The current research investigates a combination of two instructional approaches, tutored problem solving and worked examples. Tutored problem solving with automated tutors has proven to be an effective instructional method. Worked‐out examples have been shown to be an effective complement to untutored problem solving, but it is largely unknown whether they are an effective complement to tutored problem solving. Further, while computer‐based learning environments offer the possibility of adaptively transitioning from examples to problems while tailoring (...) to an individual learner, the effectiveness of such machine‐adapted example fading is largely unstudied. To address these research questions, one lab and one classroom experiment were conducted. Both studies compared a standard Cognitive Tutor with two example‐enhanced Cognitive Tutors, in which the fading of worked‐out examples occurred either in a fixed way or adaptively. Results indicate that the adaptive fading of worked‐out examples leads to higher transfer performance on delayed posttests than the other two methods. (shrink)

The “testing effect” refers to the finding that after an initial study opportunity, testing is more effective for long‐term retention than restudying. The testing effect seems robust and is a finding from the field of cognitive science that has important implications for education. However, it is unclear whether this effect also applies to the acquisition of problem‐solving skills, which is important to establish given the key role problem solving plays in, for instance, math and science education. Worked examples (...) are an effective and efficient way of acquiring problem‐solving skills. Forty students either only studied worked examples (SSSS) or engaged in testing after studying an example by solving an isomorphic problem (STST). Surprisingly, results showed equal performance in both conditions on an immediate retention test after 5 min, but the SSSS condition outperformed the STST condition on a delayed retention test after 1 week. These findings suggest the testing effect might not apply to acquiring problem‐solving skills from worked examples. (shrink)

Several studies highlight the importance of the order of different instructional methods when designing learning environments. Correct but also erroneous worked examples are frequently used methods to foster students’ learning performance, especially in problem-solving. However, so far no study examined how the order of these example types affects learning. While the expertise reversal effect would suggest presenting correct examples first, the productive failure approach hypothesizes the reversed order to be learning-facilitating. In addition, congruency of subsequent exemplified problems (...) was tested as a moderator of the effect of order on learning. For example, with arithmetic tasks, congruent problems target exactly the same calculation while incongruent problems refer to different calculations. Following cascade theory, a model of cognitive skill acquisition, presenting correct examples first should be more effective when the subsequent exemplified problems are different. To test the hypotheses, 83 university students were assigned to one of the four conditions in a 2 × 2 between-subject design. Learners navigated through a slideshow on the topic of Vedic mathematics consisting of explicit instruction, worked examples differing in terms of the experimental condition, and transfer problems. Although no main or interaction effects were found regarding students’ learning performance, mediational analysis offered support for the expertise reversal effect, as it indicated that there is a significant indirect effect of order via mental load on learning. Presenting correct examples first and erroneous examples second resulted in a lower mental load, which in turn was associated with better learning performance. In contrast, presenting erroneous examples first and correct examples second resulted in a more accurate self-assessment of learning performance. These findings offer first insights into the question of how the presentation order of different example types impacts learning and provide practical recommendations for the design of educational media. Results are discussed in light of the ongoing debate regarding the question if less guided instructional methods should precede or succeed more guided methods. (shrink)

Students can use an educational system’s help in unexpected ways. For example, they may bypass abstract hints in search of a concrete solution. This behavior has traditionally been labeled as a form of gaming or help abuse. We propose that some examples of this behavior are not abusive and that bottom-out hints can act as worked examples. We create a model for distinguishing good student use of bottom-out hints from bad student use of bottom-out hints by means (...) of logged response times. We show that this model not only predicts learning, but captures behaviors related to self-explanation. (shrink)

