Debates in Doctoral Education offers a comprehensive examination of contemporary doctoral programmes, exploring the challenges and opportunities that shape them. Split into three key sections the book addresses fundamental debates, covering topics such as the massification of doctoral programmes, inclusivity, ethical considerations, postgraduate researcher development, and the complexities of doctoral supervision. These comprehensive discussions lay the groundwork for thinking about the nuanced character of doctoral education and its broader implications. The book then shifts its focus (...) to the challenges of supervising doctoral candidates. It examines the delicate balance that both supervisors and students must maintain throughout the doctoral journey, including considerations of preparedness, motivation, peer interactions, and the academic environment. It also explores the specific challenges of professional practice doctorates and the examination of PhD theses. Designed to inspire academics to navigate the ever-evolving world of doctoral education and explore the broader implications of doctoral study. This book will provide a valuable resource for anyone involved in or interested in doctoral education, highlighting the intricacies and dynamics of this critical aspect of higher education. (shrink)

This study explores the institutional logics and socialization experiences of STEM doctoral students in the context of the current American economic narrative that is specific to science and technology. Data from qualitative interviews with 36 students at three research universities first reveals a disconnect between a well-established national science and technology policy narrative that is market-oriented and the training, experiences, and perspectives of science and engineering doctoral students. Findings also indicate science and engineering doctoral (...) students mostly understand entrepreneurship and innovation in the contexts of funding research activities and creating social impact, which parallel rather than oppose dominant academic values and norms. Based on the findings, we contend that it is both possible and prudent for universities and graduate programs to pursue strategies that align science and engineering doctoral education with the current national economic agenda and support the personal, professional values and perspectives of students without coming in conflict with the scientific core of the academy. (shrink)

Emotions, Embodied Cognition and the Adaptive Unconscious argues for the need to consider many other factors, drawn from disciplines such as socio-biology, evolutionary psychology, the study of the emotions, the adaptive unconscious, the senses and conscious deliberation in analysing the complex topography of social action and the making of things. These factors are taken as ecological conditions that shape the contemporary expression of complex societies, not as constraints on human plasticity Without 'foundations', complex society cannot exist nor less evolve. (...) This is the familiar pairing from complexity theory: path dependency and dynamic emergence. Inter-disciplinary and complexity perspectives need to be incorporated into the social sciences. Routinely, sociologists think of social phenomena as a distinct field, expressed in the term: the 'social construction of' without apparent need to refer to other material, biological, psychological, material or ecological conditions or agents. This book shows how the familiar sociological dynamics of identity, solidarity, differentiation and communication are shaped through the persistent interaction of unconscious and affective processing with conscious deliberation in newly emergent contexts. It is this re-expression, not the surpassing, of human characteristics in contemporary social action that needs to re-inform a complex, ecological approach to the theory and methodologies of the social sciences. The book is intended for a postgraduate/research audience and doctoral students to introduce and synthesise inter-disciplinary contributions to research into complexity theory in the social sciences. (shrink)

