What should and what should not to be counted as a human right? What does it mean to identify a right as a human right? And what are the most effective and legitimate means of promoting human rights? This book addresses these questions and the complex relationship between the answers to them.

This article addresses an issue overlooked in most of the literature on judicial review: the legitimacy of judicial review of a constitution's federal and structural provisions. Debates about the legitimacy of judicial review—at least as conducted throughout the Commonwealth—are usually focussed on rights. These debates appear to assume that the power of courts like the Australian High Court and the Canadian Supreme Court to interpret and enforce federal and structural provisions is unproblematic. This article tests that assumption and concludes that (...) those who hold democracy-based objections to constitutional rights should seriously reconsider, and perhaps oppose, federal and structural judicial review as well. (shrink)

This article contributes to debates concerning the sexualization of culture in the European context by analysing shifts in contemporary forms of British women’s sexual sexual subjectivities in relation to consumer culture. The article employs a ‘heterotopological’ analysis of how space is materialized through history, power and discourse. A two-part analysis is employed that, first, maps the history of British sex shops in relation to two discourses of sexuality and consumption, namely ‘safe’ and ‘seedy’; and second, analyses how these discourses can (...) be taken up and negotiated by young women today, as evidenced in a focus group discussion on ‘Ann Summers’. It concludes that new directions and interesting insights into the intersections of space, power, gender and sexuality within neoliberal postfeminist shifts in feminine identity can be made by considering female-oriented sex shops as ‘postfeminist heterotopias’. (shrink)

Formalised knowledge systems, including universities and research institutes, are important for contemporary societies. They are, however, also arguably failing humanity when their impact is measured against the level of progress being made in stimulating the societal changes needed to address challenges like climate change. In this research we used a novel futures-oriented and participatory approach that asked what future envisioned knowledge systems might need to look like and how we might get there. Findings suggest that envisioned future systems will need (...) to be much more collaborative, open, diverse, egalitarian, and able to work with values and systemic issues. They will also need to go beyond producing knowledge about our world to generating wisdom about how to act within it. To get to envisioned systems we will need to rapidly scale methodological innovations, connect innovators, and creatively accelerate learning about working with intractable challenges. We will also need to create new funding schemes, a global knowledge commons, and challenge deeply held assumptions. To genuinely be a creative force in supporting longevity of human and non-human life on our planet, the shift in knowledge systems will probably need to be at the scale of the enlightenment and speed of the scientific and technological revolution accompanying the second World War. This will require bold and strategic action from governments, scientists, civic society and sustained transformational intent. (shrink)

Formalised knowledge systems, including universities and research institutes, are important for contemporary societies. They are, however, also arguably failing humanity when their impact is measured against the level of progress being made in stimulating the societal changes needed to address challenges like climate change. In this research we used a novel futures-oriented and participatory approach that asked what future envisioned knowledge systems might need to look like and how we might get there. Findings suggest that envisioned future systems will need (...) to be much more collaborative, open, diverse, egalitarian, and able to work with values and systemic issues. They will also need to go beyond producing knowledge about our world to generating wisdom about how to act within it. To get to envisioned systems we will need to rapidly scale methodological innovations, connect innovators, and creatively accelerate learning about working with intractable challenges. We will also need to create new funding schemes, a global knowledge commons, and challenge deeply held assumptions. To genuinely be a creative force in supporting longevity of human and non-human life on our planet, the shift in knowledge systems will probably need to be at the scale of the enlightenment and speed of the scientific and technological revolution accompanying the second World War. This will require bold and strategic action from governments, scientists, civic society and sustained transformational intent. (shrink)