Taking a Foucauldian framework as its point of departure, this paper discusses how transnational discourses of knowledge and learning operate in the profession of computer engineering and form a certain logic through which modes of being an engineer are regulated. Both the knowledge domain of computer engineering and its related labour market is heavily internationalised and characterised by a general focus on universalism and standardisation. Moreover, rapid shifts in technologies and institutional arrangements contribute to an embracement of more wide-ranging discourses (...) related to lifelong learning and the enterprising self. Thus, dominant discourses of knowledge and learning within this profession reflect processes of globalisation and take a transnational character. The paper discusses how the discourses in play constitute mechanisms of governmentality that present certain expectations to professionals and shape their energies, efforts and desires in certain directions. In order to be influential, however, the discourses depend on individuals who take up the subject positions offered and enact them in locally relevant and partially creative ways. Thus, careful analyses of the discourses in specific knowledge communities, as well as of their interrelated subject positions, may enhance our understanding of the more epistemic dimensions of globalisation and how these come to influence the imaginations of individuals as ‘citizens of the world.’. (shrink)

Members in society make ubiquitous use of examples as a resource to engage in their everyday and specialized activities. This paper takes the resourcefulness of exemplification as a topic of inquiry by focusing on the formulative phrase “for example,” investigating its interactional work within the analytic framework of ethnomethodology and conversation analysis. The data used consists of 11 h of video-recordings of English as a Foreign Language classroom lessons over a semester. We conceptualize exemplification as a holistic configuration (_gestalt_) (...) where its work consists in the production and recognition of a pair, namely the _exemplifying component_ and the _exemplified component_. We demonstrate how the teacher and students position the formulative phrase as a recognizable practice for the organization of two distinct actions: _accounting for one’s opinion_ and _confirming an understanding_. Our findings also present the different forms of exemplification, including elaborate narrative constructions, single terms or phrases, and specimen performances. (shrink)

In the final years of his life, the Belgian phenomenologist Marc Richir started to question if philosophical writing would become pointless when artists, great poets for example, have already achieved so well what philosophers have always aspired to achieve. There is no doubt that Richir considers himself in alliance with artists, since he basically believes that “phenomenology is trying to say the same thing as poets or musicians, or even possibly painters, but with philosophical language”. He seems thereby to imply (...) that phenomenology is destined to become self-aware as a sort of art. There is no surprise in this regard if we notice how frequently, throughout his entire career of philosophical production, he employs the Kantian term of the sublime to express what constitutes the phenomenon as nothing but phenomenon. This article goes through his phenomenological interpretation of Kantian aesthetics, his elaboration of the affinity between phenomenology and art, and then his genealogical conception of art, in order to introduce an original thought on what he calls “the moment of the sublime”. (shrink)

Learning from examples is a very effective means of initial cognitive skill acquisition. There is an enormous body of research on the specifics of this learning method. This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from worked examples, observational learning, and analogical reasoning. This theory has descriptive and prescriptive elements. The descriptive subtheory deals with (a) the relevance and effectiveness of examples, (b) phases (...) of skill acquisition, and (c) learning processes. The prescriptive subtheory proposes instructional principles that make full exploitation of the potential of example-based learning possible. (shrink)

‘Practice theory’—a theory program that connects the goal of offering non-rationalist explanations to a strong focus on everyday routine activities, and builds on the work of Bourdieu but tries to gain a less narrow perspective—is being used more and more widely in the social sciences. Its advocates often argue that, since practice theory is a heuristic for doing empirical work, discussing it without addressing this empirical work cannot do justice to it. Therefore, this article analyses Reckwitz’s recently translated book on (...) The Society of Singularities, which its author presents as an example of the advantages of (one dominant version of) practice theory. As will be shown, the book demonstrates that this version of practice theory does not fulfil its promises. Looking at its difficulties is instructive, however, because it helps see more clearly how the goal of an integrative ‘theory of practice’ could be achieved. (shrink)

In this paper, we explore the links between emotions and creativity. Building on what we perceive as key examples, we distinguish instrumental and constitutive senses in which emotions can be creative. Emotions are instrumentally creative when they sustain novel and valuable thought processes aiming at maintaining or modifying a given emotional situation. They are constitutively creative when they function as essential parts of value understanding and when they come to carve and sometimes change the evaluative landscape. Despite their alleged (...) passivity and rigidity, we claim, emotions sometimes manifest the kind of skillfulness that creativity presupposes. (shrink)

