This paper presents a non-reductionist framework of eight nested modes of evolution that have successively emerged to organize the reproduction of all organisms, from the blue-green algae to our societies. The processes of biological, "Darwinian," evolution are those of drift during reproduction, and of selection. The key unit of evolutionary time is the generation, and its locus is the organisms' life-cycle setup. Different life-cycle setups support different mechanisms of reproduction, and therefore different modes of evolution. By tracing the different life-cycle (...) setups attested throughout Life's History, we are able to characterize the successive modes of evolution with which they are associated. The present attempt has led to a characterization of the following eight nested modes of evolution: Basic; Reptilian; Archaic Mammalian; Progressive Mammalian; Socio-cultural; Extrasomatically Enhanced Socio-cultural; Tinkering; and finally Para-biological. These successively emerging modes govern a progressively reduced number of life-forms. The first four modes are "Darwinian" in the strict sense. The fifth, or socio-cultural mode, which governs whale and elephant societies in addition to hominoids, is already not "Darwinian" in the traditional sense. The last three modes have emerged with the genus homo, through the progressive extension of its life-cycle setups. The present framework is to be used heuristically, as a prism with which to separate the evolutionary spectrum of the constituent elements of human behavior. An example of such a behavioral evolutionary spectrum is presented in the conclusion, and is used to compare the present framework with those recently proposed by Maynard Smith and Szathmáry and by Foley. (shrink)

Proceedings of the eighth trans-disciplinary symposium on philosophy and medicine held at Farmington, Connecticut, November 9-11,1978.

This book assesses the impact of the work of Chris Brown in the field of International Political Theory. The volume engages with general issues of IPT as well as basic issues such as the use and role of practical reasoning and presents a nuanced understanding about issues regarding the legitimacy of war and violence. It explores questions that pertain to human rights, morality, and ethics, and generally an outlook for devising a ‘better’ world. The project is ideal for audiences with (...) interest in International Relations, Ethics and Morality Studies and International Political Theory. (shrink)

Background There is ongoing debate regarding how moral distress should be defined. Some scholars argue that the standard “narrow” definition overlooks morally relevant causes of distress, while others argue that broadening the definition of moral distress risks making measurement impractical. However, without measurement, the true extent of moral distress remains unknown. Research aims To explore the frequency and intensity of five sub-categorizations of moral distress, resources used, intention to leave, and turnover of nurses using a new survey instrument. Research design (...) A mixed methods embedded design included a longitudinal, descriptive investigator-developed electronic survey with open-ended questions sent twice a week for 6 weeks. Analysis included descriptive and comparative statistics and content analysis of narrative data. Participants Registered nurses from four hospitals within one large healthcare system in Midwest United States. Ethical considerations IRB approval was obtained. Results 246 participants completed the baseline survey, 80 participants provided data longitudinally for a minimum of 3 data points. At baseline, moral-conflict distress occurred with the highest frequency, followed by moral-constraint distress and moral-tension distress. By intensity, the most distressing sub-category was moral-tension distress, followed by “other” distress and moral-constraint distress. Longitudinally, when ranked by frequency, nurses experienced moral-conflict distress, moral-constraint distress, and moral-tension distress; by intensity, scores were highest for moral-tension distress, moral-uncertainty distress, and moral-constraint distress. Of available resources, participants spoke with colleagues and senior colleagues more frequently than using consultative services such as ethics consultation. Conclusions Nurses experienced distress related to a number of moral issues extending beyond the traditional understanding of moral distress (as occurring due to a constraint) suggesting that our understanding and measurement of moral distress should be broadened. Nurses frequently used peer support as their primary resource but it was only moderately helpful. Effective peer support for moral distress could be impactful. Future research on moral distress sub-categories is needed. (shrink)

Edició d'una important sèrie de treballs sobre el pensament i la literatura de Ramon Llull que es compten entre les peces fonamentals per a la moderna interpretació de Llull. La primera part recull íntegrament «El microcosmos lul lià», una obra ben coneguda.

