Background: Clinical genomic implementation studies pose challenges for informed consent. Consent forms often include complex language and concepts, which can be a barrier to diverse enrollment, and these studies often blur traditional research-clinical boundaries. There is a move toward self-directed, web-based research enrollment, but more evidence is needed about how these enrollment approaches work in practice. In this study, we developed and evaluated a literacy-focused, web-based consent approach to support enrollment of diverse participants in an ongoing clinical genomic implementation study. (...) Methods: As part of the Cancer Health Assessments Reaching Many (CHARM) study, we developed a web-based consent approach that featured plain language, multimedia, and separate descriptions of clinical care and research activities. CHARM offered clinical exome sequencing to individuals at high risk of hereditary cancer. We interviewed CHARM participants about their reactions to the consent approach. We audio recorded, transcribed, and coded interviews using a deductively and inductively derived codebook. We reviewed coded excerpts as a team to identify overarching themes. Results: We conducted 32 interviews, including 12 (38%) in Spanish. Most (69%) enrolled without assistance from study staff, usually on a mobile phone. Those who completed enrollment in one day spent an average of 12 minutes on the consent portion. Interviewees found the information simple to read but comprehensive, were neutral to positive about the multimedia support, and identified increased access to testing in the study as the key difference from clinical care. Conclusions: This study showed that interviewees found our literacy-focused, web-based consent approach acceptable; did not distinguish the consent materials from other online study processes; and valued getting access to testing in the study. Overall, conducting empirical bioethics research in an ongoing clinical trial was useful to demonstrate the acceptability of our novel consent approach but posed practical challenges. (shrink)

Lively, comprehensive, and contemporary, The Voice of Reason: Fundamentals of Critical Thinking covers three principal areas: thought and language, systematic reasoning, and modes of proof. It employs highly accessible explanations and a multitude of examples drawn from social issues and various academic fields, showing students and other readers how to construct and criticize arguments using the techniques of sound reasoning. The Voice of Reason examines the traditional elements of the field and also explores new ground. The first section of the (...) book elucidates the relationship between thought and language, explaining how words function. It discusses meaning, connotation, vagueness, ambiguity, and definition, identifying the linguistic elements that can produce mistakes in thinking. The next section describes the rules of systematic reasoning, examining such topics as truth, relevance, and adequacy; deductive logic ; and induction. Sixteen fallacies in thinking are also described through extensive illustrations and applications. The final section of the book offers a unique study of what constitutes proof in several different areas--including politics, advertising, law, and social issues--as well as in the academic disciplines of literature, science, history, and ethics. The author describes the various rules of evidence, using essays by major figures in each field as examples. An ideal text for courses in critical thinking, informal logic, and reasoning and writing, The Voice of Reason offers numerous pedagogical features including a host of examples; assignments, exercises, and puzzles at both the halfway point and at the end of each chapter; cartoons and quotations throughout; and practical applications of theoretical concepts. An extensive Instructor's Manual contains answers to the exercises that appear throughout the text. (shrink)

R. F. Atkinson; XIII*—Explanation in History, Proceedings of the Aristotelian Society, Volume 72, Issue 1, 1 June 1972, Pages 241–256, https://doi.org/10.1093/a.

This volume critically and constructively discusses philosophical questions which have particular bearing on the formulation of educational aims. The book is divided into three major parts: the first deals with the nature of education, and discusses the various general aims, such as 'mental health', 'socialization' and 'creativity' which have been thought to characterize it; the second section is concerned with the nature of reason and its relationship to feeling, will and action; finally the development of different aspects of reason in (...) an educational context is considered. (shrink)

R F Dearden; Theory and Practice in Education, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 17–29, https://doi.org/10.1111/j.1467-.

R. F. Stalley; VIII*—Plato's Doctrine Of Freedom, Proceedings of the Aristotelian Society, Volume 98, Issue 1, 1 June 1998, Pages 145–158, https://doi.org/10.11.

R F Deaden; In Defence of Children's Enquiry, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 170–175, https://doi.org/10.1111/j.1467.