The goal of this study was to investigate interindividual differences in learning from worked-out examples with respect to the quality of self-explanations. Restrictions of former studies (e.g., lacking control of time-on-task) were avoided and additional research questions (e.g., reliability and dimensionality of self-explanation characteristics) were addressed. An investigation with 36 university freshmen of education working in individual sessions was conducted. The domain was probability calculus. As predictors of learning, prior knowledge and the quality of self-explanations (thinking aloud protocols) (...) were assessed. A post-test was employed to measure the learning gains as dependent variable. The following main results were obtained. Most self-explanation characteristics can be regarded as relatively stable person characteristics. The interindividual differences in the quality of self-explanations were, however, found to be multidimensional. Most importantly, even when controlling for time-on-task (quantitative aspect), learning gains could be substantially predicted by qualitative differences of self- explanation characteristics. Successful learners tended to employ more principle-based explanations, more anticipative reasoning and more explication of operator-goal combinations. (shrink)

This paper concerns the role of examples (paradeigmata) as propaedeutic to philosophical inquiry, in light of the methodological digression of Plato’s Statesman. Consistent with scholarship on Aristotle’s view of example, scholars of Plato’s work have privileged the logic of example over their rhetorical appeal to the soul of the learner. Following a small but significant trend in recent rhetorical scholarship that emphasizes the affective nature of examples, this essay assesses the psychagogic potential of paradeigmata, following the discussion of (...) example in Plato’s Statesman. I argue that, by creating an expectation for finding similarities, the use of examples in philosophical pedagogy cultivates in the soul of the learner a desire to discern the intelligible principles the ground experiential knowledge. Thus, examples not only serve as practice at the dialectician’s method of abstraction, but also cultivate a dialectical ethos, characterized by the desire to know the logoi of all things. (shrink)

The present article investigates the rhythm of study as described by Giorgio Agamben in ‘The idea of study’, present in Idea of prose. In this short treatise, Agamben presents Melville’s scrivener Bartleby as the exemplary embodiment of study. Bartleby’s paradigmatic status, according to Agamben’s interpretation, does, however, exclude him from belonging to the ‘class of study’. Bartleby’s exclusion leads to the discovery of an unmentioned member of the ‘class of study’: Eros. The surprising absence of Eros dissolves, however, once he (...) is recuperated as the image of ‘The idea of the work’. Bartleby’s exclusion and Eros’s absent inclusion and presence as the ‘The idea of the work’ not only demonstrate the close relation between study and work, but also explain Agamben’s considerations on the connection between study and the nature of his own work. The article concludes with a call for the remaining importance of Agamben’s festina lente, the rhythm of study, within the broader context of our contemporary university institutions. Once the incessant shuttling between passion and action has been called to a halt—in favour of one of the two extremities—study becomes impossible. (shrink)

The aim of this article is to study the phenomenology of light, which plays a significant part in the aesthetics of Jon Fosse, the Norwegian writer who was awarded the Nobel Prize in Literature in 2023. According to Jon Fosse, art is not only a way of perceiving the world around us but also a necessary condition for harmonious existence in it, which is most fully reflected in the work “The Other Name: Septology I–II,” first published in 2019. One cannot (...) help but agree that the deep religiosity of the author, who converted to Catholicism in 2013, has had a huge influence on his work. Many hundreds of years ago, the Nativity of Christ illuminated the “darkness” of the pagan world, and the degree of “manifestation” of this “Divine Light” in works of art, according to Jon Fosse, is one of the main criteria for their authenticity. As for “darkness,” it acts as the primary source of light, the very same “Nothing” that from time to time peeks through “Being,” and against the background of which the light “sounds” especially prominently and brightly. According to the concept of the “Septology I–II,” art not only activates the process of self-determination of the individual, who is in continuous dialogue with “others-in-themselves” (the painter Asle and his “alter ego”), but also the work of art as such has its own identity, which is constantly evolving, opening “in-itself-for-us” new facets and shades. Moreover, according to Jon Fosse, the artist’s mission, in the broad sense of the word, is to show people the path to the “Divine Light” in the “tunnel” of quantum uncertainty, especially during transitional periods of history. (shrink)