In this paper, we explore best practices for asynchronous discussions in graduate online bioethics education. We explain that online approaches have advantages and challenges in contrast to in-person discussions. Online challenges are lack of visual or auditory cues and technical access. Advantages include extended opportunities for specific focus, thoughtful reflection, and critical review. We found no significant review of related best practices in bioethics. Our more general literature review of graduate education and online approaches, plus experience in our own bioethics (...) graduate program, suggest provisional best practices that we detail. We reason that online graduate discussion provisionally should aim for a “community of inquiry” framework that incorporates cognitive, social, and teaching “presences,” as well as a learning presence. However, we also note unresolved concerns about whether the framework sufficiently addresses learning, is complete, and captures communicative functions. Drawing further on the literature, we also suggest best practices for instructor feedback to students about their discussion performance, including that remarks should be timely and specific. Summaries from two courses in our graduate bioethics program illustrate how we implement discussion strategies. Finally, we review assessment strategies and suggest that embedded formative assessments in discussion support and demonstrate deeper learning. Limitations in generalizability include that our review targets asynchronous and text-based online discussion, our program assessments do not necessarily detail best practices, student expectations and approaches could be rather particular to our program, and specific bioethics content in principle could alter best practices. (shrink)

The depiction of stones that speak has long been used as a literary and philosophical device to reflect upon the limitations of human language (i.e., language as a petrification of thought and action). Jacques Rancière has described stone’s capacity to bear witness as a form of “mute speech,” noting how “any stone can also be language,” as a part of the “testimony that mute things bear to mankind’s activity.” In exploring the character of this form of testimony, and (...) asking how we hear it, this article examines the function of the Stone Guest in the legend of Don Juan, across Molière’s and Pushkin’s theatrical versions, a short film version by Marina Fomenko, and Mozart and Da Ponte’s operatic version, so revered by Kierkegaard and others. The character of the Stone Guest is often seen as casting judgement against the aesthetic mode of life, yet the power of the character lies not in his ghostly humanity or sense of retribution, but in his stoniness – his capacity to bear witness, just as a stone monument bears witness or commemorates a past trauma. In a number of versions of the Don Juan story, the Stone Guest is announced by approaching footsteps or knocking. This acousmatic device mirrors the uncanny separation of sound and source in opera – the way in which music mediates between the conflicting imperatives of language and the corporeal or material aspects of the singing voice, lending opera its vaunted mechanical qualities. Using stones that speak as a heuristic, the article draws together ideas about the limitations of language and the mechanical qualities of opera in order to excavate the auditory affordances of the stone’s form of testimony, in all its inorganic liveliness. (shrink)

In this essay, Sarah Stitzlein and Amy Rector-Aranda, drawing on John Dewey's theoretical suggestions regarding how to best form publics capable of bringing about change through deliberation and action, offer teachers guidance on how to form and navigate spaces of political protest and become more effective advocates for school reform. Using Aaron Schutz's analysis of teacher activism as a point of departure, Stitzlein and Rector-Aranda argue for the development in schools of “small publics,” that is, Deweyan democratic spaces within (...) which teachers can dialogue and exchange ideas about the problems they face in the classroom. While Schutz treats this type of space merely as a stepping stone toward the real locus of political action, the power public, Stitzlein and Rector-Aranda argue that small publics are themselves important spaces where teachers can work together to frame problems and build coalitions and solidarity with other groups in order to take action in the wider public sphere and bring about change in schools. (shrink)

Throw: Harry throws a stone at Dick, hitting him. Intuitively, there is a moral difference between the first and the second case of each of these pairs.1 In the second case, the agent’s behavior is morally worse than his behavior in the first case. But in each pair, the agent’s behavior has the same outcome: in No Check and Shoot, the outcome is that a child dies, and Jim saves $40; in No Catch and Throw, the outcome is that (...) Dick is hit by a stone. Let us call these pairs of cases “the paradigm pairs.” The paradigm pairs, and others like them, provide evidence that common sense morality is not consequentialist: common sense morality does not judge the moral worth of actions just in terms of their consequences. But it has proved extremely difficult to provide an account of a morally relevant difference between the members of pairs like the ones above. One hypothesis about the difference that has received a lot of attention in the literature is that in the first kind of case the agent allows the outcome to occur, while in the second the agent makes the.. (shrink)

