According to Sternberg (Transformational giftedness. In T. L. Cross & P. Olszewski-Kubilius (Eds.), Conceptual frameworks for giftedness and talent development (pp. 203–234). Prufrock Press, 2020; Transformational vs. transactional deployment of intelligence. Journal of Intelligence, 9(15), 2021), transformationally gifted children are those who view to make a positive, meaningful, and enduring difference to the world. To reach their goal, they need competencies to deal with the complexities of the twenty-first century. This means: they must understand the features of complex problems (...) to develop solutions for them. What they need is a kind of critical thinking paired with systems competency, i.e., the ability to construct mental models of abstract systems, to form and test hypotheses about these systems, and to develop strategies for system identification and successful control of such systems. Also, a strong emphasis on values is needed. (shrink)

Summary Principles Timely support for patients and people close to them, and effective, sensitive communication are essential. Decisions must be based on the individual patient's circumstances and reviewed regularly. Sensitive advance discussion should always be encouraged, but not forced. Information about CPR and the chances of a successful outcome needs to be realistic. Practical matters Information about CPR policies should be displayed for patients and staff. Leaflets should be available for patients and people close to them explaining about CPR, how (...) decisions are made and their involvement in decisions. Decisions about attempting CPR must be communicated effectively to relevant health professionals. In emergencies If no advance decision has been made or is known, CPR should be attempted unless: the patient has refused CPR; the patient is clearly in the terminal phase of illness; or the burdens of the treatment outweigh the benefits. Advance decision making Competent patients should be involved in discussions about attempting CPR unless they indicate that they do not want to be. Where patients lack competence to participate, people close to them can be helpful in reflecting their views. Legal issues Patients' rights under the Human Rights Act must be taken into account in decision making. Neither patients nor relatives can demand treatment which the health care team judges to be inappropriate, but all efforts will be made to accommodate wishes and preferences. In England, Wales and Northern Ireland relatives and people close to the patient are not entitled in law to take health care decisions for the patient. In Scotland, adults may appoint a health care proxy to give consent to medical treatment. Health professionals need to be aware of the law in relation to decision making for children and young people.IntroductionWhy policies are neededCardiopulmonary resuscitation can be attempted on any person whose cardiac or respiratory functions cease. Failure of these functions is part of dying and thus …. (shrink)

Like many others, I have resisted the idea that education, in general, is a form of training. We always talk about training for something, while an educated person is not educated for any one thing. But for this very reason, I do not wish to abandon the term ‘teacher training’ in favor of ‘teacher education’, although ideally I would prefer to speak of ‘teacher preparation’ because the term ‘training’ always reminds me of monkeys. I shall use the terms ‘training’ and (...) ‘preparation’ interchangeably, with both standing in contrast to ‘education’. All persons deserve to be educated; there is nothing specific to teachers here. Teacher training, whether general or specific to a subject or discipline, remains a contentious business. Some regard Pedagogy as a legitimate subject area and structure training around it; others prefer to see teacher training firmly in the context of the various disciplines that teachers will, in turn, be teaching: mathematics, literature, history and, in this case, philosophy. Indeed, when it comes to training teachers to teach philosophy, the problem is exacerbated by the plain fact that most teachers have no formal background in philosophy. So we are faced with the rather daunting prospect of providing such a background as well as providing whatever is needed in order to teach philosophy to others. Matthew Lipman and Ann Margaret Sharp were well aware of this challenge when they set up the first training programs in Philosophy for Children at Montclair State College in the early 1970s; hence the requirement that if classroom teachers were not actually qualified in philosophy, at least those who trained them to do philosophy with children should be. However, this idealistic model was always going to be difficult to apply. The problem, as it developed in countries around the world, was two-fold: teachers with little or no philosophical background were, increasingly, being trained by other educators who were in the same boat ; and conversely, when professional philosophers did become involved in teacher training, it quickly became apparent that they lacked any real training in pedagogy, and so were inadequate to the task of modeling the role of the teacher in the classroom. To look on the bright side, some constructive attempts have been made to resolve these shortcomings. The one with which I am most familiar is the Australian model for what is termed ‘Level Two training’, that is, training those who will, in turn, train and work with classroom teachers. This model recognizes the complementary requirements of philosophical and pedagogic expertise, respectively, by awarding certificates of achievement based on whether those trained have come from the discipline of philosophy, the practice of teaching, or both. Ideally, then, training workshops for teachers would be directed by at least one person in the former category, and at least one in the latter. (shrink)

We suggest that there is a need for those who seek to explore issues associated with the implementation of citizenship education in England to clarify its specific nature. This can be done, at least in part, through a process of comparison. To that end we review some of the connections and disjunctions between 'character education' and 'citizenship education'. We argue, drawing from US and UK literature but focusing our attention on contexts and issues in England, that (...) there are indeed some broad areas of overlap between these two fields. Citizens should be of 'good' character and the educational initiatives that we consider both emerge from a concern about current trends in society. However, we suggest that the overlaps with citizenship education principally apply when character education is drawn very broadly. When we examine a particular approach to character education that is often US-based, and titled as 'citizenship', we note many contrasts with citizenship education as formulated in the National Curriculum for England. We suggest that citizenship educators in England need to interpret claims about the similarity between these two fields with caution, or meanings that apply to both character education and citizenship education will be distorted. (shrink)