Increasing pharmaceutical industry presence in health care research and practice has evoked critical social, political, economic, and ethical questions and concern among health care providers, ethicists, economists, and the general citizenry. The case example presented of the ‘marketization’ of nursing practice not only reveals the magnitude of the purview of the pharmaceutical industry, it demonstrates how that industry imparts effect upon the organization of nursing work, an area of health care professional practice where the ethical polemic of pharmaceutical industry involvement (...) and influence has been largely ignored, and the profession of nursing conspicuously silent. Drawing on a Foucauldian dispositive analysis that troubled the complex apparatus responsible for the production of knowledge and action in the neurology subspecialty of multiple sclerosis (MS), the case discloses how the pharmaceutical industry has created compliance and adherence as clinical imperatives in the practice of MS nursing. The case makes explicit the conscious transformative self‐action undertaken by MS nurses as a result of their subjectivation (marketization) and demonstrates how MS nurses have become pawns in pharmaceutical industry strategic games of power, truth, identity, and wealth creation by turning their clinical practice settings into heterodiscursive spaces of surveillance and persuasion. MS nurses have become instruments of the pharmaceutical industry, and their clinical practices ordered, organized, limited, constrained, and marketized as a result. (shrink)

Cet article étudie l’édition des œuvres de mathématiciens au xixe siècle Je me concentre sur une étude de cas : l’édition des œuvres du mathématicien allemand B. Riemann, par R. Dedekind et H. Weber, publiées pour la première fois en 1876, puis republiées en 1892 et en 1902, par Teubner, et partiellement traduites en français en 1898 chez Gauthier-Villars. Pour l’édition des textes de mathématiciens au xixe siècle, les éditeurs ne sont plus historiens ou philologues, mais eux-mêmes des mathématiciens de (...) premier plan. Le mathématicien éditeur devient celui qui à la fois lit et fabrique le texte à publier. Le cas des œuvres de Riemann est particulièrement intéressant, car une large majorité du travail éditorial s’est effectué par lettres. Ces lettres, ainsi que les Nachlässe de Riemann et Dedekind fournissent une documentation exceptionnellement riche. Il est possible d’obtenir une vision détaillée du processus d’édition. Après avoir replacé l’édition des œuvres de Riemann et ses rééditions dans leur contexte, j’étudierai certains choix faits par les éditeurs dans la sélection des textes à publier. Enfin, je considérerai la question des modifications et adaptations des textes de Riemann par les éditeurs. (shrink)