PHOTO ID 121339257© Designer491| Dreamstime.com ABSTRACT When physicians use their clinical knowledge and skills to advance the well-being of their patients, there may be apparent conflict between patient autonomy and physician beneficence. We are skeptical that today’s medical ethics education adequately fosters future physicians’ commitment to beneficence, which is both rationally defensible and fundamentally consistent with patient autonomy. We use an ethical dilemma that was presented to a group of third-year medical students to examine how ethics education might be (...) causing them to give undue deference to autonomy, thereby undermining their commitment to beneficence. INTRODUCTION The right of patients to choose which treatments they prefer is rooted in today’s social mores and taught as a principle of medical ethics as respect for autonomy. Yet, when physicians use their clinical knowledge and skills to advance the well-being of their patients, there may be a conflict between patient autonomy and physician beneficence. We are skeptical that today’s medical ethics education adequately fosters a commitment to beneficence, which is both rationally defensible and fundamentally consistent with patient autonomy. I. An Ethical Dilemma The impetus for this paper arose when students who were completing their third clinical year discussed a real-life ethical dilemma. A middle-aged man developed a pulmonary hemorrhage while on blood thinners for a recently placed coronary stent. The bleeding was felt to be reversible, but the patient needed immediate intubation or he would die. The cardiologist was told that the patient previously expressed to other physicians that he never wanted to be intubated. However, the cardiologist made the decision to intubate the patient anyway, and the patient eventually recovered.[1] Students were asked if they believed that the cardiologist had acted ethically. Their overwhelming response was, “No, the patient should have been allowed to die.” We looked into how students applied ethical reasoning to conclude that this outcome was ethically preferred. To explore how the third-year clinical experience might have formed the students’ judgment, we presented the same case to students who were just beginning their third year. Their responses were essentially uniform in recommending intubation. While there is likely more than one reasonable view in this case, we agree with the physician and the younger medical students that intubation was the ethically appropriate decision and will present an argument for it. But first, we explain the reasoning behind the more advanced medical students’ decision to choose patient autonomy at the expense of beneficence. II. Medical Ethics Education and the Priority of Autonomy Beauchamp and Childress’s Principles of Biomedical Ethics, first published in 1979 and now in its 8th edition, is a significant part of the formal ethics education in medical school.[2] Students learn an ethical decision-making approach based on respect for four ethical principles: autonomy, beneficence, nonmaleficence, and justice. While Beauchamp and Childress officially afford no prima facie superiority to any principle, the importance of respect for patient autonomy has increased through the editions of their book. For example, early editions of their book opposed the legalization of physician-assisted death compared to recent editions that defended it.[3] As another example, Beauchamp and Childress make paternalism harder to justify by adding an autonomy-protecting condition to the list of conditions for acceptable paternalism.[4] Authority, they contend, need not conflict with autonomy—provided the authority is autonomously chosen.[5] “The main requirement,” they write, “is to respect a particular patient’s or subject’s autonomous choices, whatever they may be.[6] In the principlism of Beauchamp and Childress, autonomy now seems to have a kind of default priority.[7] However, the bioethics discourse has strong counternarratives, noting some movement to elevate the role of beneficence and to respect the input of stakeholders, including the family and the healthcare team. Ethics education achieves particular relevance in the third clinical year when students become embedded in the care of patients and learn from what has been called the informal curriculum. They observe how attending physicians approach day-to-day ethical problems at the patient’s bedside. In this context, students observe the importance of informed consent for serious treatments or invasive procedures, a practice that highlights the principle of patient autonomy. In both the formal and informal curriculum, medical students observe how, in the words of Paul Wolpe, “patient autonomy has become the central and most powerful principle in ethical decision-making in American medicine.”[8] In short, students appear to learn a deference for patient autonomy. This curricular shift in favor of autonomy coincides with legal developments that protect patients’ rights and decision-making with respect to their healthcare choices. The priority of autonomy in medicine benefits patients by reflecting their choices and, in some cases, their fundamental liberty. III. The Practice of Medicine and the Commitment to Beneficence There are many critiques of the dominant place that autonomy has in biomedical ethics,[9] especially considering that autonomy seems to be biased toward individualistic, Western, and somewhat American culture-driven values.[10] In addition, many bioethical dilemmas are cast as a conflict between autonomy and beneficence. Our point is that medical students bring to their study of medicine a commitment to beneficence that seems to be suppressed by practical ethics education. We think this commitment is rationally defensible and should be nurtured. It is striking that young medical students have a pre-reflective commitment to beneficence at all. For, as we mentioned, it is not just medicine but Western culture generally that prioritizes autonomy in settling ethical dilemmas. In wanting to act for the good of others (rather than simply agreeing to what others want), physicians are already swimming somewhat against the cultural tide.[11] However, doing so makes sense, given the nature of medicine and the profession of healing. When prospective medical students are asked why they wish to become physicians, the usual answer is some variation on caring for the sick and preventing disease. It is unlikely that a reason to become a physician is to respect a patient’s autonomy. It would be easy to dismiss medical students’ commitment to beneficence as a mere intuition and contrary to a more reasoned and deliberative approach. Beauchamp and Childress seem to minimize the value of physician intuition, stating that justifications for certain procedures are “…supported by good reasons. They need not rest merely in intuition or feeling.”[12] Henry Richardson writes that “situational or perceptive intuition…leaves the reasons for decision unarticulated.”[13] We think this is a crude and rather thin way of understanding intuition. Some bioethicists have defended intuition as essential to the practice of medicine and not something opposed to reason.[14] In the case we describe, we believe the ethical justifications s for the patient’s intubation are fundamentally sound: the patient did not have a “do not intubate” order written in the chart, the emergency intubation had not been foreseen, so the patient did not have the opportunity to consent to or reject intubation; the patient had consented to the treatment for his cardiac disease so his consent for intubation could have been assumed;[15] and the consequences of respecting his autonomy did not justify allowing him to die.