The Oxford Handbook of Hellenic Studies is a unique collection of some seventy articles, which together explore the ways in which ancient Greece has been, is, and might be studied. It is intended to inform its readers, but also, importantly, to inspire them, and to enable them to pursue their own research by introducing the primary resources and exploring the latest agenda for their study. The emphasis is on the breadth and potential of Hellenic Studies as a flourishing and exciting (...) intellectual arena, and also upon its relevance to the way we think about ourselves today. The book provides comprehensive guidance in areas such as epigraphy, numismatics, and manuscript studies. -/- There are two chapters specifically on ancient Philosophy. (shrink)

ABSTRACTThis article examines works by the American-born, Paris-based artist Sheila Hicks and her sense of the universal communicability of thread. Hicks bridges cultures and resists simple identification with any single nationality, media, or art historical paradigm. For these reasons and others, it is timely to examine her work and its relevance for pluralistic, feminist thought. The article situates Hicks in relation to Sarah Ruhl’s 2008 play Eurydice, to Heidegger’s essay “The Origin of the Work of Art,” and to ideas (...) about identity, borders, loss, and language. Hicks’s textiles and soft sculptures fall within a modernist, Bauhaus-inflected framework, but her ongoing experiments with colored lines, weaving, and installation show the way toward a tactile and sensory conception of language. As an artist whose practice revolves around entanglement, she reminds us of the infinite ways in which lineages cross and intersect, and she alerts us to foundational, material commonalities we share in our reliance on threads as clothing and protection. Placing Hicks and Ruhl alongside one another for the first time, the article shows the degree to which two women from different generations challenge overly narrow and too-often patriarchal definitions of what it means to speak, to listen, to grieve, and to remember. Hicks, through her fiber works, and Ruhl, through her reimagining and voicing of Eurydice, invite us to experience language as something porous, precarious, and deeply embodied. Together they demonstrate the value of crossing lines and learning to listen for the unspoken or the unspeakable. (shrink)

