ethical issues experienced in occupational therapy research. Three units of meaning emerge from the narrative data, namely that ethical issues are related to: 1) the research environment; 2) people and their interactions; or 3) the occupation that is research. Overall, the results of the study and the literature review agree that health researchers, including occupational therapy researchers, operate in an environment that is not conducive to scientific discovery and responsible conduct of research. Ethical issues in research are primarily systemic in nature, contributing to the creation of unhealthy work environments that not only harm interpersonal relationships, but also adversely affect researchers’ occupational health and well-being and negatively affect researchers’ personal and family lives. Four new findings emerge from the study: 1) the academic world values individualism; 2) occupational therapists are rebellious towards research ethics boards; 3) clinical and academic environments are too disconnected; and 4) quantitative approaches can contribute to the exclusion of vulnerable populations. (shrink)

"Apprendre, qu'est-ce que cela veut dire? Qu'est-ce que cela suppose? Par quelles voies est-ce que cela passe? A ces questions, l'école contemporaine apporte une réponse catégorique : l'école traditionnelle s'est trompée, elle a voulu transmettre des connaissances détenues par un maître en les inculquant à des élèves passifs. Cette pédagogie de l'imposition ne marche pas. Il faut lui substituer une pédagogie active faisant de l'enfant l'acteur de la construction de ses savoirs. Nous sommes au moment où cette réponse se révèle (...) aussi fausse, dans sa demi-vérité, que la philosophie antérieure. Il en résulte que l'école aujourd'hui est plongée dans une incertitude complète sur la nature de l'opération qu'il lui revient d'effectuer. Tout est à reprendre, à commencer par l'opposition supposée entre activité de l'élève et transmission du savoir. C'est ce problème fondamental que ce livre s'efforce d'éclairer." [Extrait de la 4e de couv.]. (shrink)

La gestion des compétences et son principal instrument, le référentiel de compétences, sont très répandus dans les grandes organisations canadiennes publiques et privées. La compétence éthique y est de plus en plus intégrée, sans toutefois qu’elle soit clairement définie. L’usage de ces référentiels pour « gérer » la compétence éthique des employés et des cadres pose également de nombreux enjeux pratiques et éthiques dont on doit prendre la mesure si l’on veut prétendre œuvrer à son développement. Ce texte vise à (...) mettre en lumière certains de ces enjeux et ainsi offrir quelques pistes de réflexion pour de futures recherches et pour les intervenants qui souhaitent intégrer la compétence éthique dans les référentiels. (shrink)

Within recent years, an increasing number of people and researchers in the Global North have become interested in psychedelic substances and their therapeutic application. While much of the current media attention and research effort mainly concentrate on the therapeutic potential and actions of the individual's acute psychedelic experience, this article explores the user-perceived, therapeutic dynamics of psychedelics in a more long-term perspective by charting the lived experiences and practices of ‘integration’ among psychedelic users in Denmark. Based on ethnographic fieldwork from (...) November 2020 to June 2021, I offer a dual typology of self-related integration as narrative and experiential-somatic. Combining the two, I argue that psychedelic integration in contemporary Denmark can be viewed as a processual self-transformation of the users' experiential orientation where understandings and/or modes of being from the acute psychedelic experience are woven into, prolonged, and/or embodied in their everyday existence. (shrink)

Abstract: Interpretations of the Tractatus divide into what might be called a metaphysical and an anti-metaphysical approach to the work. The central issue between the two interpretative approaches has generally been characterised in terms of the question whether the Tractatus is committed to the idea of ‘things’ that cannot be said in language, and thus to the idea of a distinctive kind of nonsense: nonsense that is an attempt to say what can only be shown. In this paper, I look (...) at this dispute from a different perspective, by focusing on the treatment of the concept of internal relations. By reference to the work of Peter Hacker, Hidé Ishiguro and Cora Diamond, I show how this concept is understood quite differently in each of the two interpretative traditions. I focus particularly on how Wittgenstein's idea of the ‘internal relation of depicting that holds between language and the world’ (Tractatus 4.014) might be understood within the two interpretative approaches. I offer some reasons in support of the anti-metaphysical treatment of the concept. (shrink)

This paper compares Sartre's and Nancy's experience of the plurality of beings. After briefly discussing why Heidegger cannot provide such an experience, it analyzes the relation between the in-itself and for-itself in Sartre and between bodies and sense in Nancy in order to ask how this experience can be nauseating for Sartre, but meaningful for Nancy. First, it shows that the articulation of Being into beings is only a coat of veneer for Sartre while for Nancy Being is necessarily plural. (...) Then, it contrasts Nausea as an experience without language with Nancy's thinking of the excription of sense in the thing. (shrink)

We characterize four fruitful and underappreciated epistemic roles played by the concept of an individualized niche in contemporary biology, utilizing results of a qualitative empirical study conducted within an interdisciplinary biological research center. We argue that the individualized niche concept (1) shapes the research agenda of the center, (2) facilitates explaining core phenomena related to inter-individual differences, (3) helps with managing individual-level causal complexity, and (4) promotes integrating local knowledge from ecology, evolutionary biology, behavioral biology and other biological fields. We (...) thereby also challenge arguments that the niche concept is superfluous in ecology. (shrink)