ABSTRACT: This article discusses, principally from an English perspective, globalisation, global citizenship and two forms of education relevant to those developments (global education and citizenship education). We describe what citizenship has meant inside one nation state and ask what citizenship means, and could mean, in a globalising world. By comparing the natures of citizenship education and global education, as experienced principally in England during, approxim-ately, the last three decades, we seek to develop a clearer (...) understanding of what has been done and what might be done in the future in order to develop education for global citizenship. We suggest that up to this point there have been significant differences between the characterisations that have been developed for global education and citizenship education. These differences are revealed through an examination of three areas: focus and origins; the attitude of the government and significant others; and the adoption of pedagogical approaches. We suggest that it would be useful to look beyond old barriers that have separated citizenship education and global education and to form a new global citizenship education. Their separation has in the past only perpetuated the old understandings of citizenship and constructed a constrained view of global education. (shrink)

Global citizenship education (GCE) within schools in England is increasingly being reoriented to address a statutory duty to promote fundamental British values (FBV). This multi-method study investigates the influence of critical GCE within initial teacher education in reshaping awareness, understanding and disposition towards FBV amongst beginning teachers. Findings highlight a tension between growing confidence and understanding of how to implement the FBV agenda and the development of autonomous dispositions of the kind demanded for the practice of (...) critical GCE. Four teacher orientations towards FBV are developed and explored, demonstrating the role of practice-based learning for the cultivation of critical dispositions. (shrink)

A typical discussion around health reform in the U.S. focuses on how the nation can most effectively and efficiently extend insurance coverage to the rising number of people who have none. Furthermore, discussions about health care reform typically are centered on times of normalcy, when the health care system is not overly taxed and there is the luxury of time to think about everyday matters of health and health care, including health care services needed to prevent illness, treat conditions, and (...) address individual emergencies. But in light of the lessons learned over the past decade, it is also essential to consider how any reformed health care system will react to and mitigate the consequences of a public health emergency. (shrink)

To fully understand human language, an evolved trait that develops in the young without formal instruction, it must be possible to observe language that has not been influenced by instruction. But in modern societies, much of the language that is used, and most of the language that is measured, is confounded by literacy and academic training. This diverts empirical attention from natural habits of speech, causing theorists to miss critical features of linguistic practice. To dramatize this point, I examine data (...) from a special population––the canal boat children of early twentieth century England––whose language developed without academic influence, but was evaluated using instruments designed primarily for academic use. These data, taken together with related research, suggest that formal instruction can convert language from a purely biological trait that was selected, to a talent that was instructed, while altering the users of language themselves. I then review research indicating that formal instruction can also mask or distort inter-sexual differences in the social applications of language, a significant handicap to evolutionary theorizing. I conclude that if biological theories of language are to succeed, they must explain the spontaneous speaking practices of naturally behaving individuals. (shrink)

This Article addresses the general question of "why citizenship?" through the lens of children’s citizenship. It unpacks the different elements of substantive citizenship and considers what they mean for children: membership and participation; rights; responsibilities; and equality of status, respect and recognition. It then discusses the lessons that may be learned from feminist critiques of mainstream constructions of citizenship, paying particular attention to the question of capacity for citizenship. It concludes by suggesting that (...) much of the literature that is making the case for recognition of children as citizens is not so much arguing for the wholesale extension of adult rights and obligations of citizenship to children but recognition that children’s citizenship practices constitute them as de facto, even if not complete de jure, citizens. More broadly, the Article argues that this position points towards an understanding of citizenship which embraces but goes beyond that of a bundle of rights. (shrink)

The promotion of ‘Global Citizenship’ (GC) has emerged as a goal of schooling in many countries, symbolising a shift away from national towards more global conceptions of citizenship. It currently incorporates a proliferation of approaches and terminologies, mirroring both the diverse conceptions of its nature and the socio-politico contexts within which it is appropriated. This paper seeks to clarify this ambiguity by constructing a typology to identify and distinguish the diverse conceptions of GC. The typology is based on (...) two general forms of GC: cosmopolitan based and advocacy based. The former incorporates four distinct conceptions of GC – namely, the political, moral, economic and cultural; the latter incorporates four other conceptions – namely, the social, critical, environmental and spiritual. Subsequently, we briefly illustrate how the typology can be used to evaluate the critical features of a curriculum plan designed to promote GC in England. The typology provides a novel and powerful means to analyse the key features of the very diverse range of educational policies and programmes that promote GC. (shrink)

There are several models for delivering bad news, the most important and widely used being the SPIKES protocol. Cultural differences in breaking bad news in different societies with different cultures call for special attention. Muslim societies are examples of communities with special cultural and religious requirements. Then, when collecting information about a person's perception of the illness or the incident, consider his or her view of spirituality and the effect of calamities on human transcendence so as to assess (...) the type and amount of information the patient or the family needs. When preparing a suitable setting for delivering bad news, pay attention to the spiritual needs of Muslims such as the possibility of prostration, recitation of Qur'an, and talking to God in private or even aloud. Be aware of, pay attention to, and respect particular religious views of the patient, and if necessary, correctly exploit such views to deliver bad news. Although some Muslim patients may have no demands for transcendence and human growth at the first stage, but over time and after accepting the condition, they will have demands. Therefore, health care providers must provide the necessary facilities for Muslim patients in terms of the required information, setting, and people present in the setting and provide information appropriate to the culture of these patients so as to give an excellent and comprehensive care. (shrink)

The issue of voting rights for older children has been high on the political and philosophical agenda for quite some time now, and not without reason. Aside from principled moral and philosophical reasons why it is an important matter, many economic, environmental, and political issues are currently being decided—sometimes through indecision—that greatly impact the future of today’s children. Past and current generations of adults have, arguably, mortgaged their children’s future, and this makes the question whether (some) (...) children should be granted the right to vote all the more pressing. Should (some) children be given the right to vote? Moreover, does the answer to this question depend on civic education, on whether children have been deliberately prepared for the exercise of that right? These are the questions that will occupy us in this article. Our answer to the first will be that older children—children roughly between 14 and 16 years of age1—ought to be given the right to vote. (shrink)