A necessary companion to the acclaimed Stone Reader, Modern Ethics in 77 Arguments is a landmark collection for contemporary ethical thought. Since 2010, The Stone—the immensely popular, award-winning philosophy series in The New York Times—has revived and reinterpreted age-old inquires to speak to our modern condition. This new collection of essays from the series does for modern ethics what The Stone Reader did for modern philosophy. New York Times editor Peter Catapano and best-selling author and philosopher Simon (...) Critchley have curated an unparalleled collection that illuminates just how imperative ethical thinking is in our day-to-day life. Like its predecessor, Modern Ethics in 77 Arguments explores long-standing ethical and moral issues in light of our most urgent dilemmas. Divided into twelve sections, the book opens with a series of broad arguments on existence, human nature and morality. Indeed, “big” questions of the human condition are explored by some of our best-known and most accomplished living philosophers: What is the meaning of our existence? Should we really “do what we love”? How should we respond to evil? Is pure altruism possible? Along with these examinations of timeless moral conundrums, readers will find arguments in the more contentious areas of religion and government: Can we have a moral life without God? Does it really matter if God exists? Is patriotism moral? Accessible and provocative, these pieces expose the persistence of the most basic themes and questions of moral and ethical life. Many of the essays stress the crucial importance of directly engaging the most pressing moral dilemmas in modern life. Should we be the last generation, knowing all the harm we’ve done to our planet? Should we embrace our inner carnivores, or swear off all animal products? From gun control and drone warfare to the morals of marriage and reproduction, readers will view familiar debates in new, surprising lights. The editors have meticulously arranged this book to reflect a wide range of perspectives, voices and rhetorical strategies. By directly addressing some of the most complex and troubling issues we face today—racial discrimination, economic inequality, immigration, citizenship and more—the volume reveals the profound power of ethics in shaping our perceptions of nearly every aspect of our lives. A jargon-free, insightful compendium, Modern Ethics in 77 Arguments offers a panoramic view of morality and is a critical addition to The Stone Reader that will energize and enliven the world of ethical thought in both the classroom and everyday American life. Including… The Meaningfulness of Lives by Todd May * A Life Beyond “Do What You Love” by Gordon Marino * Evolution and our Inner Conflict by Edward O. Wilson * Morals Without God? by Frans de Waal * Does It Matter Whether God Exists? by Gary Gutting * The Moral Hazard of Drones by John Kaag and Sarah Kreps * Can Refugees Have Human Rights? by Omri Boehm * Dear White America by George Yancy * Girlfriend, Mother, Professor? by Carol Hay * The End of “Marriage” by Laurie Shrage * When Vegans Won’t Compromise by Bob Fischer and James McWilliams * Should This Be the Last Generation? by Peter Singer. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Prufrock's Question and Roquentin's AnswerWilliam IrwinThere could not be two more different literary figures than the right-wing, religious T. S. Eliot and the left-wing, atheistic Jean-Paul Sartre. Yet there are striking connections between their first major publications, The Love Song of J. Alfred Prufrock (1917) and Nausea (1938). Eliot was aware of and critical of Sartre, especially in the commentary on No Exit in The Cocktail Party, and, no (...) doubt, Sartre became aware of Eliot.1 But as far as can be gleaned, Sartre did not read Eliot's Prufrock, prior to the publication of Nausea, despite his connection to Adrienne Monnier, the French translator of the poem. Indeed Simone de Beauvoir documents the couple's reading habits in some detail in The Prime of Life, including their admiration for Hemingway and Faulkner during that time, but there is no mention of Eliot or Prufrock.2Both the poem and the novel present us with subjective, mood-laden impressions of the internal melancholic lives of their protagonists. Like Prufrock, Roquentin admits "My passion was dead."3Nausea is presented as a diary intended to be read by no one, and Prufrock is presented as a self-confession that no one is to hear. As Guido da Montefeltro in the poem's epigram is willing to speak to Dante because he believes Dante will never return to share what he has heard with the living, so Prufrock is solipsistically introspecting. The "you" of "Let us go then, you and I" is likely Prufrock addressing himself. But if it is addressed to another person, it can only be a reader who is as hopeless as he is, with no chance of return or redemption—only such a reader would really understand what is said. The final line of the poem "Till human voices wake us, and we drown" takes us back to the "patient etherized upon a table." Like Roquentin, Prufrock has taken himself and the reader [End Page 184] by proxy on an inner journey, a dream-like state in which the real and surreal come together.In the opening stanza of the poem, Prufrock describes his internal cityscape as including "Streets that follow like a tedious argument / Of insidious intent / To lead you to an overwhelming question... / Oh, do not ask, 'What is it?'" The question is mentioned twice more, but it is never articulated. Obviously it is an issue of great existential import concerning the meaning of life. Though Prufrock does not verbalize it, the question must be essentially Roquentin's question to himself: "Can you justify your existence then? Just a little?" (p. 177).As we shall see, even though Sartre's philosophy as developed in Nausea and crystallized in Being and Nothingness comes later and likely with no knowledge of Prufrock, the philosophy can still shed light on the poem—and in a way that in turn elucidates the philosophy.4IMeaning for Sartre is found in existence itself, emerging through the coloring and conceptualization of consciousness.5 While this does not necessarily imply the stereotypical existential view that life is bleak, meaningless, and possibly not worth living, this does nevertheless seem to be the conclusion that Roquentin draws early in Nausea. Consider this dark concern: "My existence began to worry me seriously. Was I not a simple spectre?" (p. 86). Early in the novel Roquentin concludes "Nothing happens while you live. The scenery changes, people come in and go out, that's all. There are no beginnings. Days are tacked on to days without rhyme or reason, an interminable, monotonous addition" (p. 39). This life as Roquentin describes it sounds eerily like the humdrum pointless existence of Prufrock, who has measured out his life with coffee spoons and spit out the butt-ends of his days and ways amidst the monotony of women who come and go talking of Michelangelo—a great man he resembles not at all.Later in the novel Roquentin admits "And it was true, I had always realized it; I hadn't the right to exist. I had appeared by chance, I existed like a stone, a plant or a microbe. My life put... (shrink)