My title is taken from the frontispiece to Ogilby's translation of Aesop ; since every Renaissance poet believed the statement to be true, let me start with my own example. John Denham's only play, The Sophy, published in August 1642, is a tale about the perils of jealousy. The good prince Mirza, after a miraculous victory over the Turks, returns in glory to his father's court, but leaves it shortly thereafter. In his absense, Haly, the evil courtier, follows a friend's (...) advice to " work on [the king's] fears, till fear hath made him cruel"1 and poisons the king's mind with jealousy against his son. Mirza returns only to be brutally blinded and killed, and the emperor soon dies stricken with remorse. Now it happens that Parliament justified all its actions in the months preceding the civil war on the grounds of the "fears and jealousies" that the king had inspired. Charles was incensed by the slogan and claimed angrily that he, if anyone, had the most cause for fears and jealousies.2 Denham obviously decided that here was the all-consuming topic around which a predominantly royalist drama could be written. He followed what I believe was the standard practice - the method that Fulke Greville said Sidney used and that Congreve repeated at the end of the century when he declared of The Double Dealer that "I design'd the Moral first, and to that Moral I invented the Fable."3 He found a plot in Thomas Herbert's Travels into Diverse Parts of Asia that recorded some terrible cruelties and catastrophes caused by jealousy, and he added the point that the emperor's mind had been wrought upon by his counselor. There is no evidence that the play was ever acted, but the most casual reader would have said to himself, "Yes, history reminds us that states destroy themselves through fears and jealousies, and we should abate our own before it is too late." · 1. Sir John Denham, The Poetical Works, ed. Theodore Howard Banks, 2d ed. , p.245. The references to fear and jealousy are so ubiquitous in the play that they need not be listed here.· 2. On March 1, 1642, in the angriest of his replies to Parliament so far, Charles exclaimed, "You speake of Jealousies and Feares: Lay your hands to your hearts, and aske your selves whether I may not likewise be disturbed with Feares and Jealousies: And if so, I assure you this Message hath nothing lessened them" . Although phrases like "distempers and jealousies" had been used earlier, Clarendon on two occasions is quite specific that "fears and jealousies" were "the new words which served to justify all indispositions and to excuse all disorders" in January 1642 . Taken with other evidence, Clarendon's remarks strongly suggest that The Sophy was written after Coopers Hill, and during seven months preceding its publication in August 1642.· 3. William Congreve, The Complete Plays, ed. Herbert Davis , p. 119. And compare John Donne in Sermons, ed. Evelyn M. Simpson are George R. Potter , 9:274: "All wayes of teaching are Rule and Example: and though ordinarily the Rule be first placed, yet the Rule it selfe is made of Examples...for, Example in matter of Doctrine, is as Assimiliation in matter of Nourishment; The Example makes that that is proposed for our learning and farther instruction, like something which we knew before, as Assimilation makes that meat, which we have received and digested, like those parts which are in our bodies before."John M. Wallace, author of Destiny His Choice: The Loyalism of Andrew Marvell and articles on Milton, Dryden Denham, Traherne, and Arnold, is professor of English at the University of Chicago. (shrink)

That literary scholarship is experiencing an "ethical turn" has become something of a commonplace, and seminal to this "turn" is the use of literary works as examples in moral-philosophical arguments. So far, however, ethical criticism has dealt almost exclusively with narrative texts—little work has been done on poetry. I argue that considering poetry in this context not only expands the corpus of exemplary works but also reveals methodological caveats applicable to ethical critics of poetry and fiction alike. Poetic (...) class='Hi'>examples raise new doubts about the moral authority of literature—doubts elided in the narrative-based discussions that currently prevail. (shrink)

A work ethic is people's attitude to work—imprinted in a complex of moral values and norms, embodied in categories and examples of the culture, and expressed in human behavior, above all in the sphere of labor activity. In my understanding, a work ethic is a component part of the socioeconomic genotype of a society. A SEG is a kind of information mechanism of "social inheritance" that ensures the reproduction of the structure and principles of a particular social system's functioning, (...) regulation, and learning process. It comprises a system of values, a set of motivations, and a paradigm of economic management and administration, and in its manifest form it is reflected in the contours of the regulation and administration of socioeconomic processes, including legal, administrative, economic, and moral norms and incentives. A SEG itself is based on the system of social interests and on the particular society's culture. (shrink)

Recurrent scandals in business ethics demonstrate that work is, on occasion, unambiguously unethical. It is not clear, however, exactly how the concept of ‘meaningful work’ can be applied to such work, and whether, for example, work can be both unethical and meaningful. This article explores three different conceptualisations of meaningful work: where meaningful work is considered to be subjective, primarily subjective but with objective constraints or primarily objective (adopting Alasdair MacIntyre's neo-Aristotelian framework). These competing conceptualisations are examined in relation to (...) the ethical failures in the Australian financial advice industry. From 2009, a range of parliamentary inquiries, including a Royal Commission, documented significant ethical failures at both individual and institutional levels across the industry, which caused substantial hardship to tens of thousands of clients. Among the subsequent reforms was a drive towards the professionalisation of financial advice through enhanced educational standards, a code of ethics and the development of a professional identity. This case demonstrates the different ways in which the conceptualisations of meaningful work can be applied. However, Alasdair MacIntyre's scheme of practices, institutions, internal and external goods is presented as a preferred conceptualisation of the case, accommodating considerations of both ethics and meaningful work and contributing towards a theory of good work in general. (shrink)