We explore aspects of what it means to be a ‘moderate’ Muslim in Britain. Based on interviews with 21 Muslim intellectuals or those active in public or community debates (not all of whom were happy with the term ‘moderate Muslims’), we examine what these Muslims think about multiculturalism. While there is a variety of views, the respondents are promulticulturalism as long as it includes faith as a dimension of ‘difference’, something they believe has only belatedly, tentatively and slowly (...) happened in Britain. Most of the other aspects of the multicultural ideal and criticisms of contemporary British practice, such as the distinction between mutual respect and tolerance, the importance of non-separateness and dialogue, the need for transformative change on the part of the minorities as well as the majority, seem to be similar to the views held by non-Muslim British multiculturalists. Yet some believe that the Qur’an, Islam and Muslim history are powerful sources of multi-culturalism and represent a form superior to any that has been developed elsewhere or is on offer in the contemporary West. This view was held by those who are experts in using and engaging with contemporary Western discourses rather than those who are authorities in interpreting Islamic texts, and so they, like most others in the group could be said to be a relatively new kind of Muslim public figure. (shrink)

Discourse between pupils represents a core element of citizenship education in England. However, as it is currently presented within the curriculum, discourse adopts the form of the rather broad terms of 'discussion' and 'debate'. These terms are diffuse, and in themselves offer little pedagogical guidance for teachers implementing the curriculum in schools. Moreover, there has been little academic reflection in England as to how theoretical ideas on civic dialogue may usefully inform approaches to pupil discourse. For this (...) reason, how pupils experience discursive learning activities is likely to depend on how individual schools and teachers understand the terms 'discussion' and 'debate' and the way in which this understanding is translated into pupil learning activities. This article explores how recourse to deliberative democratic theory, and in particular to the principle of contestatory deliberative democracy found within recent republican writing, may be useful in helping educators to consider critically the capacities needed for effective civic discourse as a well as the outcomes of pupils' dialogical engagement. (shrink)

Do states have a right to exclude prospective immigrants as they see fit? According to statists the answer is a qualified yes. For these authors, self-determining political communities have a prima facie right to exclude, which can be overridden by the claims of vulnerable groups such as refugees and children born in the state’s territory. However, there is a concern in the literature that statists have not yet developed a theory that can protect children born in the territory (...) from being excluded from the political community. For if the self-determining political community has the right to decide who should form the self in the first place, then that right should count against both newcomers by immigration and newcomers by birth. Or so the concern goes. In this essay, I defend statism against this line of criticism and provide a liberal justification for the inclusion of children born within the state’s borders. My account leads to some surprising implication for citizenship law, as well as immigration arrangements in the area of asylum and unauthorized immigration. (shrink)

In this article, I argue that we should revise our understanding of physical fitness to include preparation for challenging physically mediated life experiences—such as aging, disability, illness, reproduction, and death—as an important goal of physical activity. Such a revision is needed because the messages about fitness we encounter through “fitness ideology” can undermine the cultivation of skills and perspectives important for finding meaning, equanimity, and even happiness in light of such experiences. Because one of the ways that fitness ideology undermines (...) personal growth and well-being is through the promotion of fear and denial of our mutability and mortality, I focus on death, generally the most... (shrink)

Visual analytics (VA) combines the strengths of human and machine intelligence to enable the discovery of interesting patterns in challenging datasets. Historically, most attention has been given to developing the machine component—for example, machine learning or the human-computer interface. However, it is also essential to develop the abilities of the analysts themselves, especially at the beginning of their careers. -/- For the past several years, we at the University of British Columbia (UBC)—with the support of The Boeing Company—have experimented (...) with various ways of preparing undergraduate students for VA. Although inspired by the need to prepare students to become visual analysts, the result turned out to be fairly general in scope, applicable to other analytical approaches, as well as more general research. In hindsight, this makes considerable sense. Although the visual component of VA is necessary, it is insufficient; many analytical activities at the human end involve nonvisual skills, such as effective decision-making and the ability to quickly focus on the relevant parts of a problem. -/- The result of this experimentation is a third-year undergraduate course titled Cognitive Systems 303 (COGS 303) that focuses on “VA unplugged”—that is, on developing investigative abilities prior to training on the VA systems themselves. It was felt that if students focused on developing basic analytical habits of thought prior to learning VA systems, these habits would be reinforced by subsequent practice on “live” systems. (shrink)

The diagnosis of attention-deficit hyperactivity disorder is a subject of controversy, for a host of reasons. This paper seeks to explore the manner in which children's interests may be subsumed to those of parents, teachers, and society as a whole in the course of diagnosis, treatment, and labeling, utilizing a framework for children's citizenship proposed by Elizabeth Cohen. Additionally, the paper explores aspects of discipline associated with the diagnosis, as well as distributional pathologies resulting from the application (...) of the diagnosis in potentially biased ways. (shrink)

This three-volume history of England from before the Roman conquest through to the Glorious Revolution of 1688 was originally serialised in Charles Dickens' magazine Household Words between 1851 and 1853. The text was published in book form in the same period, although each volume was post-dated to the following year. Dickens dedicated the work to his own children, intending it to be a stepping stone to more substantial histories. The volumes were popular with readers for decades, and were (...) used in British schools well into the twentieth century. Dickens employs his signature style to bring events and personalities to life, making use of vivid similes, unabashedly partisan language and direct speech, as well as the occasional moral lesson. Volume 2 covers the period from the reign of Henry III through to the death in 1485 of the 'usurper and murderer' Richard III. (shrink)