The male muse in the psychic territory Adrienne Rich called in 1971 ‘The Man’ represents sexualized death and phallic mourning, a concept of masculinity marked by the legacy of the 20th century’s two world wars. In the context of representations of ‘The Man’ in North American white women writers coming of age in the late 1950s and early 1960s, Sylvia Plath’s journal account of the Saint Botolph’s Review party, where she met her husband, and its fictional transformation in her (...) 1957 short story, ‘Stone Boy with Dolphin’, demonstrate Plath’s examination of the Bostonian Puritan heritage and the psychic aftermath of the Second World War. Plath’s constructions of heterosexual romance as participating in the history of Fascism and her concept of writing as sexy violence coincide culturally with Lacan’s theory of phallic signification. (shrink)

What exactly is hope and how does it influence our decisions? In How We Hope, Adrienne Martin presents a novel account of hope, the motivational resources it presupposes, and its function in our practical lives. She contends that hoping for an outcome means treating certain feelings, plans, and imaginings as justified, and that hope thereby involves sophisticated reflective and conceptual capacities. Martin develops this original perspective on hope--what she calls the "incorporation analysis"--in contrast to the two dominant philosophical conceptions (...) of hope: the orthodox definition, where hoping for an outcome is simply desiring it while thinking it possible, and agent-centered views, where hoping for an outcome is setting oneself to pursue it. In exploring how hope influences our decisions, she establishes that it is not always a positive motivational force and can render us complacent. She also examines the relationship between hope and faith, both religious and secular, and identifies a previously unnoted form of hope: normative or interpersonal hope. When we place normative hope in people, we relate to them as responsible agents and aspire for them to overcome challenges arising from situation or character. Demonstrating that hope merits rigorous philosophical investigation, both in its own right and in virtue of what it reveals about the nature of human emotion and motivation, How We Hope offers an original, sustained look at a largely neglected topic in philosophy. (shrink)

The standard foil for recent theories of hope is the belief-desire analysis advocated by Hobbes, Day, Downie, and others. According to this analysis, to hope for S is no more and no less than to desire S while believing S is possible but not certain. Opponents of the belief-desire analysis argue that it fails to capture one or another distinctive feature or function of hope: that hope helps one resist the temptation to despair;2 that hope engages the sophisticated capacities of (...) human agency, such as planning;3 or that hope involves the imagination in ways desire need not.4 Here, I focus on the role of imagination in hope, and discuss its implications for hope’s relation to practical commitment or end-setting. (shrink)

ABSTRACTThe standard view in philosophy of mind is that the way to understand the difference between perception and misperception is in terms of accuracy. On this view, perception is accurate while...

We are interestingly ambivalent about romantic love, in a number of cases. Consider a man who abuses his wife, but is also passionate about her and easily distraught at the thought of losing her. There is some sense in which he loves her, but another in which he absolutely does not. Consider, too, a longtime partner who feels she has rather suddenly “fallen out of love” with the person to whom she was once devoted. She continues to feel there is (...) some sense in which she loves this person, but another in which she does not. And again, many people seem to both believe in love at first sight and think that the only true lovers are those whose feelings have withstood the tests of time and difficulty. In this paper, I propose that Kant’s conception of human feeling, desire, and motivation provides an unusually compelling account—both of ambiguous cases of romantic love and of love more generally. This proposal is not as shocking as it would have been 30 years ago, but I suspect it is still surprising to many, whom have been persuaded at most that there is room in Kant’s moral theory for feeling to play a positive supportive role in moral motivation; my proposal here is that Kant’s broader vision of human motivation—moral and nonmoral—tightly fits the phenomenon of love and, perhaps, emotions in general. (shrink)

This article defends a theory of diffuse attention and distinguishes it from focal attention. My view is motivated by evidence from psychology and neuroscience, which suggests that we can deploy visual selective attention in at least two ways: by focusing on a small number of items, or by diffusing attention over a group of items taken as a whole. I argue that diffuse attention is selective and can be object‐based. It enables a subject to select an object to guide behavior, (...) albeit in a different way than focusing does. (shrink)