The bibliography of any contemporary philosopher is destined to be incomplete before it is ever published and the following is no exception. One guiding principle has been used throughout in the preparation of this bibliography: to provide readers with a guide which, though not exhaustive, does provide a good starting point for the serious study of the philosophy of Gabriel Marcel. Those works which contain comprehensive bibliographies to a certain date are listed as such. Roger Troisfontaines' De l'existence à l'être, (...) for example, contains an exhaustive bibliography of Marcel's works to the date of its publication and this fact is noted in the entry below. It is always best to read a philosopher in his original language. For the convenience of the English‐speaking reader however, the more important works of Gabriel Marcel are listed in the translation whenever possible. The books and articles written about Gabriel Marcel must obviously be listed in the language in which they appear in print. (shrink)

The primary purpose of the performing arts is to prepare and present 'artistic performances', performances that either are themselves the appreciative focuses of works of art or are instances of other things that are works of art. In the latter case, we have performances of what may be termed 'performed works', as is generally taken to be so with performances of classical music and traditional theatrical performances. In the former case, we have what may be termed 'performance-works', as, for example, (...) in free improvisations. Where we have performances of performed works, a number of distinctive philosophical questions arise: What kind of thing is a performed work? How is it appreciated through its performances? Is 'authenticity' an artistically relevant quality of performances of performed works, and, if so, why? How much of what goes on in the performing arts is rightly viewed as the performance of performed works? Artistic performances, whether or not they are of performed works, raise philosophical questions of their own. Can a performance itself be rightly viewed as a work of art? How do improvisation and rehearsal enter into the performing arts, and how do they bear on the appreciation of artistic performances? What role does the audience play in such performances? Does the performer's use of her own body as an artistic medium, as for example in dance performance, generate special constraints on appreciation? How, finally, does what is usually classified as 'performance art' relate to activities in the performing arts more generally construed? I critically survey the ways in which these questions have been addressed by principal theorists in the field. (shrink)

This article presents a study of how co-present individuals work out the nature of embodied engagement and disengagement displays by individuals with dementia in a Danish public care facility. Research has found that moderate to severe dementia may result, for example, in a lack of social engagement, apathy and problems in maintaining conversations. Research has, however, also found that co-present individuals indicate their right to unavailability for social interaction. This is accomplished through details of embodied and multimodal conduct such as (...) gaze behavior, which includes practices of glancing and gazing at co-present individuals or practices of gazing into space. These practices may coincide with indications of ‘lack of social engagement’ and ‘apathy’. This study falls within the framework of ethnomethodology and employs multimodal conversation analytic methods to show how co-present individuals monitor residents’ displays of engagement and disengagement, primarily gaze behavior and how they respond to them. The study is based on 20 hours of video-recordings. (shrink)

Raimond Gaita's example of saintly love, in which the visit of a nun to psychiatric patients has profound effects on him, has been criticised for being an odd and unconvincing example of saintliness. I defend Gaita against four specific criticisms; firstly, that the nun achieves nothing spectacular, but merely adopts a certain attitude towards people; secondly, that Gaita must already have certain beliefs for the example to work; thirdly, that to be acclaimed a saint requires a saintly biography, not just (...) an incidence of good behaviour; and finally, that there is something oppressive about saintly behaviour. I consider that Gaita does indeed leave himself open to criticism on this last point by claiming that saints love impartially. I argue that his description of the example suggests rather that the customs and practices of partial love are at the heart of saintliness and not some form of 'life-denying' impartiality. If I am right, then this has the twofold effect of making saintliness appear achievable by ordinary mortals and explaining our feelings of wonder in the face of such saintly behaviour. (shrink)