© The Author. Published by Oxford University Press on behalf of the Oxford Centre for Islamic Studies. All rights reserved. For Permissions, please email: journals.permissions@oup.comRehana Ahmed’s Writing British Muslims: Religion, Class and Multiculturalism is a work of both literary criticism and sociological analysis which ‘combines detailed readings of texts’ with a ‘sustained engagement with their social context’. This is a difficult balance to maintain, however, and as the book proceeds, the author seems to be less concerned to use her (...) detailed knowledge of Muslim society and culture in Britain to enrich the readers’ understanding of the texts under consideration, and more concerned to use the texts to shed light on debates surrounding multiculturalism and the challenges and opportunities facing British Muslims today. Though she restricts her attention to a few select texts published within the last 30 years by British writers of South Asian Muslim heritage,... (shrink)

This three-volume history of England from before the Roman conquest through to the Glorious Revolution of 1688 was originally serialised in Charles Dickens' magazine Household Words between 1851 and 1853. The text was published in book form in the same period, although each volume was post-dated to the following year. Dickens dedicated the work to his own children, intending it to be a stepping stone to more substantial histories. The volumes were popular with readers for decades, and were (...) used in British schools well into the twentieth century. Dickens employs his signature style to bring events and personalities to life, making use of vivid similes, unabashedly partisan language and direct speech, as well as the occasional moral lesson. Volume 1 covers the period from the campaigns of Julius Caesar up to the close of the reign of the 'miserable brute' King John. (shrink)

This three-volume history of England from before the Roman conquest through to the Glorious Revolution of 1688 was originally serialised in Charles Dickens' magazine Household Words between 1851 and 1853. The text was published in book form in the same period, although each volume was post-dated to the following year. Dickens dedicated the work to his own children, intending it to be a stepping stone to more substantial histories. The volumes were popular with readers for decades, and were (...) used in British schools well into the twentieth century. Dickens employs his signature style to bring events and personalities to life, making use of vivid similes, unabashedly partisan language and direct speech, as well as the occasional moral lesson. Volume 3 covers the period from Henry VII through to the fall of James II, with a short chapter on events between 1688 and the accession of Queen Victoria. (shrink)

This three-volume history of England from before the Roman conquest through to the Glorious Revolution of 1688 was originally serialised in Charles Dickens' magazine Household Words between 1851 and 1853. The text was published in book form in the same period, although each volume was post-dated to the following year. Dickens dedicated the work to his own children, intending it to be a stepping stone to more substantial histories. The volumes were popular with readers for decades, and were (...) used in British schools well into the twentieth century. Dickens employs his signature style to bring events and personalities to life, making use of vivid similes, unabashedly partisan language and direct speech, as well as the occasional moral lesson. Volume 1 covers the period up to 1216. Volume 2 continues from Henry III to Richard III. Volume 3 traces events from Henry VII's accession to James II's fall. (shrink)

This three-volume history of England from before the Roman conquest through to the Glorious Revolution of 1688 was originally serialised in Charles Dickens' magazine Household Words between 1851 and 1853. The text was published in book form in the same period, although each volume was post-dated to the following year. Dickens dedicated the work to his own children, intending it to be a stepping stone to more substantial histories. The volumes were popular with readers for decades, and were (...) used in British schools well into the twentieth century. Dickens employs his signature style to bring events and personalities to life, making use of vivid similes, unabashedly partisan language and direct speech, as well as the occasional moral lesson. Volume 1 covers the period from the campaigns of Julius Caesar up to the close of the reign of the 'miserable brute' King John. (shrink)

This contribution to the Common Knowledge symposium on xenophilia documents and discusses the life and work of an important but neglected early British convert to Islam, the fifth Baron Headley, Rowland George Allanson Allanson-Winn, and also comments on the nature of the kind of xenophilia that can lead to conversion. The essay argues that Lord Headley's attraction to the Muslim world and his religious conversion in 1913 were typical of a small minority of Britons who chose Islam with (...) the guidance of Indian Muslim missionaries in the first half of the twentieth century. But it also shows that Headley's privileged social position enabled him to become a leader of the nascent British Muslim community and an international ambassador for Islam between the wars. A staunch defender of Islam and Muslims, Headley was not wholly uncritical of them and made public pronouncements especially about the spread of sectarianism in Islam and about how that faith needed to be practiced differently in the West. (shrink)

It often makes for interesting discussion whether or not knowledge of survival evidence makes one more prepared for the death of a loved one. Raw emotion will almost always win out over intellectual reasoning, so the very notion of being prepared may be nothing more than fanciful thinking. However, a recent occurrence in my life has led me to believe that knowledge and experience can lead to acceptance. After losing my fifteen year old daughter in the blink (...) of an eye sixteen years ago, I was firmly entrenched in materialist thinking and I looked upon the suggestion of life after death as ridiculous and hurtful. I was mired in the deep chasm of despair with no hope of ever escaping the horror. Although I was apparently the recipient of what many would call striking examples of after death communications, I summarily dismissed each occurrence as coincidence. Despite the preponderance of the evidence I fought the acceptance of such a possibility for several years. Fortunately I journaled each episode and eventually sought the help of a statistician to help me calculate the odds against chance of each communication occurring. Only after seeing the hard numbers involving twenty incidents, each with odds against chance exceeding a million to one, did I relent. So, after spending the last sixteen years immersed in the investigation of survival, learning extensively about the empirical and anecdotal evidence, would I be better prepared for a future death of a loved one? (shrink)