We propose a revised set of moral dilemmas for studies on moral judgment. We selected a total of 46 moral dilemmas available in the literature and fine-tuned them in terms of four conceptual factors (Personal Force, Benefit Recipient, Evitability and Intention) and methodological aspects of the dilemma formulation (word count, expression style, question formats) that have been shown to influence moral judgment. Second, we obtained normative codings of arousal and valence for each dilemma showing that emotional arousal in response to (...) moral dilemmas depends crucially on the factors Personal Force, Benefit Recipient, and Intentionality. Third, we validated the dilemma set confirming that people's moral judgment is sensitive to all four conceptual factors, and to their interactions. Results are discussed in the context of this field of research, outlining also the relevance of our RT effects for the Dual Process account of moral judgment. Finally, we suggest tentative theoretical avenues for future testing, particularly stressing the importance of the factor Intentionality in moral judgment. Additionally, due to the importance of cross-cultural studies in the quest for universals in human moral cognition, we provide the new set dilemmas in six languages (English, French, German, Spanish, Catalan and Danish). The norming values provided here refer to the Spanish dilemma set. (shrink)

This article studies undergraduate students journeys in volunteering, and details the motivations of and challenges that these volunteers face during the journey. We conducted five focus groups on a total of 38 undergraduate volunteers, and obtained seven themes as we undertook an investigation of our three research questions. Our findings revolved around these seven themes, which ranged from motivations to experiences to challenges. Our findings have helped us understand the motivations and challenges that undergraduate volunteers have and face during the (...) journey of volunteering. Some of these challenges are particular to a university setting, but some others can certainly be generalized to other settings. Recommendations for future research are also included. (shrink)

Background: Pre-licensure ethics nursing education does not adequately prepare and instill confidence in nurses to address ethical issues, and yet ethics education provides nurses with greater confidence to take moral action, which can mitigate the negative effects of moral distress. Objectives: To assess the feasibility and acceptability of a nursing ethics education program that included simulated case-based ethics competencies as a form of evaluation. The program aimed at building nurses’ ethical knowledge and confidence to respond to ethical challenges in practice. (...) Research design: A prospective, longitudinal, correlational, single-cohort feasibility study using an investigator-developed survey and intervention field data. Participants and research context: Registered nurses were recruited from an academic quaternary-care medical center and 9 small- to mid-sized regional hospitals within one health system in the Midwest United States. Ethical considerations: IRB approval was obtained. Participants could complete the educational program regardless of research process participation. Findings: Of 20 participants, 19 (95%) provided post-program surveys and 18 completed competencies. Median (IQR) scores with quartiles for scheduling, timing, and length of sessions were all 10.0 [9.0, 10.0], and participants perceived that the content was interesting, increased knowledge and confidence in ethics, increased skills in providing ethical care, and would recommend the program to colleagues. Of factors, an increase in ethics knowledge had the highest “always agree” (17, 89.5%) response. Most participants reported that ethics competencies were appropriate 9.0 [9.0, 10.0] and sufficiently challenging 10.0 [9.0, 10.0]. Discussion: The education program developed nurses’ ethics knowledge and confidence. The single-cohort feasibility design provided early-stage intervention outcomes; however, a larger randomized controlled trial would substantiate program value. Conclusion: This novel ethics education program was highly feasible and acceptable to hospital-based nurses who reported increased knowledge and confidence in providing ethical care. Simulated case-based ethics competencies were an appropriate evaluation method. (shrink)

Leslie, E. A. Albert Cornelius Knudson, the man.--McConnell, F. J. Bowne and personalism.--Brightman, E. S. Personality as a metaphysical principle.--Hildebrand, C. D. Personalism and nature.--Ramsdell, E. T. The cultural integration of science and religion.--Ensley, F. G. The personality of God.--Harkness, G. Divine sovereignity and human freedom.--Pfeiffer, R. H. Personalistic elements in the Old Testament.--Flewelling, R. T. Personalism and the trend of history.--Muelder, W. G. Personality and Christian ethics.--King, W. J. Personalism and race.--Marlatt, E. B. Personalism and religious education.

Academic dishonesty and cheating by students has become endemic in higher education. In this article, we conducted a study on undergraduate business students (n = 162) to examine the impact of business ethics education and ethics training on student attitudes towards academic dishonesty as well as their cheating behaviors. We found that business ethics education in conjunction with business ethics training had a positive impact on students’ attitudes towardsacademic dishonesty and cheating; however there was no significant impact of either business (...) ethics education or training on actual cheating behaviors. In our discussion we suggest some implications of our findings, and make some suggestions about future research directions. (shrink)

NINE Morality and Prospection -- TEN Prospection Gone Awry: Depression -- ELEVEN Creativity and Aging: What We Can Make With What We Have Left -- Afterword -- Author Index -- Subject Index.