In order to practice effectively in today's complex and changing environment, social workers need to have an understanding of how contemporary cultural and philosophical concepts relate to the people they work with and the fields they practice in. Exploring the ideas of philosophers, including Nietzsche, Gadamer, Taylor, Adorno, MacIntyre, Zizek and Derrida, this text demonstrates their relevance to social work practice and presents new approaches and frameworks to understanding social change. Key Debates in Social Work and Philosophyintroduces a range of (...) concerns central to social work and social care, with chapters looking at questions such as: - What is the 'self'? - How are communities formed? - Why is 'choice' important? - Are certain rights really applicable to all humans? - What are the political and ethical implications of documenting your practice? - What does it mean to be a professional social worker? Each chapter focuses on a particular area of dispute, presenting the relevant philosophical theories, and considering how relevant social work examples and research can be used to further inform theoretical debate, and includes questions to prompt discussion and reflection. The only book to examine the philosophical ideas that underlie and inform contemporary issues for social work and social care practitioners, this is a useful resource for those studying social work theory, policy and practice. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Working on the Clinton Administration's Health Care Reform Task ForceNancy Neveloff Dubler (bio)This narrative is based on my understanding of the elements of the Health Security Act that may have ethical implications. I have reconstructed these elements from my experience on the Health Care Reform Task Force and they are part of the health care plan that the President presented to Congress. (At the time this article went to (...) press, the actual legislation, which should answer my remaining specific questions more clearly, had not yet been released.) I perceive the most important features of the plan to be:• The legislation will create a "right" to health care for all citizens—access to care will be universal;• The plan will involve some form of managed competition in which groups of providers (called Approved or Accredited Health Plans (AHPs)) will offer comparable benefit packages at slightly (or widely) different costs;• The AHPs will negotiate with the Health Alliance (HA) to determine the price that they will charge their consumer-patients;• There will be open enrollment with no barriers to coverage, such as exclusions for pre-existing conditions;• Community rating will be in effect in different localities and enrolled persons in any AHP will pay the same premium;• The coverage for any enrolled person will be portable;• The overall structure will be a cooperative federal/state enterprise in which the states will have quite extensive abilities to fashion variations of the basic plan to meet their particular needs;• Primary care will be encouraged and incentives for physicians to train in primary care specialties provided;• Non-physician providers will be central to the functioning of the health care plans;• Efforts will be made to develop a "person power" pool so that people with an abstract "right" to health care will have real access to providers, in their localities, who can fulfill the promise that the right creates; [End Page 421]• The goal of cost containment will be central to the organization and regulation of the system;• Administrative simplicity and quality protections will be central.Co-chairing the Bioethics Working Group (BWG) of the White House Task Force on Health Care Reform was a unique experience. Approximately 40 Task Force working groups were established by Hillary Rodham Clinton, the President, and the senior Task Force staff. Various members of the President's office and other knowledgeable members of the Executive Branch selected the participants. In our group, appointments were made largely on the recommendations of the co-chairs. The BWG, among the last of the groups formed, carried the official name "The Working Group on the Ethical Foundations of the New System" and was jointly led by me and Marion Gray Secundy, a Professor of Bioethics at Howard University. The fact that the leadership of the Task Force saw fit to establish such a group, thereby confirming that bioethics is a player in the arena of health care policy, was in itself significant and was made no less so by the lack of clarity regarding the group's aims and goals.The working groups of the Task Force were organized into clusters, determined by the relatedness of the somewhat distinct, but always overlapping, content of their investigations. Separate clusters and working groups, for example, looked at mental health, long term care, and the benefit package and coverage for low-income and non-working families. On this last issue there was also a working group that explored health policy initiatives for underserved populations. This multiple focus on related issues proved to be an excellent method for ensuring that the complexity of these topics was sufficiently explored. There was a published schedule for when these groups met together, and members of other groups who had similar or overlapping concerns were invited to attend and to participate.Every week or so, all of the working groups reported to the Task Force leadership, under the direction of Ira Magaziner, in a process called a "tollgate." Prior to the tollgate, the working groups were required to submit formal written analyses of the problems they had most recently been considering. Copies of these documents were placed in a special room so that those who were interested could review... (shrink)