Philosophers have assumed that observational statements in the sciences are unproblematic and that statements like "X is blue" or "Y is salty" have the same meaning for everyone. Four fields are examined (oncology, phonetics, enology, and psychology) where there is evidence that observational language is not used consensually by practicioners in the field, even though they share the same theory and use the same vocabulary. Enology and psychology are developing sciences, so that agreement on what vocabulary is appropriate is still (...) being developed. The precise use of observational expressions must be carefully taught and supervised. Linguistic consensus and reHability cannot be assumed. (shrink)

Apologies are strange. They are, in a certain sense, very small. An apology is just a gesture—a set of words, a physical posture, perhaps a gift. But an apology can also be very powerful—this power is implicit in the facts that it can be difficult to offer an apology and that, when we are wronged, we may want an apology very much. More, even we have been severely wronged, we are sometimes willing to forgive or pardon the wrongdoer, if we (...) receive a sincere apology. In this paper, I want to begin to figure out how a mere gesture can be so powerful. The philosophers who discuss apology generally do not go into much detail, and they discuss it almost exclusively in connection with forgiveness. 2 I, too, will discuss apology’s power to provide reason to forgive, but in order to provide the resources to examine another power. Some apologies, I will argue, fail to provide reason to forgive, but nevertheless do provide the recipient a reason to maintain a relationship with the wrongdoer, or to allow the wrongdoer to remain in her community. To be clear: the “powers” I am interested in are reason-giving powers, or powers to make certain beliefs, attitudes, or actions rational. Apologies also, no doubt, have a sort of bare causal power. The sight of a vicious, racist, cruel war criminal on his knees and in tears, sincerely begging forgiveness, may inspire in us pity or even compassion, in spite of what we believe we have reason to feel. “I can’t help but feel sorry for the bastard,” we may say, even while believing that.. (shrink)

I argue for adopting a conception of obligation that is broader than the conception commonly adopted by moral philosophers. According to this broader conception, the crucial marks of an obligatory action are, first, that the reasons for the obliged party to perform the action include an exclusionary reason and, second, that the obliged party is the appropriate target of blaming reactive attitudes, if they inexcusably fail to perform the obligatory action. An obligation is directed if the exclusionary reason depends on (...) the relationship between the obliged person and the person to whom they owe the obligatory action, and the latter person is positioned to personally blame the obligated person for inexcusably failing to perform the obligatory action. Some direc- ted obligations are not owed as a matter of right, and the person to whom the obligatory action is owed is the only person positioned to blame nonperformance. Other directed obligations are owed as a matter of right, and people who are not part of the relationship grounding the obligation nevertheless are also positioned to (impersonally) blame non-performance. Only the rights-based form of directed obligation has received signifi- cant attention from moral philosophers, yet the former—which is at the heart of what I call “personal bonds”—is a pervasive and significant theme of our ordinary interpersonal lives. (shrink)

Rapid advancements in large language models (LLMs) have renewed interest in the question of whether consciousness can arise in an artificial system, like a digital computer. The general consensus is that LLMs are not conscious. This paper evaluates the main arguments against artificial consciousness in LLMs and argues that none of them show what they intend. However strong our intuitions against artificial consciousness are, they currently lack rational support.