The article presents the findings from a survey of over 400 young people in metropolitan areas in the Netherlands and England concerning their views on identity and school history. The research explored pupils' ideas about which facets of history were of interest to them, what history they believed should be taught in schools, and their views on the purposes of school history and history in general. The coding of the data made it possible to delineate between those from different (...) ethnic minority backgrounds, boys and girls, age and level of education and first or second generation of migration. The study revealed significant differences between young people's ideas about history and identity, and those advanced by politicians and policy makers in the Netherlands, England and elsewhere. The concluding section of the paper considers the implications of the findings for policy makers in the field of history education in schools. (shrink)

What should we do about children and young people who want to be tested for incurable, adult onset, genetic disorders? In particular, what should a general practitioner do if he or she believes the young person is competent to decide, but the regional genetics unit refuses to test anyone under 18? In this article I discuss such a case (drawn from actual practice, but anonymised), and consider the arguments for and against allowing the young person to be tested in (...) terms of good practice, case and statute law, empirical evidence, and ethics. (shrink)

The issue of communicated accountability is particularly important in Faith-Based Charity Organisations as the donated funds and use of those funds are often meant to fulfil religious obligations for the well-being of society. Integrating Stewart’s (1984) ladder of accountability with the Statement of Recommended Practice guidance for charities, this paper examines communicated accountability practices of Muslim and Christian Charity Organisations in England and Wales. Our content analysis results indicate communicated accountability to be generally limited, focusing on providing (...) basic descriptive information rather than judgement-based information. Our interviews with trustees and preparers of Trustee Annual Reports in Muslim Charity Organisations identified the reasons being due to high donor trust and consequently weak demand by stakeholders for the latter type of information, as well as internal organisational issues related to the organisational structure and culture, lack of internal professional expertise and high accountability cost. (shrink)

Islamic values are among the topics that are considered by people in an Islamic society in human and organisational life and paying attention to them can have positive consequences for the individual and the organisation. The purpose of this study is to investigate the effect of Islamic values on citizenship behaviours of Muslim citizens. The research is applied in terms of purpose and descriptive-survey in terms of nature and method. The statistical population of this research includes 2600 (...) class='Hi'>Muslim employees of 45 manufacturing Indonesian organisations in 2021. The sample size was estimated to be 335 by simple random sampling. The data collection tool of this study is a questionnaire. The validity of questionnaire was confirmed by confirmatory factor analysis and reliability by Cronbach's alpha coefficient; further, data analysis was performed using linear structural relationships (LISREL) software. The results of structural equations modeling showed that Islamic values have a positive and significant effect on citizenship behaviours of Muslim citizens (p = 0.78; T-Value= 8.62). CONTRIBUTION: The results showed that paying attention to Islamic values in the organisation contributes to citizenship behaviours of people. Therefore, it is suggested that Islamic values be the basis of staff activities and employees who are more committed to these values in the organisation should be encouraged by the management of organisations. (shrink)

Islamic values are among the topics that are considered by people in an Islamic society in human and organisational life and paying attention to them can have positive consequences for the individual and the organisation. The purpose of this study is to investigate the effect of Islamic values on citizenship behaviours of Muslim citizens. The research is applied in terms of purpose and descriptive-survey in terms of nature and method. The statistical population of this research includes 2600 (...) class='Hi'>Muslim employees of 45 manufacturing Indonesian organisations in 2021. The sample size was estimated to be 335 by simple random sampling. The data collection tool of this study is a questionnaire. The validity of questionnaire was confirmed by confirmatory factor analysis and reliability by Cronbach's alpha coefficient; further, data analysis was performed using linear structural relationships (LISREL) software. The results of structural equations modeling showed that Islamic values have a positive and significant effect on citizenship behaviours of Muslim citizens (p = 0.78; T-Value= 8.62). CONTRIBUTION: The results showed that paying attention to Islamic values in the organisation contributes to citizenship behaviours of people. Therefore, it is suggested that Islamic values be the basis of staff activities and employees who are more committed to these values in the organisation should be encouraged by the management of organisations. (shrink)

Statutory requirements for compulsory Relationships and Sexuality Education (RSE) in the UK is generating concern among many religious communities and reigniting debates about the purpose of School Based Sexuality Education (SBSE). Among the communities voicing their dissent are members of the British Islamic community. Quranic scripture deems obligatory the teaching and learning about all aspects relevant to human sexuality, however, religion, and in particular Islam, is widely viewed as hostile to sexuality education. Whilst Muslim objection to ‘progressive’ agendas (...) in SBSE (i.e., same-sex relations, gender fluidity, pleasure and desire) is generating much attention, equal attention to understanding the Islamic theological, philosophical and epistemological underpinnings of these views, is less frequently sought. The purpose of this paper is to foreground Islamic responses to some of the ‘progressive’ topics featuring in RSE and SBSE more broadly. Using British printed media sources and Critical Discourse Analysis, this paper aims to make sense of British Muslim parents’ objections to ‘progressive’ sexuality education. A more concerted focus on Islamic underpinnings of these views is imperative to alleviate negative responses to Muslim positions on this subject as well as inform the ongoing dilemma of finding ways in which religious diversity be addressed in SBSE. (shrink)