During the twentieth century, the view that assertions and norms are valid insofar as they respond to principles independent of all local and temporal contexts came under attack from two perspectives: the partiality of translation and the intersubjective constitution of the self, understood as responsive to recognition. Defenses of universalism have by and large taken the form of a thinning out of substantive universalism into various forms of proceduralism. Alessandro Ferrara instead launches an entirely different strategy for transcending the particularity (...) of context without contradicting our pluralistic intuitions: a strategy centered on the exemplary universalism of judgment. Whereas exemplarity has long been thought to belong to the domain of aesthetics, this book explores the _other_ uses to which it can be put in our philosophical predicament, especially in the field of politics. After defining exemplarity and describing how something unique can possess universal significance, Ferrara addresses the force exerted by exemplarity, the nature of the judgment that discloses exemplarity, and the way in which the force of the example can bridge the difference between various contexts. Drawing not only on Kant's _Critique of the Power of Judgment_ but also on the work of Hannah Arendt, John Rawls, Ronald Dworkin, and Jürgen Habermas, Ferrara outlines a view of exemplary validity that is applicable to today's central philosophical issues, including public reason, human rights, radical evil, sovereignty, republicanism and liberalism, and religion in the public sphere. (shrink)

The article reveals some approaches to the notion of the balance between “life and work”. There are given constituents of the notion “work and life”, also we offered basic orientations of policy in achievement the correspondent balance, analyzed possible consequences of establishment/violation for a person or business, in particular for enterprises in the tourism and hospitality sphere. There are given and analyses survey results of the specialists in tourist enterprises concerning the balance between working and free time. Several kinds of (...) organizational culture are outlined and given monitoring results on these kinds in tourist agencies of Dnipropetrovs’k and Dnipropetrovs’k region. We determined that adherence of the employees of recreational enterprises to their working places depends on their awareness of the possibility in achievement in the working place the balance between working and free time. Secondly, we found out that employer’s help was more important than family support as to reducing stress and leveling industrial conflicts. Thirdly, there exist significant dependence between employee turnover in tourist and some other enterprises and unbalancing between «public» and «individual». There is emphasized the role of organizational culture in finding the compromise between public and private, and given recommendations as to its reinforcement. (shrink)

As a practicing clinical nurse, a phenomenon I experienced at times was the sudden acute sense that something was going wrong with a person in care at the sub‐critical unit in the hospital where I worked. In fact, many hospital nurses have their story of “something's not right” in relation to a person they were caring for/with, in that the day started with them on a coherent path to healing and then suddenly the nurse feels something is going very (...) wrong, and yet there is nothing observable that would justify such a feeling. This feeling would be called “intuition” by many nurses, a concept most notably theorized in nursing by Patricia Benner in her extensive program of scholarship. Benner defines intuition as “understanding without rationale.” Benner opposes embodied intuition and rational abstract reasoning and creates criteria for the use of each by nursing depending on whether the clinical situation is familiar or novel. The philosophical idea is that the new must be reasoned with a different mode of thought than the familiar. Charles Sanders Peirce was a philosopher of reasoning. He defined logic as the theory of reasoning, which by the end of his career he was declaring was only another name for semiotic. Peirce argued that all reasoning/semiosis is done through signs, or more accurately sign‐activity. Semiotic is the philosophical schema providing the concepts and methods by which semiosis ‐ reasoning ‐ happens. Importantly, semiotic does not oppose different modes of thought, and conceptualizes reasoning as a process that functions in familiar as well as novel situations. In this paper I describe Peirce's philosophy of semiotic. I then provide an example relevant to nursing by conducting a semiosis of the nursing scenario above to show how nursing “works chance,” or novelty, in a way that doesn't need to resort to rational abstract reasoning and yet is different than Benner's notion of intuition. (shrink)