[16] While it is possible to have more than one reasonable view on this case, we think the case for beneficence is strong and certainly should not be dismissed out of hand. We do not deny that if a patient makes a clearly documented, well-informed decision to forgo intubation that this decision ought to be respected by the physician (even if the physician disagrees with the patient’s decision). But, in this situation, as in many others in the practice of medicine, the patient’s real wishes and preferences are not well-articulated in advance. There are many cases where a physician acts based on what she believes the patient, or the surrogate, would want, sometimes in situations that do not allow much time for reflection. An example might be resuscitation of a newborn at the borderline of viability. In their ethics education, beneficence would mean acting first to save a life. If the patient or surrogate makes an informed decision to the contrary, a beneficent physician respects that autonomous decision. In the case presented, the patient expressed gratitude to the cardiologist when extubated. But what if he had expressed anger at the physician for violating his autonomy? There are those who could argue that not only was intubation ethically wrong but that the cardiologist put himself in legal jeopardy by his actions (especially if there had been a written refusal applicable to the specific situation). In the example we use, we point out that the cardiologist may not have escaped a lawsuit if the patient had died without intubation. His family, when hearing the circumstances, may have sued for failure to act and dereliction of the cardiologist’s duty to save him. Beyond a potential legal challenge for either action or inaction, there is an overriding ethical question the cardiologist had to address: what course would be most satisfying to his conscience? Would he rather allow a patient to die for fear of recrimination, or act to save his life, regardless of the personal consequences? In the absence of real knowledge about the patient’s considered wishes, it is most reasonable to err on the side of promoting patient well-being. A physician’s commitment to beneficence is not necessarily a way of undermining a patient’s autonomy. In acting for the patient's good, physicians are also acting on what it is reasonable to believe a patient (or most patients, perhaps) would want, which is obviously connected to what a patient does want. Pellegrino and Thomasma argue that beneficence includes respect for a patient’s autonomy since “the best interests of the patient are intimately linked with their preferences.”[17] Instead of conceptualizing ethical dilemmas in medicine as conflicts between autonomy and beneficence, it is possible that medical schools could teach students that truly practicing beneficence is a way of valuing patient autonomy, especially when the patient’s wishes are not specific to the situation and are not clearly expressed. CONCLUSION It is important for students and practicing physicians to understand the principle of respect for patient autonomy in a pluralistic society that demands personal self-determination. However, the role of the physician as a beneficent healer should not be diminished by this respect for autonomy. Respecting a patient’s autonomy is grounded in and manifested by physician beneficence.[18] That is, seeking what is good for the patient can only be good if it respects their personhood and dignity. We propose that a commitment to beneficence, incipient in young medical students, should be developed over time with their other clinical reasoning skills. Such a commitment need not be sacrificed on the altar of patient autonomy. Beneficence needs greater relative moral weight with students as they proceed in their ethics education. - [1] S. Jauhar, “When Doctors Need to Lie,” New York Times, February 22, 2014, https://www.nytimes.com/2014/02/23/opinion/sunday/when-doctors-need-to-lie.html. [2] T. L. Beauchamp and James F. Childress, Principles of Biomedical Ethics, 8th ed. (New York, NY: Oxford University Press, 2019). [3] Louise A. Mitchell, “Major Changes in Principles of Biomedical Ethics,” The National Catholic Bioethics Quarterly 14, no. 3 (2014): 459–75, https://doi.org/10.5840/ncbq20141438. [4] Tom L. Beauchamp and James F. Childress, Principles of Biomedical Ethics, 8th ed. (New York, NY: Oxford University Press, 2019), 238. [5] Beauchamp and Childress, 103. [6] Beauchamp and Childress, p. 108. [7] For other accounts that prioritize autonomy, see e.g. Allen E. Buchanan and Dan W. Brock, Deciding for Others: The Ethics of Surrogate Decision Making (Cambridge University Press, 1989), 38–39; R Gillon, “Ethics Needs Principles—Four Can Encompass the Rest—and Respect for Autonomy Should Be ‘First among Equals,’” Journal of Medical Ethics 29, no. 5 (October 2003): 307–12, https://doi.org/10.1136/jme.29.5.307. For examples of critiques of these accounts, see footnote 9. [8] P. R. Wolpe, “The Triumph of Autonomy in American Bioethics: A Sociological View,” in Bioethics and Society: Constructing the Ethical Enterprise, p. 43. [9] V. A. Entwistle et al., “Supporting Patient Autonomy: The Importance of Clinician-Patient Relationships,” Journal of General Internal Medicine 25, no. 7 (July 2010): 741–45; C. Foster, Choosing Life, Choosing Death: The Tyranny of Autonomy in Medical Ethics and Law, 1st ed. (Oxford ; Hart Publishing, 2009); O. O’Neill, Autonomy and Trust in Bioethics, The Gifford Lectures, University of Edinburgh 2001 (Cambridge, UK: Cambridge University Press, 2002). [10] P. Marshall and B. Koenig, “Accounting for Culture in a Globalized Bioethics,” The Journal of Law, Medicine & Ethics: A Journal of the American Society of Law, Medicine & Ethics 32, no. 2 (2004): 252–66; R. Fan, “Self-Determination vs. Family-Determination: Two Incommensurable Principles of Autonomy,” Bioethics 11, no. 3–4 (1997): 309–22. [11] Arguments stressing the importance of beneficence, as ours does here, certainly approach paternalistic arguments. We set aside the complex issue of paternalism for purposes of this paper and simply note that the principle of beneficence as such does not say anything specifically about acting against the patient’s will. In the case study that focuses this paper, we do not believe the patient’s will or wishes were clearly indicated. [12] Beauchamp and Childress, Principles of Biomedical Ethics, p. 20, see note 2 above. [13] H. S. Richardson, “Specifying, Balancing, and Interpreting Bioethical Principles,” The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine 25, no. 3 (January 1, 2000): 285–307, p. 287. [14] H. D. Braude, Intuition in Medicine a Philosophical Defense of Clinical Reasoning (Chicago ; University of Chicago Press, 2012). [15] R. Kukla, “Conscientious Autonomy: Displacing Decisions in Health Care,” The Hastings Center Report 35, no. 2 (2005): 34–44. [16] M. Schermer, The Different Faces of Autonomy: Patient Autonomy in Ethical Theory and Hospital Practice, vol. 13, Library of Ethics and Applied Philosophy (Dordrecht: Springer Netherlands, 2002). [17] E. D. Pellegrino and D. C. Thomasma, For the Patient’s Good - the Restoration of Beneficence in Health Care (New York, NY: Oxford University Press, 1988), p. 29. [18] Pellegrino and Thomasma, For the Patient’s Good. 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Cet ouvrage propose une exploration de l'aventure doctorale dans le regard de celles et ceux qui la vivent, les doctorant·e·s, au travers du prisme des émotions. Il aborde, dans une perspective psychopédagogique, les défis inhérents à cette formation exigeante dont l'une des finalités est la construction individuelle et sociale des connaissances. À partir de deux constats préoccupants - le taux d'abandon élevé et l'état de santé critique des doctorant·e·s - l'ouvrage questionne les conditions individuelles et situationnelles qui soutiennent ou entravent (...) le processus d'apprentissage et d'appropriation créative, en présumant que le bien-être constitue la pierre angulaire de la (trans)formation. Après quelques balises théoriques, des éclairages sur l'expérience doctorale sont amenés en deux volets complémentaires. Le premier dresse un panorama international de sept tendances issues de 70 recherches réalisées au cours des vingt dernières années. Le deuxième présente les résultats de l'étude longitudinale menée par l'autrice entre 2016 et 2017 auprès de 26 doctorant·e·s d'une université suisse. Les leviers et les freins du quotidien sont décrits à partir de 256 évènements signifi catifs. Puis, 26 vignettes d'évènements particulièrement (dé)mobilisateurs illustrent comment ces doctorant-e-s se (trans)forment durant leurs activités au contact de leur environnement. L'ouvrage se termine par une réfl exion critique sur l'accompagnement du doctorat et la culture pédagogique dans laquelle il s'inscrit. Des recommandations sont proposées à l'usage des actrices et acteurs de la formation doctorale, pouvant inspirer plus largement celles et ceux de la formation post-obligatoire"--Page 4 of cover. (shrink)