The body of the deceased is not an object but still a person. It deserves to be treated respectfully, and often this respect is expressed through religious rites. However, problems arise when the family of the deceased follow different faiths and disagree over the burial rite. Such a scenario is examined in this study where the immediate family of the deceased professed different faiths and could not agree on the burial rites to be performed. This research is intended to examine (...) the issue of burial rights as a reason for interfaith conflict. Who has the right to prepare the body of the deceased for the burial? Which rites should be followed? Using the theological and legal approaches, we found that the conflict was caused by (1) belief in an afterlife and (2) law, culture and religion give the right to decide the burial or disposal of the body to living parties. The legitimate way to determine how to treat the body of the deceased and according to which religious rite the burial is to be performed is by confirming the religious identity of the deceased as stated in the legal document. In other words, the burial rites to be followed by the family of the deceased depend on the proven religious identity of the deceased, whether Christian or Muslim. Contribution: This article attempts to justify the right of the deceased to be buried according to their personal faith, which may not be identical with the faith practised and professed by their family. In cases of religious conversion, both parties claim their right to bury the deceased according to their own religious rites, and it is often difficult for both sides to reach an agreement. Nevertheless, this conflict can be resolved peacefully if the rights of the deceased are respected by the bereaved. (shrink)

David Carr's account of the nature of professional work is described and examined. It is argued that Carr's criteria for distinguishing between professional and non–professional work are not adequate. The criteria are as follows: the professions’ essential role in promoting human flourishing; their contestability; their direct concern for the well–being of clients; their provision of a high degree of autonomy for practitioners. They do not mark out a qualitative difference between professions and other occupations. Carr's notion of civic necessities (...) applies to what he describes as non–professional as well as to professional work. The role of commercial considerations in the usefulness of some kinds of work is considered and a distinction is made between technical and occupational virtues. Carr treats professional virtues as occupational virtues without appreciating that nearly all occupations have both occupational and technical virtues. A significant part of the wouthwhileness of work is bound up with practice of the relevant occupational virtues. (shrink)

This article asserts that graduate study should include preparation for participation in the process of self-regulation to assure the responsible conduct of research in the scientific community. This article outlines the various ways in which doctoral study can incorporate such preparation. These suggested ways include the inculcation of general attitudes and values about professional self-regulation, various ways doctoral study can be configured so that future scientists are prepared to participate in the deterrence, detection and sanctioning of scientific wrongdoing. The (...) stages of doctoral study in the United States and their relevance to preparation for self-regulations are also discussed. Recommendations regarding an extended role for faculty advisors, graduate assistantships, coursework and departmental policies and activities are also advanced. (shrink)

This mini-monograph supplements the author’s “Beyond Competence,” which is also posted on this site. The latter asks how training is accomplished. But training success is ultimately judged by one’s success at the trained-for tasks. This leads to asking: “What makes people succeed at their tasks?” If this could be known, then preparation could be more effective. Such influences as training, talent, chance, and discipline are considered. Yet, for goals requiring creativity, decision making, or moral judgment, we find that training alone (...) cannot ensure success. In its elaboration on the issues for success, the discussion expands on the Thought Experiment, begun in “Beyond Competence,” based on Bernard Suits’ analyses of playing games. (shrink)

When faced with an urgent and credible threat of grave harm, we should take proportionate precautions. But what is it for a precaution to be “proportionate”? I construct a pragmatic analysis of consisting of four tests—permissibility-in-principle, adequacy, reasonable necessity and consistency—that could realistically be applied by a citizens’ assembly meeting online or in person. I apply these tests retrospectively to two examples from the COVID-19 pandemic—border closures and school closures—arguing that my account captures the key questions on which it is (...) both feasible and important to integrate expert input with democratic input. I then consider how we might try to manage the risk of future pandemics in a proportionate way. (shrink)

A philosophical discussion of children's well-being in which various existing views of well-being are discussed to determine their implications for children's well-being and a variety of views of children's well-being are considered and evaluated.

Questions of identity such as ‘Who am I?’ are often answered by appeals to one or more affiliations with a specific nation (citizenship), culture, ethnicity, religion, etc. Taking as given the idea that identity over time—including identification and re-identification—for objects of a particular kind requires that there be criteria of identity appropriate to things of that kind, I argue that citizenship, as a ‘collectivist’ concept, does not generate such criteria for individual citizens, but that the concept person—which specifies (...) the kind of entity that I am—does generate such criteria. Confusion on this point has led some writers on citizenship to equivocate between identity for individuals and what is properly called self-determination in terms of their group affiliations and commitments. In the second part of the paper, I articulate and defend a relational view of personhood, and argue that it provides adequate grounding for morality in general, and moral education in particular. While not denying the value of civics or citizenship education, the link between morality and citizenship is derivative, at best. Finally, I examine the implications of a relational conception of personhood for the specific context of schools and classrooms, arguing that this conception is appropriately represented when the classroom functions as a community of inquiry, in which each member is encouraged to see her/himself as one among others. Drawing on the theory and practice of Philosophy for Children, I conclude with a call to reunite citizenship and moral education with their philosophical roots. (shrink)

The question of what exactly is irrational about recalcitrant emotions—those that occur in tension or conflict with our beliefs—has been widely debated. Sabine Döring claims that such irrationality only emerges if we act on our recalcitrant emotion or engage in emotion-relevant reasoning in light of it. I here provide an account that acts as an extension to the latter part of this claim by considering in more depth the question of what is irrational about that reasoning, i.e., emotionally recalcitrant reasoning. (...) In doing so, I offer a somewhat alternative explanation to Döring's as to the form of irrationality involved. Where Döring argues that emotionally recalcitrant reasoning involves epistemic irrationality by way of conflicting judgments that are involved, I argue that our engagement in this reasoning is, in fact, practically irrational. This is because, I claim, it involves us “accepting”—treating as true—propositions that we do not believe to be true, in the absence of the kind of reasons that would usually rationalize doing so. Doing so constitutes a form of practical, rather than epistemic, irrationality. This is a conclusion I arrive at through a consideration of the nature of the reasoning our emotions in general tend to motivate. (shrink)