Hermann Grassmann's ideas on the nature and foundations of mathematics were published as an integral part of his mathematical treatise, the Ausdehnungslehre, in 1844. In spite of its notoriously obscure style we can better understand the work if we view it as an expression of the dialectical philosophy of his mentor, the theologian F. Schleiermacher. The relation to Schleiermacher is presented here through an analysis of the principal ideas of the Ausdehnungslehre.

The selections contained in this volume were made by Richard Kik. The original edition Vom Licht in uns was published by Verlag J.F. Steinkopf, Stuhgart. It contains sayings of things highly spiritual nature as well as a description of the life of Richard Kik. One such selection is The beginning of all spiritual life is fearless belief in truth and its open confession. Albert Schweitzer (14 January 1875 4 September 1965) was a German-French theologian, musician, philosopher, and physician. He (...) was born in Kaysersberg in the province of Elsass-Lothringen (Alsace-Lorraine), at the time in the German Empire. Schweitzer challenged both the secular view of Jesus as depicted by historical-critical methodology current at his time in certain academic circles, as well the traditional Christian view, depicting a Jesus Christ who expected and predicted the imminent end of the world. He received the 1952 Nobel Peace Prize in 1953 for his philosophy of "Reverence for Life" expressed in many ways, but most famously in founding and sustaining the Albert Schweitzer Hospital in Lambarene, now in Gabon, west central Africa (then French Equatorial Africa). As a music scholar and organist, he studied the music of German composer Johann Sebastian Bach and influenced the Organ reform movement (Orgelbewegung). Schweitzer's passionate quest was to discover a universal ethical philosophy, anchored in a universal reality, and make it directly available to all of humanity. This is reflected in some of his sayings, such as: "Until he extends his circle of compassion to include all living things, man will not himself find peace." "I don't know what your destiny will be, but one thing I do know: the only ones among you who will be really happy are those who have sought and found how to serve.". (shrink)

INDIAN THOUGHT AND ITS DEVELOPMENT by ALBERT SCHWEITZER.Originally printed in 1936. PREFACE: I HAVE written this short account of Indian Thought and its Development in the hope that it may help people in Europe to become better ac quainted than they are at present with the ideas it stands for and the great personalities in whom these ideas are embodied. To gain an insight into Indian thought, and to analyse it and discuss our differences, must necessarily make European thought (...) clearer and richer. If we really want to understand the thought of India we must get clear about the problems it has to face and how it deals with them. What we have to do is to set forth and explain the process of develop ment it has passed through from the time of the Vedic hymns down to the present day. I am fully conscious of the difficulty of describing definite lines of development in a philosophy which possesses in so remarkable a degree the will and the ability not to perceive contrasts as such, and allows ideas of heterogeneous character to subsist side by side and even brings them into connection with each other. But I believe that we, the people of the West, shall only rightly comprehend what Indian thought really is and what is its significance for the thought of all mankind, if we succeed in gaining an insight into its processes. Like every European who studies Indian philo sophy, I am deeply indebted to the scholars who have published the texts and been responsible for the fundamental work of research. I am specially grateful to Professor Moriz Winternitz of Prague, not only for what I have learnt from his great work on Indian Literature, but also because he has allowed me a share in the wealth of his knowledge by giving me a fund of information in response to my questions. I have also found it a great advantage to have been able to discuss the problems of Indian thought with my friend Mr C. F. Andrews. I found Romain Hollands penetrating studies on Ramakrishna and Vivekananda very inspiring. And I have to thank my friend Mr A. B. Ashby for valuable help in connection with the English edition. Indian thought has greatly attracted me since in my youth I first became acquainted with it through reading the works of Arthur Schopenhauer. From the very beginning I was convinced that all thought is really concerned with the great problem of how man can attain to spiritual union with infinite Being. My attention was drawn to Indian thought because it is busied with this problem and because by its nature it is mysticism. What I liked about it also was that Indian ethics are concerned with the be haviour of man to all living beings and not merely with his attitude to his fellow-man and to human society. But the closer my acquaintance with the docu ments of Indian thought the more I was assailed by doubts as to whether the view made familiar to us Europeans by the works of Arthur Schopenhauer, Paul Deussen and others the view namely that Preface vii Indian thought is completely governed by the idea of world and life negation is right. I was compelled to admit the fact that world and life affirmation is present at the back of this thought from the very dawn of its history, and that the existence and inter fusion within it of world and life negation and world and life affirmation constitute its special character istic and determine its development. I am not merely describing the thought of India, but at the same time I am making a critical examina tion of it... (shrink)