The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled “Prepared for social responsibility?” attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at (...) preparing doctoral students to manage ethical dilemmas that emerge when climate science meets the public sphere (e.g., to identify and balance legitimate perspectives on particular types of geo-engineering), and is an example of how to include social responsibility in doctoral education. The paper describes the workshop from the three different perspectives of the authors: the course teacher, the head of the graduate school, and a graduate student. The elements that contributed to the success of the workshop, and thus make it an example to follow, are (1) the involvement of participating students, (2) the introduction of external expertise and role models in climate science, and (3) a workshop design that focused on ethical analyses of examples from the climate sciences. (shrink)

Chinese international students constitute the largest proportion of overseas students in several English-speaking countries such as the UK and New Zealand. Little research has been done concerning those undertaking doctoral study. This qualitative study explores how Chinese overseas doctoral students become involved in church communities and how some of them convert to Christianity in New Zealand. In-depth interviews were conducted with nine Chinese doctoral students from different social backgrounds. Five of these reported (...) varying degrees of interest in and commitment to Christianity. Their narratives revealed that their conversion was a gradual and complex process as a result of the interplay between habitus, agency and contextual factors. These findings from a New Zealand context provide insights into non-academic experience of Chinese international students, particularly their religious experience. (shrink)

As a third-year medical student, I have the job of being the first person from the medical team to check in on patients in the morning, follow up on consults that they may need, and communicate with people from other services who are involved with patients’ care. Because third-year medical students have the most time of anyone on the medical team, we are encouraged to get to know our patients. We are encouraged to take time to understand our patients’ (...) conditions on both a medical and personal level, that is, both to read about their complex diseases and to talk about their preferences, goals, families, and lives outside the hospital. As best we can, we then communicate their personal needs and preferences to the medical team of doctors, nurses, social workers and others. What could be wrong with that? (shrink)

Doctoral programmes in nursing are charged with developing the next generation of nurse scholars, scientists, and healthcare leaders. The American Association of Colleges of Nursing (AACN) endorses the inclusion of philosophy of science content in research‐focused doctoral programmes. Because a philosophy course circumscribed to the natural or social sciences does not address the broad forms of knowledge that are relevant to nursing practice, we have developed and co‐taught a course on the philosophy of knowledge that introduces (...) class='Hi'>students to competing claims regarding the nature of knowledge, truth, and rationality. In addressing broad themes related to science and knowledge of the body, health and illness, and ethics, the course equips students to tread the rough and shifting ground of nursing scholarship and practice. Providing doctoral students with this philosophical footing is intended to give future scholars, researchers, and healthcare leaders the intellectual skills to critically reflect on knowledge claims, to challenge the hegemony of science, and to recognize the disciplinary forms of knowledge that are left out or trivialized. Our pedagogical approach to knowledge development does not denigrate scientific knowledge, but elevates forms of inquiry and notions of clinical knowledge that are too often marginalized in doctoral education and the academy in general. (shrink)

Little is known about the mechanisms by which psychology graduate programs transmit responsible conduct of research (RCR) values. A national sample of 968 current students and recent graduates of mission-diverse doctoral psychology programs completed a Web-based survey on their research ethics challenges, perceptions of RCR mentoring and department climate, whether they were prepared to conduct research responsibly, and whether they believed psychology as a discipline promotes scientific integrity. Research experience, mentor RCR instruction and modeling, and department RCR policies (...) predicted student RCR preparedness. Mentor RCR instruction, department RCR policies, and faculty modeling of RCR behaviors predicted confidence in the RCR integrity of the discipline. Implications for training are discussed. (shrink)

The process of advisement in the research of a doctoral dissertation is prolonged and harbors a variety of ethical aspects and issues. In some cases it gives rise to dissatisfaction on the part of both advisor and student regarding the process itself and/or the publication of the dissertation. To ameliorate these problems, the Dissertation Committee of the School of Social Work at the University of Haifa recently set out guidelines for both advisor and doctoral student, in accordance (...) with which both parties will draw up an agreement in advance to suit the student’s research. The present article discusses the components of the advisement process and presents recommendations for an advisor-doctoral student agreement. Although no evaluation was undertaken by the authors to assess the impact of the guidelines agreement, our brief experience with these guidelines reinforces the importance of such an agreement, which can help assure mutual satisfaction on the part of both the advisor and the student. (shrink)