In the near future, experts predict, an influenza pandemic will likely spread throughout the world. Many countries have been creating a contingency plan in order to mitigate the severe health and social consequences of such an event. Examination of the pandemic plans of Canada, the United Kingdom and the United States, from an ethical perspective, raises several concerns. One: scarcity of human and material resources is assumed to be severe. Plans focus on prioritization but do not identify resources that would (...) be optimally required to reduce deaths and other serious consequences. Hence, these plans do not facilitate a truly informed choice at the political level where decisions have to be made on how much to invest now in order to reduce scarcity when a pandemic occurs. Two: mass vaccination is considered to be the most important instrument for reducing the impact of infection, yet pandemic plans do not provide concrete estimates of the benefits and burdens of vaccination to assure everyone that the balance is highly favorable. Three: pandemic plans make extraordinary demands on health care workers, yet professional organizations and unions may not have been involved in the plans' formulation and they have not been assured that authorities will aim to protect and support health care workers in a way that corresponds to the demands made on them. Four: all sectors of society and all individuals will be affected by a pandemic and everyone's collaboration will be required. Yet, it appears that the various populations have been inadequately informed by occasional media reports. Hence, it is essential that plans are developed and communication programs implemented that will not only inform but also create an atmosphere of mutual trust and solidarity; qualities that at the time of a pandemic will be much needed. (shrink)

Pets are truly great companions. Some individuals feel that owning a pet can help them prepare for a growing family by giving them a taste of what it would be like to have children. This study also looks into the psychological well-being and life experiences of LGBT fur parents. Employing the Interpretative Phenomenological Analysis, the findings of this study were: (1) With the presence of fur babies, participants had the ease to overcome stressful events, especially the ones that (...) affect their mental health. With these, they have the desire to take care of their fur babies under all circumstances because they see their fur babies as family members. Fur babies are excellent sources of motivation, confidence, and happiness for fur parents. They are treated as family members because they contribute to the mental and emotional aspects of fur parents. Moreover, the majority of respondents valued their pets far more than their actual family members, however, some didn't spend as much time with their relatives and friends. This study comes to the conclusion that a stronger bond with one's dog was also linked to higher anxiety about being unloved and rejected by family members and people surrounding us, which was linked to a heavier impact on one's psychological well-being. In reality, fur parents, especially LGBT parents, offer their fur babies a lot of love and attention compared to other things. (shrink)

This paper discusses the rationale for, and efforts to quantify the success of, philosophy outreach efforts at the University of North Carolina at Chapel Hill, with a focus on the National High School Ethics Bowl (NHSEB). We explore the program's democratic foundations and its potential to promote civic and intellectual virtues. After describing pioneering efforts to empirically access the impact of NHSEB, we offer recommendations to empower publicly and empirically-engaged philosophers to conduct further studies in the future.

In lieu of an abstract, here is a brief excerpt of the content:Navigating Hard Situations that Medical School Cannot Prepare You ForJenna BennettI imagined my first experience with grief as a medical student would be peaceful and measured, prompted by the quiet and peaceful [End Page 88] passing of an elderly individual who lived a long life, surrounded by loving family members comforting each other and reminiscing. Of course, I knew things would get harder—I just didn't expect it to be (...) during my first clinical experience as a medical student.My vision for my first experience with grief as a medical student was idealistic, but I was not unfamiliar with grief on a professional or personal basis. Prior to medical school, I was an aide at a long-term care facility. Many patients were on hospice, so end-of-life care and conversations took place daily without fear or shame. Deaths in this setting had happened as I envisioned—a natural course after a long life. Most of the time, the patients and their families were prepared and accepting. It was, of course, a somber occasion no matter how prepared everyone was, but death was almost never unexpected or met with anything other than tearful acceptance. As an aide, I felt honored to provide care at the end of one's life.In my personal life, I had similarly lost elderly family members. Although it was upsetting to have my loved ones pass away, no matter how much time we had to prepare, my family and I were never blind-sided and had time to discuss final wishes and cherish time together; however, for my family, there was one exception to this. When I was young, my father unexpectedly passed away from a heroin overdose. He was alone when he died, not even 30 years old.For a long time, I was ashamed of my father's death. I was very young, and I didn't understand the nature of addiction. I was angry, confused, and embarrassed. As a result, I created my own version that I thought was more palatable, for years telling everyone he had passed away surrounded by a loving family after a long battle with lung cancer.Over the years, I came to terms with my father's death. I learned that substance use is a disease, not a choice. I forgave my dad, along with eventually also forgiving myself for my years of denial and shame. His struggles and death ended up being a large motivation to pursue a career in the medical field, along with being a key part of my identity that I no longer hesitate to share. Despite having matured in this way long before starting medical school, I now recognize I still had some lingering rejection of the wide reality of tragedies that exist in our world.My first clinical experience as a medical student was a 3-week rotation with pediatric hospitalists. By the halfway point of this rotation, I was having a great time and was excited to finally be working with patients after months of sitting in lecture halls and late nights in the library. Of course, all the children we saw were sick, which was hard to see, but all the patients either had viral infections or chronic, but usually non-life-threatening, conditions. Therefore, everyone in our service rapidly improved with minimal interventions, and almost everyone was able to go home after just a few days. I was also encouraged by how loving and knowledgeable all of the family members of the patients were. Even when family members were upset and occasionally took frustrations out on the physicians I was working with, I was not shaken and empathized entirely, as I knew the families' reactions resulted from love and concern for their children. Overall, these initial experiences with patients and their families maintained my optimism that things wouldn't get emotionally hard for me anytime soon, but life, and subsequently medicine, do not wait for you to be ready.I was chatting with my attending one morning toward the latter half of this rotation. Another care team came into our small workroom, which was not unusual, but I could immediately tell something was different... (shrink)

