Case-based, multidisciplinary seminars provided a vehicle for clinicians, philosophers and students to debate current problems in medical ethics in a manner which ensured maximum learning and interest for all participants. Prior training in philosophical medical ethics was an essential prerequisite, giving students the knowledge and skills to take part in the discussions at an appropriate level of sophistication.

The topic of consent in paediatrics is made more difficult, and at the same time more interesting, by the complexity of the issues involved and the consequent diversity of viewpoints. In a teaching session for senior medical students on consent in paediatrics it proved necessary to reinstate previous learning from a range of disciplines. Philosophical medical ethics, developmental psychology, communication skills and the appropriate legal definitions all contributed to a proper understanding of the cases presented. The two most important additional (...) components appeared to be a) a basic knowledge of cognitive development and how to apply it, and b) an awareness of the need to balance an individual child's rights or best interests, with those of the family unit, as well as the wider society. (shrink)

This paper presents findings from a longitudinal study of patient refusals (as reported by graduating medical students) to take part in the teaching function of public hospitals. Results from a smaller study of non-patients' attitudes are also reported. Findings are discussed in terms of patients' rights, issues of personal privacy, medical education, and the public good.

Since James defined emotion as consciousness of bodily reactions and Cannon and others detailed the nature of these reactions, there has been an increasing tendency among behaviorists to equate emotions with visceral reactions and to neglect some of the genetic and adaptive aspects of emotion which had been discussed by Darwin.

Definitions are traditionally seen as abbreviations, as tools for notational convenience that do not increase inferential power. From a Philosophy of Mathematical Practice point of view, however, there is much more to definitions. For example, definitions can play a role in problem solving, definitions can contribute to understanding, sometimes equivalent definitions are appreciated differently, and so on. This chapter reviews the literature on definitions and (to a certain extent) concepts in mathematical practice. It is structured according to four themes through (...) which definitions (and concepts) in mathematical practice have been studied. These themes concern (1) the nature of definitions, (2) whether and how concepts evolve, (3) definitions and concepts from a communal perspective, and (4) different values relating to definitions and concepts. (shrink)

This is a discussion of the claim by certain recent philosophers to have established universal human abilities and disabilities on "logical" grounds, or as a priori necessary. These traits would be independent of empirical conditions, and not of the sort which could be disproved by psychology which, accordingly, would share its field with the a priori philosopher. The author agues, using a series of examples, that these supposed traits do, or could, vary with empirical conditions, and that it is unlikely (...) that in this psychological area there is any good alternative to inductive methods. (shrink)

Tradition usually assigns greater importance to the so-called laws of thought than to other logical principles. Since these laws could apparently not be deduced from the other principles without circularity and all deductions appeared to make use of them, their priority was considered well established. Generally, it was held that the laws of thought have no proof and need none, that as universal constitutive or transcendental principles they are self-evident.

In opposition to phenomenology and other currents of recent philosophy, Farber holds that the progress of science and the accumulation of human experience furnish a foundation on which philosophy can safely build, and which it is a waste of time to question. Among the basic truths are.

To whom is Aeschinus speaking? Editors in general follow Eugraphius and have Aeschinus address his lines to the psaltria. According to this interpretation, it would be the psaltria who anxiously looks back ; since Sannio is the only person on stage whom the girl would have reason to fear, the leno would have to be standing behind her, and hence must have followed the psaltria on to the stage.