Doctoral programs at U.S. universities play a critical role in the development of human resources both in the United States and abroad. This volume reports the results of an extensive study of U.S. research-doctorate programs in five broad fields: physical sciences and mathematics, engineering, social and behavioral sciences, biological sciences, and the humanities. Research-Doctorate Programs in the United States documents changes that have taken place in the size, structure, and quality of doctoral education since the widely used (...) 1982 editions. This update provides selected information on nearly 4,000 doctoral programs in 41 subdisciplines at 274 doctorate-granting institutions. This volume also reports the results of the National Survey of Graduate Faculty, which polled a sample of faculty for their views on the scholarly quality of program faculty and the effectiveness of doctoral programs in preparing research scholars/scientists. This much-anticipated update of such an essential reference will be useful to education administrators, university faculty, and students seeking authoritative information on doctoral programs. (shrink)

Ethical research behaviour plays an essential role in ensuring the integrity of knowledge. Consequently, ethical transgressions during the research process negatively influence the knowledge produced, and have wider social consequences for various stakeholders in society. To honour the value and role of ethical research for individuals and society, researchers are required to display ethical judgement and ethically responsible research behaviour. Doctoral students, who are considered to be significant contributors to knowledge creation, can improve the quality of their (...) research through their ethical research behaviour. Owing to the implicit and explicit ethical practices and conflicts that can arise during the research process, the supervision process is an opportune moment for developing ethical research behaviour and ethical capabilities in doctoral students. This article focuses on developing ethical research behaviour in doctoral students, and offers pragmatic guidelines for ways in which this behaviour can be developed during the supervision process. (shrink)

The Leuphana Semester at Leuphana University Lüneburg, together with the module “Science bears responsibility” demonstrate how innovative methods of teaching and learning can be combined with the topic of sustainable development and how new forms of university teaching can be introduced. With regard to module content, it has become apparent that, due to the complexity of the field of sustainability, a single discipline alone is unable to provide analyses and solutions. If teaching in higher education is to adequately deal with (...) this complexity, then it is necessary to develop inter- and transdisciplinary approaches that go beyond a purely specialist orientation. (shrink)

This article considers how institutions of higher education participated in the national “racial reckoning” that followed the murder of George Floyd in May 2020. Using the work of Pan-Africanist jurist Motsoko Pheko, memoirist Sisonke Msimang, poet Audre Lorde, and Black queer feminist critics Tiffany Willoughby-Herard and M. Jacqui Alexander, the authors reflect on the principled research practices and ethos that catalyze sustainable repair. Durable forms of repair include reconnecting the feeling body with the knowing self, stillness, and tarrying. The authors (...) (two doctoral students and a professor colleague) also consider repair through attention to the material conditions of knowledge production (collaborative writing, reclaiming the sacred, and questioning what it means to make something whole without reproducing a singular dominating episteme) to disrupt academic hierarchies. Arguing that repairing society, the planet, or the ways that questions are asked and answered requires ongoing wrestling with our current climate of racial terror in higher education, this article embodies the authors’ reparative principles and envisions paths towards educational justice. (shrink)

Teachers’ responses to bullying incidents are key in bullying intervention at school. Scholars have suggested that teacher responses can predict student cognitions that are associated with their bullying behaviors. However, little is known about whether and how teacher responses affect these cognitions. Therefore, the current study investigated the effects of four immediate teacher responses on four bullying-related student cognitions, using an experimental vignette design. Additionally, it was examined whether students’ own participant role behaviors in actual bullying moderated these effects. (...) The investigated teacher responses were non-response, comforting the victim, correcting the bully, and a combination of comforting the victim and correcting the bully. The investigated student cognitions were perceived teacher attitudes toward bullying, perceived teacher moral disengagement regarding bullying, student willingness to report bullying to the teacher and student expectations regarding bullying participant role behaviors in the classroom. Fourth-to-sixth grade students read a vignette describing a hypothetical teacher’s response to a same bullying incident, following random assignment to one of eight conditions. Afterward, students completed questionnaires about their social cognitions and manipulation checks. ANOVA demonstrated that students perceived stronger teacher anti-bullying attitudes and less teacher moral disengagement when the hypothetical teacher displayed an active response. These effects were even stronger when the teacher corrected the bully compared to when only the victim was comforted. Further, students were more willing to report bullying when the teacher corrected the bully than when the teacher only comforted the victim. Finally, students expected less pro-bullying behaviors, more defending and less victimization in the vignette’s classroom following active teacher response compared to non-response. The effects of teacher responses on student cognitions were not moderated by students’ own participant roles in bullying. Taken together, these findings emphasize the importance of active teacher responses to bullying, and especially, responses that clearly show that bullying is not tolerated. Teachers are encouraged to be aware that students can deduce beliefs from teacher responses which can, in turn, affect bullying processes in the classroom. (shrink)

Accompanying _The_ _Routledge Doctoral Student’s Companion_ this book examines what it means to be a doctoral student in education and the social sciences, providing a guide for those supervising students. Exploring the key role and pedagogical challenges that face supervisors in students’ personal development, the contributors outline the research capabilities which are essential for confidence, quality and success in doctorate level research. Providing guidance about helpful resources and methodological support, the chapters: frame important questions within (...) the history of debates act as a road map through international literatures make suggestions for good practice raise important questions and provide answers to key pedagogical issues provide advice on enabling students’ scholarly careers and identities. While there is no one solution to ideal supervision, this wide-ranging text offers resources that will help supervisors develop their own personal approach to supervision. Ideal for all supervisors whether assisting part-time of full-time students, it is also highly suitable for helping academics to support international students who confront Western doctoral traditions and academic cultures, helping both supervisor and student to understand why things are as they are. (shrink)

Source: Author: Natalia Gerasimova, Inna Gerasymova The article reviews the current state of studying the problem of interpersonal conflict as a factor in adaptation, characterized by consideration of the relationship of these categories on two levels: intrapersonal conflict is studied as a driving force, a source of self-in the process of adaptation and as a leading indicator of complications adaptation. It is determined that the impact of interpersonal conflict in the course of adaptation depends on self-identity in a complex interaction (...) of external and internal factors. It is indicated that psychological content intrapersonal conflict experiences have a high degree of individual differentiation and thus determine the uniqueness of perception and interpretation of a specific person. An indicator of the transition from one level to another intrapersonal difficulties acts vulnerability to conflict self-relations context of inner experience. The nature of the adaptation of the student is determined by the internal model and solve interpersonal experiences complications, which are formed in the mind and form the basis of individual experience. ]]>. (shrink)

This article describes four doctoral students' process of coming together to support each other's work. What emerged was a powerful space of learning and a framework on research for social change. The authors hosted a 2-hour reflection session, which was recorded and transcribed. Text of that session appears in this article along with discussion of (a) key principles of the social change framework, (b) the ways the students came to take ownership over their work and (...) to collaborate, and (c) guidance for other researchers working against the isolation and competition that is too common in the academy. (shrink)