It has come to be expected that collections issued by the Royal Institute of Philosophy will contain work that has quality or is otherwise interesting. This volume runs true to form and presents plenty of both. It gives the proceedings of the conference arranged by the Institute at Exeter in 1973, consisting of five symposia together with Chairman's remarks of about eight pages or so for each symposium, and in three cases postscripts by the first speaker. The contributors and topics (...) are: R. F. Dearden and Elizabeth Telfer on ‘Autonomy as an Educational Ideal’ with R. M. Hare as Chairman; R. K. Elliott and Glenn Langford on ‘Education and the Development of the Understanding’ with Paul Hirst as Chairman; David Cooper and Timothy O'Hagan on ‘Quality and Equality in Education’ with R. F. Atkinson as Chairman; Mary Warnock and Richard Norman on ‘The Neutral Teacher’ with Alan Montefiore as Chairman; Stuart Brown and A. Phillips Griffiths on ‘Academic Freedom’ with R. S. Peters as Chairman. (shrink)

The metics of Gortyna came under the jurisdiction of the special courts for foreigners, κσενεία δίκα, and of the κσένιος κόσμος, an official who is often named in Gortynian inscriptions. From one of these we can infer that freedmen were classed with metics, because of the artisan status of both.

Arvind Thomas has written a remarkable book. That said, however, it must be quickly added that it is not a book for everyone, not even for all students of medieval literature. It is a very thoughtf...

Ob was Mythos im ursprünglichen oder anfänglichen Sinn heissen soll aus den zahlreichen späteren und sich oft widersprechenden Deutungen überhaupt noch ans Licht zu ziehen ist lässt sich fragen. Desgleichen, ob es das Sein selbst ist, das sich im Mythos (als auslegende Seinserzählung) dem archaischen Menschen kund tut oder ob es vom Menschen als dem „interpretations- und orientierungsbedürftigen Wesen” angesprochen wird. Im ersten Falle lässt Mythos sich am besten als Manifestation, im zweiten als Interpretation auffassen. Aber auch wenn es das (...) Sein selbst sein sollte, das den Menschen im Mythos anspricht so ist es auf ihn als das Wesen, das ausspricht dass es angesprochen wird oder sich angesprochen weiss immer noch angewiesen. Die immer von aktuellen Fragen inspirierte wissenschaftliche und philosophische Forschung wird mit der Schwierigkeit konfrontiert, dass die Suche des Mythos „an sich” immer davon auszugehen hat was der Mythos „für uns” bedeutet und dem unmöglich los wird. Wenn Myhos mit einem gewissen Recht als „vorgängiges Seinsverständnis” qualifiziert wird kann mit gleichem Recht gelten, dass jede theoretische Interpretation des Mythos als Artikulierung von etwas das „vorgängiges Mythosverständnis” genannt werden kann aufzufassen ist. Der Grund, der im Mythos gelegt wird, lässt sich nicht mehr „interpretationsfrei” zurückholen. Zugleich zieht er uns immer wieder zu sich zurück. Auch das ist ein Grund – der Grund, der uns zwingt immer wieder vom Mythos zu reden und über ihn nachzudenken, sei es im Modus des Verfalls. (shrink)

Overdenkingen in proza en poëzie over filosofische vraagstukken door de in ongenade gevallen Romeinse ex-consul (480-524).

The idea of absolute goodness and the idea of an absolute requitement tend nowadays to be viewed with suspicion in the world of English-speaking philosophy. The tendency is well rooted and has not just arisen by osmosis from the temper of the times. There are various lines of thought, all of them attractive, by which a recent or contemporary academic practitioner of the subject could have been induced into scepticism about an ethics of absolute conceptions.

In the autumn of 1912, C. G. Jung, then president of the International Psychoanalytic Association, set out his critique and reformulation of the theory of psychoanalysis in a series of lectures in New York, ideas that were to prove unacceptable to Freud, thus creating a schism in the Freudian school. Jung challenged Freud's understandings of sexuality, the origins of neuroses, dream interpretation, and the unconscious, and Jung also became the first to argue that every analyst should themselves be analyzed. Seen (...) in the light of the subsequent reception and development of psychoanalysis, Jung's critiques appear to be strikingly prescient, while also laying the basis for his own school of analytical psychology. This volume of Jung's lectures includes an introduction by Sonu Shamdasani, Philemon Professor of Jung History at University College London, and editor of Jung's Red Book. (shrink)