The increasing use of opioid treatment agreements has prompted debate within the medical community about ethical challenges with respect to their implementation. The focus of debate is usually on the efficacy of OTAs at reducing opioid misuse, how OTAs may undermine trust between physicians and patients and the potential coercive nature of requiring patients to sign such agreements as a condition for receiving pain care. An important consideration missing from these conversations is the potential for racial bias in the current (...) way that OTAs are incorporated into clinical practice and in the amount of physician discretion that current opioid guidelines support. While the use of OTAs has become mandatory in some states for certain classes of patients, physicians are still afforded great leeway in how these OTAs are implemented in clinical practice and how their terms should be enforced. This paper uses the guidelines provided for OTA implementation by the states of Indiana and Pennsylvania as case studies in order to argue that giving physicians certain kinds of discretion may exacerbate racial health disparities. This problem cannot simply be addressed by minimising physician discretion in general, but rather by providing mechanisms to hold physicians accountable for how they treat patients on long-term opioid therapy to ensure that such treatment is equitable. There are no data in this work. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:I Had Never Heard Someone Use That Word BeforeAdrienne Feller NovickThe patient was dying. As the social worker, I had arranged the meeting and sat shoulder to shoulder with the family and the attending physician in the small nondescript room. The family was grief-stricken and asked intelligent questions as they made difficult decisions about end-of-life care for their loved one. The doctor spoke with gentle kindness, acknowledging their difficult (...) decision as he completed the neon pink Medical Orders for Life Sustaining Treatment (MOLST) form and left the room. I was tangled up with emotions; I felt relieved that the meeting had gone smoothly, sad for the patient and family, and in awe of the doctor for his ability to lead the difficult conversation. I stayed behind to ask the family if there was anything I could do to help them. [End Page E4]Before I could speak, the patient's wife turned to me and said, "I am so glad that k--- left the room." (Using a derogatory word for a person of the Jewish faith). My brain began processing the statement. I am a Jewish woman. Did I hear that right? Did she say what I think she said? Should I say something? I froze, and time seemed to stop. She was looking at me expectantly, waiting for a response. Her face reminded me of someone waiting for the other person to return a "high five." I was flooded with emotion. A succession of thoughts ran through my head, everything from being rude in response or getting physical. I did neither. I said nothing. I smiled and left the room feeling like I had been gut-punched.I was in denial. I made excuses for the wife; she was stressed. I kept thinking I must not have heard her correctly and that I was overreacting. I continued to work with the family as though nothing had happened until the patient died five days later. I felt ashamed and never told anyone about what happened. I regretted not saying anything. I replayed the conversation in my mind and felt depressed and angry. Inside I felt complicit for not speaking up, but I had no words. I assumed bias in healthcare was rare. I did nothing.Years later, after I completed a patient visit in the Intensive Care Unit (ICU), I observed a group of surgical residents doing rounds. The attending welcomed me to join this valuable clinical learning experience. As the group approached the next bed, the patient pointed to one resident and loudly said, "I don't want a doctor who looks like that to come near me." I gasped aloud and froze, waiting to see what would happen next. The attending looked directly at the patient and said calmly, "We are all here to help you. That is not an appropriate thing for you to say." Then, he turned to the resident and nodded, directing them to resume their bedside assessment. The patient mumbled something inaudibly and said nothing.To my astonishment, the doctor acknowledged the microaggression (a microaggression is a statement, action, or incident regarded as discrimination), addressed the issue, respectfully supported the resident, created a safe space for everyone on the healthcare team and resumed quality patient care without missing a beat. He modeled a strategy to address patient bias and taught a valuable skill. This was a learning moment for me. It helped me refocus my past experience and provided me with a useful strategy to address bias in the future.As a member of the medical ethics consultation service, I listen, provide support, and aid in challenging communications. I had the opportunity to model the communication strategy I acquired in the ICU. The medical ethics team was consulted for a patient refusing treatment. The patient was disrespectful to healthcare team members, cursing at nurses and residents, using ethnic slurs, and saying he "would rather die than let one of them touch him. I entered the patient's room with the healthcare team, introduced myself, and explained the reason for my visit. The patient defiantly agreed he had used slurs, saying he wanted to go home. I continued, everyone here... (shrink)

Miss Koch probes the essential meaning of Madison's political philosophy to locate his distinctive angle of vision. She considers three controlling themes in his political thought--liberty, justice, and union--and presents a profile of his mind and heart. The material in the book was originally presented as the Whig-Clio Bicentennial Lectures at Princeton University. Originally published in 1966. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. (...) These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (shrink)

George Lakoff (2016) discusses how emotion metaphors reflect the discrete bodily states associated with each emotion. The analysis raises questions about the context for and frequency of use of emotion metaphors and, indeed, emotion labels (e.g., “angry”), per se. An assumption implicit to most theories of emotion is that emotion language is just another channel through which people express ongoing emotion states. Drawing from recent evidence that labeling ongoing emotions reduces their intensity, we propose that a primary function of emotion (...) language is regulatory rather than expressive. (shrink)