ABSTRACT As doctoral students from New Zealand and Australia, advised by supervision teams with a diversity of critical realist experience from limited to none, we came independently to the 2018 Critical Realism conference – primed to seek increased understanding, confidence, motivation, and reassurance. We certainly found these things from the pre-conference, presentations, and individuals within the critical realist community. We also found each other, and a virtual writing group was born. This article is a description of what we (...) did, why, and the outcomes we experienced over the final two years completing our theses. It identifies the structures, contexts, motivations, and mechanisms from which our emotional, critical realist and writing-related outcomes emerged. We outline the roles of serendipitous timing, culture, different disciplinary approaches, administrative structures, and types of interactions on the social learning we developed. We anchor our discussion in recent theoretical literature about the role of writing groups in doctoral education. (shrink)

Most commentators have focused on ethical dilemmas and the idea that they were core to the actions of and decisions by Jewish doctors in SS concentration camps and ghettos during the Holocaust. While I recognize Jewish doctors did face ethical dilemmas, in this article, I shift my attention to include two other significant factors: choiceless choices, defined by the eminent Holocaust historian Lawrence Langer as “crucial decisions [that] did not reflect options between life and death, but between one form of (...) abnormal response and another, both imposed by a situation that was in no way of the victim’s own choosing,” and the human condition, whereby decisions and actions were triggered by personal traits and past experiences in response to particular situations and circumstances. Inherent in all three factors is the tenaciousness of reality and how the abhorrent conditions, immorality, inhumanity and evilness cast a shadow over every moment of the Jewish doctor’s life. My thesis is that decision-making was not one-dimensional but multi-dimensional. For the Jewish doctor every incident became a source of dread and tragedy. They were often not trained to treat some diseases or perform surgery and lacked experience to work in such conditions and cope emotionally and psychologically. I will attempt to show that how a person responds to an ethical dilemma is based on his or her own experiences and reasoning, and how they reacted to sudden and inexplicable incidents that threatened life or impacted survival induced abnormal actions and decisions. As Jewish doctors they were driven to be healers, to be normal, but they were forced by circumstances to kill or become perpetrators, acting abnormally. Tragically the abnormal became the norm. The Jewish doctors were professionally trained and culturally socialized to continue their roles as doctors. Nevertheless, they were human and were driven by the innate will to live. (shrink)

For music students, the COVID-19 pandemic has had a great impact, forcing them to adapt to certain coronavirus regulations laid down by the state. In this study, the experiences of music students in three consecutive semesters under different coronavirus-related conditions are investigated. At the end of three semesters, the lockdown semester [SS 2020: April – July], a partially opened semester [WS 2020/21: October – February] and a mostly opened semester, a total of 152 music students at the (...) University of Music Freiburg were asked to fill in an online survey. A mixed-methods approach was used, with results showing that the qualitative statements of the students support the quantitative data. The results of the cross-sectional study demonstrate that self-regulated learning improved during the lockdown semester, through new time management and focused practice with regular breaks. During the partially opened semester, the use of blended learning formats led to organizational problems, such as travel time and change of locations. Furthermore, music students were challenged by the social distancing, which improved during the partially opened, and mostly opened semester. New technologies regarding digital communication formats were emerged, which have evolved over the course of the three semesters. Concerning the overall experience, students stated that the partially-opened semester was most challenging, since distances and change of locations had to be combined with quickly changing public COVID-19-regulations. These findings during different stages of the COVID-19 pandemic provide constructive starting points for future teaching. (shrink)

Wulf Gaertner provides a comprehensive account of an important and complex issue within social choice theory: how to establish a social welfare function while restricting the spectrum of individual preferences in a sensible way. Gaertner's starting point is K. J. Arrow's famous 'Impossibility Theorem', which showed that no welfare function could exist if an unrestricted domain of preferences is to be satisfied together with some other appealing conditions. A number of leading economists have tried to provide avenues out (...) of this 'impossibility' by restricting the variety of preferences: here, Gaertner provides a clear and detailed account, using standardized mathematical notation, of well over forty theorems associated with domain conditions. Domain Conditions in Social Choice Theory will be an essential addition to the library of social choice theory for scholars and their advanced graduate students. (shrink)

The Society for the Advancement of the Scientific World Conception has done me a great honor by inviting me to be the Sixth Vienna Circle Lecturer. The invitation has also stirred some deep emotions. A central figure of the Vienna Circle, Rudolf Carnap, was my revered teacher of philosophy at the University of Chicago in 1948–9 and later an informal adviser when I wrote a doctoral thesis at Yale University on inductive logic, and he was a friend during those (...) years and thereafter. I was not a disciple, but Carnap did not demand discipleship as a condition for admission to his seminars or to his friendship. He seemed to be baffled by the fact that despite my interest in mathematical logic and theoretical physics I proclaimed myself a metaphysicician and had even published an article in the first issue of The Review of Metaphysics. Carnap formulated a “principle of tolerance” as a philosophical maxim concerning rules of language, but he practiced a human and highly moral version of the principle of tolerance in his profoundly liberal social commitments and in his relations with his students. If he were here tonight, I would wish for his tolerance of the lapses of rigor and the flights of speculation to which he would be exposed. (shrink)

Scholars seeking to understand why some students and schools perform better than others have suggested that social capital might be part of the explanation. Social capital in today's terms is argued to be an intangible resource that emerges—or fails to emerge—from social relations and social structure. Use of the term in this sense has been traced to John Dewey's writings in 1900 in The Elementary School Record. The idea that outcomes in education are conditioned by (...) social interactions has intuitive appeal. Schools are more than learning factories where inputs are used to generate outputs; they are fundamentally social environments. Empirical evidence links social capital to higher student and school performance .. (shrink)