This article explores how anticipations of parenthood differentially affect the career aspirations and choices of women and men who have not had children. Drawing from in-depth interviews conducted separately with 60 coupled young adults, I find that women in my sample were disproportionately likely to think and worry about future parenthood in their imagined work paths. Moreover, women were more likely than men to alter or downshift their present-day career goals in anticipation of the changes in preferences and responsibilities (...) that accompany new parenthood. Because men were unlikely to engage in the mental work of anticipating parenthood, they were also free from its emotional and behavioral consequences. In this way, gendered anticipations of parenthood, which begin relatively early in an individual’s career path, are likely to play a key role in reproducing patterns of labor market inequality even before the real constraints of parenthood have set in. (shrink)

A serious problem confronting discourses on recognition is that of showing equal respect for citizens’ diverse cultural identities whilst at the same time attending to feminist concerns. This article focuses on the complex issues emerging from the recent legislation prohibiting the Muslim veil in French state schools. I respond to these problems by defending two conditions of a postcolonial and feminist approach to the politics of recognition. This approach should be, first, transformative, in the sense of widening its conception (...) of core values through an engagement with cultural difference. Second, it should be critical in its orientation to practices affecting women adversely within any social group. An integration of these concerns is proposed in terms of ‘affective citizenship’. This approach supports the different components of women’s autonomous functioning, through a universalistic commitment to the creative expression of their hybrid identities. (shrink)

A growing body of literature focuses on practice as a central aspect of teacher education. Whereas this approach emerged mainly from teacher preparation programs in specific content areas such as math, science, and literacy studies, socially related educational fields have served as a peripheral player alone. Recently, however, scholars have suggested incorporating a practice-based approach to teacher education into the social studies. In this article, we draw on complexity theory to reexamine this proposal, evaluating the connections between teaching practices and (...) democratic citizenship. First, we introduce complexity theory. Second, we offer a critical examination of key publications discussing practice-based teacher education, using the components of complexity theory as an organizing scheme. We then highlight practice-based teacher education’s reductive aspects, leading to an argument that promoting democratic citizenship through civics teacher education should be seen as a complex endeavor where borders are blurred, interactions are nonlinear, and reality changes frequently. Finally, we offer to supplement the practice approach with aspects of teacher education that stem from complexity theory. (shrink)

(forthcoming) Journal of Medical Licensure and Discipline. Rapid advances in human genetics raise the prospect that one day we may be able to develop genetic enhancements to promote a diverse range of phenotypes (e.g. health, intelligence, behaviour, etc.). Perhaps the biggest challenge that genetic enhancements pose for medical practitioners is that they will compel us to re-think a good deal of the conventional wisdom of the status quo. Radical enhancements are likely to have this affect for a variety of reasons. (...) Firstly, the status quo is premised (at least in large part) on a sharp distinction between treatment and enhancement; a distinction that at least some genetic enhancements will call into question. Secondly, the prospect of radical enhancements requires us to keep an open mind concerning how we conceive of the harm of non-intervention (i.e. the harm of the status quo). And thirdly, some enhancements might compromise the preservation of personal identity. All of these issues may have important consequences for State Medical Boards, ranging from the way we view the aspiration to prevent harm and ensure reasonable standards of care, to malpractice, continuing competency and medical specialization. (shrink)

Children are routinely treated paternalistically. There are good reasons for this. Children are quite vulnerable. They are ill-equipped to meet their most basic needs, due, in part, to deficiencies in practical and theoretical reasoning and in executing their wishes. Children’s motivations and perceptions are often not congruent with their best interests. Consequently, raising children involves facilitating their best interests synchronically and diachronically. In practice, this requires caregivers to (in some sense) manage a child’s daily life. If (...) apposite, this management will focus partly on a child’s well-being. To be ably executed, an account of children’s well-being will need to be articulated. This chapter focuses on the nature of children’s well-being. It has five sections. The first section clarifies the focus. The second section examines some hurdles to articulating a view of children’s well-being. The third section evaluates some accounts of children’s well-being. The fourth section addresses the view that children possess features essential to them that make their lives on balance prudentially bad for them. The fifth section sums things up. (shrink)

This article presents the tradition of phenomenologically founded psychological research that was originally initiated by Amedeo Giorgi. This data analysis method is inseparable from the broader project of establishing an autonomous phenomenologically based human scientific psychology. After recounting the history of the method from the 1960’s to the present, we explain the rationale for why we view data collection as a process that should be adaptable to the unique mode of appearance of each particular phenomenon being researched. The substance (...) of the article is then devoted to a detailed outline of the method’s whole-part-whole procedure of data analysis. We then offer a sample analysis of a brief description of an ordinary daydream. This is an anxiety daydream in response to the recent Covid-19 pandemic. We present this daydream analysis in full to show the concrete hands-on 5 step process through which the researcher explicated the participants’ expressions from the particular to the general. From this brief sample analysis, the researcher offers a first-person reflection on the data analysis process to offer the reader an introduction to the diacritical nature of phenomenological psychological elucidation. (shrink)