Consider sentences like (1): 1. Null Complement Containing Sentences a. Aryn followed b. Marie-Odile promised c. Corinne left d. Samir found out at midnight e. I applied f. They already know g. He volunteered h. Abdiwahid insisted i. I suppose j. Paul gave to Amnesty International These illustrate the phenomenon of null complements -- also called ‘pragmatically controlled zero anaphora’, ‘understood arguments’, and ‘linguistically unrealized arguments’. In each case, a complement is (phonologically) omitted, yet (a) the sentence is well-formed (...) and (b) the meaning effect is as if a complement were present. This contrasts on the one hand with structures that lack complements, but are ill-formed as a result – e.g., (2a-c) – and, on the other hand, with structures that lack overt complements, are well-formed, but do not exhibit the meaning effect of a complement – e.g., sentences (3a-b). 2. Contrast with Ill-formed Structures.. (shrink)

Pauline Kleingeld has argued persuasively that Kant’s Principle of Autonomy draws an analogy between two relationships: 1) that between an individual agent and their maxim, and 2) that between a legislator and their legislation. She also suggests that Kant’s evolving views on the normative significance of popular elections made his analogy inapt, which explains its disappearance from his later writings. This comment concurs with Sorin Baiasu that the merits of Kant’s analogy were untouched by his evolving political views. The analogy (...) presupposes that when lawmakers legislate, they do so as representatives of the people, but even Kant’s mature writings posit that unelected lawmakers are representatives of the people in the necessary sense. Facts about whether a lawmaker acquired legislative authority by election, heredity, or conquest do have normative implications in the larger context of Kant’s political theory, but such facts are necessarily temporally upstream of the relation between legislator and legislation, just as facts about how an agent became rational are upstream of the relation between individual agent and maxim. Because the analogy focuses exclusively on these two relationships, it cannot be damaged by such upstream facts. Moreover, we should consider the possibility that Kant’s Principle of Autonomy compares a human will to the united general will of the people itself rather than to the will of a fallible public official or institution. On this alternative reading, it is even more clear that Kant’s evolving views on the significance of elections could have no possible relevance to the Principle of Autonomy. (shrink)

"After observing the trial of Adolf Eichmann, Hannah Arendt articulated her controversial concept of the "banality of evil", thereby one of the most chilling and divisive moral questions of the twentieth century: How can genocidal acts be carried out by non-psychopathic people? By revealing the full complexity of the trial with reasoning that defied prevailing attitudes, Arendt became the object of severe and often slanderous criticism... [This book] explores the ways in which [Arendt] "unlearned" recognized trends and patterns - both (...) philosophical and cultural - to establish a theoretical praxis all her own. Through an analysis of the social context and intellectual influences - Karl Jaspers, Walter Benjamin, and Martin Heidegger - that helped shape Arendt's process, Knott has formed a historically engaged and incisive contribution to Arendt's legacy."--Jacket. (shrink)

This detailed commentary of Gellius' accounts of his teacher Taurus reconstructs the picture of this Middle Platonic philosopher as teacher and man and conveys interesting insights into the practice of philosophical teaching in the second century A.D. A collection of all testimonies and fragments of Taurus is added.

Purpose: According to the constructivist perspective tirelessly promoted by Ernst von Glasersfeld for more than 40 years now, the world we see is of a piece with our way of understanding and locating ourselves within it; ultimately, whenever we claim to describe the world-in-itself, we in fact are describing the product of the mapping process that has enabled us to make our way in this world and to actualize our projects within it. Obviously, this kind of perspective has consequences for (...) the way both educational action and research on this theme are conceived of and accomplished. That, at least, is what we shall attempt to show in this article. Implications: In keeping with the claim that knowledges are constituted not in reference to reality "itself" but to practices and activities, constructivism advocates examining cognition in action -- that is, in terms of how the latter is enacted in the field. Accordingly, constructivism also seeks to prompt teachers to: (1) scrutinize the processes and distinctions by which students chart out the world; (2) and to personally devise, on the basis of this experience, a model -- or models, rather -- of their students' future relationship to the universes of knowledge intended for learning. Likewise, constructivism also aims to prompt researchers to perform some very careful detective work into the ways in which this charting process is played out and thus to opt for a comprehensive rather than an experimentalist approach. Conclusion: To adopt the constructivist perspective also means to "de-siloize" knowledge production and to recognize that this production occurs in all spheres of society. From this point of view, constructivism can thus be viewed as a way of challenging the claims of a certain scientific establishment to alone possess the requisite standing for interpreting the world. (shrink)

Günther Anders, Hannah Arendt, Hans Jonas, Emmanuel Levinas, Karl Làwith, Herbert Marcuse, Leo Strauss, Eric Weil... Non sans quelque paradoxe, la philosophie sociale, politique, métaphysique de l'après-guerre a été largement représentée par des penseurs allemands ou formés en Allemagne, qui avaient la particularité d'avoir été des étudiants de Martin Heidegger et d'être en même temps d'origine juive. Ce volume, issu d'un colloque international tenu à Paris en 2012, a voulu les penser ensemble pour la première fois et étudier sur quel (...) fond historique et intellectuel cette double spécificité a été possible. Quelle dette chacun d'entre eux a-t-il pu contracter à l'égard de ce maître commun et quelle distance ont-ils pu prendre (ou ne pas prendre) par rapport à lui après la Seconde Guerre mondiale? Un double questionnement qui permettra d'écrire une nouvelle page de la philosophie allemande, qui pourrait bien être aussi une page de la philosophie juive au XXe siècle. (shrink)