Kyrgyz people lived under the control of Soviet Union for about 70 years. During this time, they were forbidden to practice any kinds of religious duties. Their religious schools and mosques were closed or used for other aims rather than religious needs. In short, all kinds of religious freedom and practices were forbidden strictly. The aim was to bring up an atheistic people during the days of Soviet Union. However, when Kyrgyz people won their independence and established a new country, (...) all kinds of restrictions in terms of religion were abrogated and people began to establish their religious schools and mosques. While during the first years of independency of the country in 1991, there were only 39 mosques, as of 2018 there are nearly 3,000 mosques in the country. In addition to the increase of mosques, the number of people going to mosques also increases day by day. This article examines mainly the development of religious freedom in terms of legal aspect from the beginning of the establishment of the country to our time; the legal statues, functions, and duties of State Commission for Religious Affairs and Religious Office of Kyrgyzstan Muslims, and as common religious educational places mosques, religious activities done at mosques, the factors effecting these activities negatively.Summary: Kyrgyz Turks are one of the most ancient tribes in Central Asia. Although there are various views and knowledge about the religious life and the process of Islamization of them in various sources, there is no doubt that one of the most important elements which shapes Kyrgyz culture and social life is Islam. Even though they continued the activities of Islamic education and training under the rule of many nations thorough the history, all activities of religious education were tried to be forgotten and religion was removed from daily life under the Soviet communist regime. However, with the establishment of the Republic of Kyrgyz based on the secular and democratic bases on 31 August 1991, Muslim people showed a great effort and endeavor to open some institutions where they could live their religion, perform their religious duties, and teach religious and moral values for people. After the declaration of independence, with the enacting of “Freedom of Faith and Religious Institutions” on 16 December 1991 which was one of the first enacting laws, very important developments happened in terms of both formal and informal education. Some knowledge concerning Islam is given in some culture courses and “Religious Office of Kyrgyzstan Muslims” was created for meeting all kinds of religious needs of Muslims in the country in 1993. With the establishment of the “State Commission for Religious Affairs” in 1996, some new legal regulations were made. Thus the state’s policy about religious education and teaching gained a new dimension. During this process, the state faced some problems concerning developments in religious education. Although some of these problems have been solved legally, there are still many problems about religious education today. Since the independency until now, there have been many researches as articles, books, master theses and doctorate dissertations about various fields of religious education, religion-state relations, religious institutions, course books and their curriculums. However, a great majority of these studies belong to religion-state relations and the field of formal religious education. There aren’t any academic studies or research about mosques and imams that concern the great majority of the country population. In fact, from the point of religious education, common or informal religious education is as extremely important as formal religious education. For the mosques that are one of the most important institutions of common religious education are spread to the most remote corner of the country and serve for all people of different ages for the whole year. The effects of common religious education increase day by day. While there were just 33 mosques in 1933, there were 39 mosques in the independency year of 1991, as of 2018 this number has risen to 2830. Relating the imams who work at mosques, it is not possible to speak about a systematic structure. Since imams are generally graduated from madrasas, their educational levels are very low. As they have not enough financial support and highly educated teachers, they cannot give good education to their students and cannot adopt themselves to the modern educational levels in teaching religious issues. In order to solve this problem, Muftiyat either sends students to abroad or gives in service trainings for imams. Another important problem in relation to imams is the way of assignment. There is no criterion for assignment of imams. They are not designated by the Muftiyat, but it just legitimizes those imams who are chosen by congregation. Imams receive neither any salary from the Muftiyat, nor they have any social assurance. They work either voluntary or their incomes are paid by people. Although all of these negative conditions, mosques and imams have a great importance on Kyrgyz people’s education, culture, worship, and moral teaching. It can be said that there are two kinds of education at mosques and masjids. One of these is “moldos”, some men of religion who gather students and give some religious knowledge without following any curriculum. Although some of them take education from some Arabic countries or Pakistan, their educational level is very low and cannot recite even the Qur’an correctly. In addition, they have very little knowledge about pedagogy and religious themes, and they have not enough educational experience. The second type of education at mosques and masjids is carried out through Friday sermons and preaching. However, this is not an effective way in giving religious education. Because the way in which the Friday sermon is given is not appropriate as a good teaching method. As the sermons are done in Arabic, there is no effective communication between the imam and the congregation. However, Friday sermons and preaching are very important for people’s religious education and socialization. This article firstly deals with the developments in religion in the times of freedom of the country, secondly, it examines the institution of Muftiyat to which all mosques are adhered and “State Commission for Religious Affairs” that register the mosques which the Muftiyat approves, and lastly gives information about mosques and their congregations in the country. (shrink)

This paper reviews the studies of Japanese society and culture undertaken by Hong Kong-based sociologists and scholars in related disciplines. It presents information on research projects funded by the Research Grants Council, Social Sciences Citation Index (SSCI), and Arts and Humanities Citation Index (A&HCI) journal articles, authored and edited books, book chapters, non-SSCI and non-A&HCI journal articles, as well as master and doctoral theses written by scholars and graduate students associated with Hong Kong's major universities. It is (...) found that the main topics of research are Japan's capitalist development and corporate growth, meanings and social ramifications of traditional and popular culture, education, gender, and marriage, as well as aspects of work and employment, whereas the major research methods include document analysis, ethnography, and in-depth interviews. The limited amount of research and the preoccupation with economic development and popular culture reflect in part Hong Kong's unique political conditions and the government's indifference to the pursuit of social and political policy analysis. In recent years, the growth of academic exchanges between scholars in Hong Kong, Japan, and other East Asian regions and the heightened emphasis by university administrators on academic research will hopefully bring about advancements in such academic endeavors. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Policy and the Political Life of Music Education ed. by Patrick Schmidt and Richard ColwellHung-Pai ChenPatrick Schmidt and Richard Colwell, eds., Policy and the Political Life of Music Education (Oxford: Oxford University Press, 2017)Policy and the Political Life of Music Education is a collection of discourses regarding music education policy and its practice across a wide range of perspectives and geographical background. The book, edited by Patrick Schmidt (...) and Richard Colwell, not only provides the general readership with a well-rounded basis for comprehending music education policy in various regions, but it also offers music education stakeholders’ perspectives regarding the meaning, value, and the importance of participating in policy development and its implementation.This book discusses various policy-related issues among music education systems in terms of education levels from kindergarten to higher education and institutional music education systems. It explores both general music learning and professional musician training. Further, the scope of its observations cover issues outside of the campus; for instance, the work of musicians/teachers at the community level (Chapter 11) and the hardships associated with performing organizations such as orchestras (Chapter 13). Besides, the editors survey policy implementation at national, state, local, and organizational levels in different countries and circumstances in the Anglo-American educational world as well [End Page 217] as other contexts including Brazil (Chapter 7), Taiwan (Chapter 8), and Norway (Chapter 12).The crucial issues raised in the book are also within the focus of global education; for example, multicultural education, assessment of policy/curriculum, social inclusion, and equality of access to music education. These all accord with the notion of current trends in education and provide directions for future development. Such comprehensive discussions indeed offer readers extensive information through the three sections of policy foundation, international perspectives on policy, and policy in context.The prerequisite of the overall practice of policy is to translate an education philosophy into comprehensive terms while convincing the public.1 However, many consider that policy development is the business of government, authorities, and politicians; some music educators even believe that the discourse of policy and political issues concerning music education is far beyond their control. My ongoing study also shows that a number of music educators, including school teachers, studio instructors, and student teachers, lack the understanding of and are ignorant in the interpretation of policy.2 Policy documents such as statutes, blueprints, and even curriculum guidelines/standards are often strictly followed as compelling legislation or mandates, despite the fact that public hearings, dialogues, and on-line forums are available for all stakeholders to contribute their thoughts and experiences in their on-going development and interpretation. In this book, the authors provide a clear range of views to explain the complexity of policy development and its future implementation, embracing factors such as social context, economic condition, political evolution, assessment, and research, as well as diverse populations including academics, principals, school teachers, parents, and students. Throughout the collection, cases are raised for stressing the significance of participating in policy development and implementation and, as such, nobody is a bystander.Further, this book advocates that the awareness and understanding of policy issues should be included in teacher preparation programs for better participation in and implementation of policy by teachers, while policy related masters and doctoral studies should be encouraged. This suggests that policy relevant courses in university curriculum, either at the undergraduate or post-graduate level, should be evaluated in view of cultivating students’ political literacy and, consequently, enabling them to participate more fully in their future career. This view links to Katherine Zeserson and Graham Welch’s argument (Chapter 14) that research, policy, and practice are the spinning triangle which could make music more inspiring for the next generation. Policy should not be alienated from music and its teaching; it has the ability to improve and change both. [End Page 218]David Elliott claims that all musicians, including students, are part of the artistic citizenship and therefore should develop a social-political identity and a commitment toward social change.3 Paul Woodford further expresses that children should be prepared to develop their voice for shaping the society.4 Margaret Barrett (Chapter 10... (shrink)

The purpose of the article is to study the value orientations of student youth in the context of the transformation of national identity and national consciousness in the conditions of Russian armed aggression. The empirical basis of the article was formed by the results of the authors’ sociological research ‘Transformation of National Identity and Consciousness Among Student Youth of Ukraine Under the Influence of Russian Military Aggression’, conducted by employees of the Social Expertise Department of the Institute of Sociology (...) of the National Academy of Sciences of Ukraine, and the secondary analysis of the annual sociological monitoring ‘Ukrainian Society: Public Opinion in Ukraine After 10 Months of War’. The authors empirically confirm the fact of a sharp increase in national consciousness among student youth, who demonstrate a high level of readiness to serve their country, take an active part in public life, and want to be useful to their country during the armed struggle against the aggressor country. In the conclusions, the authors state that in the Ukrainian youth environment among students, a new type of national self-identification is widespread, the basis of which is the interdependence of norms of thinking and ideas about origin. (shrink)

Photo by Karl Raymund Catabas on Unsplash “After Buddha was dead, they still showed his shadow in a cave for centuries – a tremendous, gruesome shadow. God is dead; but given the way people are, there may still for millennia be caves in which they show his shadow. – And we – we must still defeat his shadow as well!” – Friedrich Nietzsche[1] INTRODUCTION Friedrich Nietzsche famously declared that “God is dead!”[2] but lamented that his contemporaries remained living in the (...) shadow of God. For Nietzsche, the morality of his time was still based in the Christian tradition, even though faith in God was waning. Bioethics lives under a similar shadow: the shadow of Enlightenment Era-rationalism. Bioethics curricula focus on principles derived from Kantian deontology and utilitarianism. The allure of maintaining a moral framework that provides a rational method that can be handily applied to any situation remains strong. The principlist approach advanced by Tom Beauchamp and James Childress is taught to nearly all medical students in the United States,[3] and is essentially the canonical ethical framework of bioethics. In this model, the principle of autonomy is Kantian in nature, and the principles of beneficence and non-maleficence are utilitarian in nature.[4] Moreover, the presented framework is an approach that, when applied rationally to any healthcare scenario, will yield an outcome “considered moral.”[5] This reflects a faulty conception of philosophy that plagues much of bioethics, wherein the only contribution of philosophy pertinent to bioethics is moral philosophy elucidated by European thinkers in the Enlightenment Era. The landscape of moral philosophy has evolved significantly from the 18th century. However, the bioethical world has not kept up with the philosophical world, remaining instead in the shadow of antiquated moral thinking. Also lacking in bioethics are other disciplines of philosophy, such as philosophy of language, existentialism, and aesthetics, which are often given no consideration at all. The inclusion of both modern moral philosophy and other philosophical fields is necessary if bioethics is to survive its transition into modernity. l. The Shadow of Enlightenment Enlightenment Era philosophers such as Immanuel Kant argued that one need only employ reason to obtain knowledge; emotion bore no relevance when determining ethical behavior. Kant’s moral theories thus privileged a duty to act according to moral imperatives over feelings. Other Enlightenment Era philosophers such as John Locke developed systems that attempted to quantify human goods and human ills. This quantification potentially reduces human welfare and suffering to utility. Today, in the world of philosophy, such a “neutral analysis,” as Cora Diamond noted, is “dead or moribund.”[6] Bernard Williams remarked that such moral philosophy is “empty and boring,”[7] and G. E. M. Anscombe stated that it “no longer generally survives.”[8] And yet, just as the atheists in Nietzsche’s world dwelt in the moral code of a dead God, bioethicists still pursue a unified moral system that takes an input, applies some moral rules, and generates a moral outcome, like the four principles approach that Beauchamp and Childress laid out.[9] Some detractors of principlism take issue with their approach for not being unified enough and want to replace it with a procedural framework that is even more systematic and complicated. They argue that the resulting moral framework would be a “comprehensive decision procedure for arriving at answers”[10] that retains the “impartiality that is an essential part of morality.”[11] The shadow of rationalist morality has caused bioethical decision making to become detached and rigid when bioethics should concern itself with the humans whose lives it affects. A rational, divorced-from-emotion way of thinking ultimately fails to yield satisfactory results when decisions are made by and for emotional beings. Dr. Paul Farmer, among others, championed the idea that bioethics should be de-philosophized, as philosophy, cold and calculated, fails to adequately respond to the realities of those worst off.[12] Instead, Dr. Farmer emphasized the inclusion of the social sciences, like sociology and anthropology, in bioethics. Undoubtedly, Dr. Farmer was on the right track; bioethics should certainly engage directly with the people whom its decisions involve. If the narrow band of moral philosophy currently found in bioethics – that of stringent rationalism – were all that philosophy had to offer, I, too, would advocate for a de-philosophization. Ludwig Wittgenstein notes that to attempt to capture the complexity of moral thinking in a manner that employs reason alone and casts aside emotion is a “hopeless task,” like reconstructing a sharp image “from a blurred one.”[13] Unfortunately, bioethics is mired in the remnants of this hopeless task. To Dr. Farmer, the dominant moral framework was too restrictive and was unresponsive to the social and humanitarian needs of those whom bioethics is meant to help. As such, he wished to free bioethics from the shadow of a morality derived from rationalist thinkers. ll. Beyond Rationalism Like Nietzsche, who tried to resolve Europe’s post-religion vacuum by providing his society with a new way to live, Dr. Farmer wanted to replace the rationalist philosophy upon which bioethics was built with a “resocialization” of the field.[14] I agree with Dr. Farmer’s call for resocialization, as well as his denouncement of philosophy as it exists in bioethics. Evaluating risks and benefits along a predetermined array of moral principles is far too rigid and impersonal to guide what are often the most important decisions one will make. For Dr. Farmer, the most needed change was restoring the social element of bioethics. However, in advocating for this resocialization, Dr. Farmer casts philosophy as the antithesis of social science, noting that “few would regard philosophy … as a socializing discipline.”[15] I disagree. Rationalist moral philosophy may be lacking in socializing force, but there are other fields of philosophy that are responsive to our social reality. Rather than de-philosophizing bioethics, it makes more sense to replace the antisocial philosophies predominant in bioethics with prosocial philosophies better suited to it. Of course, the contribution of philosophy to bioethics is more than moral theories from the Enlightenment Era. There are more recent philosophical contributions from outside the field of moral philosophy that have roused bioethical interest. Jennifer Blumenthal-Barby, et al., argue for philosophy’s continued place in bioethics, citing Derek Parfit’s “non-identity problem,” which altered the landscape of reproductive ethics, and David Chalmers’ contributions to philosophy of consciousness, which have implications for the moral status of brain organoids.[16] Still, these are narrow applications of philosophy to highly specialized areas of bioethics, which not all bioethicists are inclined to delve into. Philosophy in bioethics should not be confined to niche applications in specialist fields but should influence all bioethical thought. Fortunately, there remains untapped a wealth of philosophical disciplines that pertains to exactly this. Philosophy of language investigates the nature of meaning and understanding in communication, which is a necessary social action. Successfully deciphering and conveying moral values in discourse is a bioethicist’s bread and butter, as is resolving disagreements and reaching agreements. Indeed, it is often the case that miscommunication lies at the root of an impasse between a doctor and a patient. An understanding of the nature of the disagreement would help resolve the conflict, as different types of disagreements require different interventions for resolution. For instance, a “substantive disagreement,”[17] in which two parties use the same terms in the same ways and have a fundamental disagreement on which outcome is more desirable, can be resolved only if one party yields to the other. On the other hand, a “merely verbal dispute,”[18] in which two parties use the same terms to represent entirely different concepts and values, requires standardization of terminological usage for its resolution. As such, no one can overstate the moral importance of successful communication in bioethics, and an exploration of language itself would prove invaluable to a bioethicist’s training. Existentialism is another subset of philosophy that acknowledges the social nature of human existence, noting that one’s being in the universe is concomitant with the existence of others sharing the same universe.[19] Thus, there is the recognition that whatever existence is, it is not complete without the existence of others. With this as a starting point, existentialists examined how to live meaningfully with others in this world. Since ethics crucially involves others, it is no surprise that existentialists pondered how to live moral lives. Existentialist conceptions of morality did not revolve around acting in accordance with a set of rules, but rather, recognized individual freedom in choosing how to act and emphasized acting authentically. In this vein, bioethicists should commit to doing what is right rather than committing to applying a set of principles. Existentialism, while part of the broader bioethics literature, is less common throughout bioethics curricula and deserves more prominence. Martin Heidegger, for instance, emphasized the difference between two types of thinking: “calculative thinking” and “meditative thinking.” Heidegger characterizes calculative thinking as a computation, wherein from some given starting conditions “definite results”[20] are determined, and contrasts this with meditative thinking, which he describes as “thinking which contemplates the meaning which reigns in everything that is.”[21] Heidegger was critical of the pervasiveness of calculative thinking, seeing it as the “ground of thoughtlessness,”[22] in which we only relate to the world in a meaningless, mechanical way. This is the emphasized type of thinking in rationalist conceptions of morality popular in bioethics; from a set of starting conditions, a series of rules are applied, and a moral outcome is calculated. Such a technique, however, discounts the personal meaning individuals place on the aspects of their lives relevant to their decision making, as well as the meaning in committing to doing what is right. Under calculative thinking, such a commitment is reduced to rote rule-following. A turn to meditative thinking would ensure that bioethical decisions comport with living meaningful lives. Even aesthetics, a discipline devoted to examining beauty and taste,[23] has a place in bioethics. Just as the viewing of a painting, the listening of a song, or the reading of a book elicits an effective response, hearing a patient’s story leaves an emotional imprint. The recounting of a traumatic moment imparts sadness, and a joyous occasion begets joy in the listener as well. As acknowledged in the field of everyday aesthetics, these aesthetic experiences often spur us to act:[24] The unsightly appearance of a polluted riverbank drives us to remove the trash; the presence of sorrow in one’s life drives us to ameliorate it. To be mindful of aesthetic experiences and allow them to affect us emotionally is paramount to the motivation of a bioethicist to serve the patient, not out of an obligation to a job description, but out of a desire to truly avail the patient of their anguish. For example, the new field of narrative medicine utilizes critical reading and literary techniques to train clinicians and bioethicists in emotional understanding and listening skills that stress the social aspects of medicine beyond rational analysis and decision making. CONCLUSION Dr. Farmer is absolutely correct; bioethics is in dire need of resocialization. It should not be the case that the justification for a moral action is essentially that “the rules say so,” or that simply by teaching such rules to medical students, the very act of making bioethical decisions that diverge from those determined by principles can be seen as an act of “bad faith … hubris or, worse, malpractice.”[25] As bioethicists are coming to realize, the rationalist philosophical traditions that bioethics was founded upon are past their expiry, and the time for change is now. Indeed, as Dr. Farmer urges, “socializing disciplines” like anthropology, history, political economy, and sociology are necessary to humanize the field of bioethics.[26] So too, however, can philosophy be a socializing discipline, if we know where to look. Bioethics should evolve. Its new goal should be to focus on meaningful human relationships, and to phase out rigid, impersonal modes of moral thinking. The limited sampling of unsatisfying moral theories from hundreds of years ago leaves many bioethics students cold, and it is easy to see why bioethicists are ready to part ways with philosophy. I believe this is a move in the wrong direction; there is a place for philosophy in the future of bioethics. Just as bioethics needs a resocialization, it is also needs of a re-philosophization. These enrichments complement one another. There is more to bioethics than mechanically determining the right course of action in a healthcare setting. Bioethics engages with the most ancient of philosophical questions: questions of what makes human existence meaningful, what makes us who we are, how we want to relate to others, how and why we feel, what our place in the world is, how we can communicate what we think, and why our moral intuitions are so compelling. We would be remiss if we did not begin to investigate additional contributions to morality from a wider range of philosophies that try to provide answers to such questions, as they offer a richness to moral thinking that cannot be gleaned from traditional bioethical approaches alone. - [1] Friedrich Wilhelm Nietzsche, The Gay Science: With a Prelude in German Rhymes and an Appendix of Songs, ed. Bernard Williams, Josefine Nauckhoff, and Adrian Del Caro, Cambridge Texts in the History of Philosophy, 109. [2] Nietzsche, 120. [3] Daniel C O’Brien, “Medical Ethics as Taught and as Practiced: Principlism, Narrative Ethics, and the Case of Living Donor Liver Transplantation,” The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine 47, no. 1 : 97, https://doi.org/10.1093/jmp/jhab039. [4] K. D. Clouser and B. Gert, “A Critique of Principlism,” Journal of Medicine and Philosophy 15, no. 2 : 219–36, https://doi.org/10.1093/jmp/15.2.219. [5] O’Brien, “Medical Ethics as Taught and as Practiced,” 97. [6] Cora Diamond, “Having a Rough Story about What Moral Philosophy Is,” New Literary History 15, no. 1 : 168, https://doi.org/10.2307/468998. [7] Bernard Williams, Morality: An Introduction to Ethics, Canto ed, xvii. [8] G. E. M. Anscombe, “Modern Moral Philosophy,” Philosophy 33, no. 124 : 1, https://doi.org/10.1017/S0031819100037943. [9] Tom L. Beauchamp and James F. Childress, Principles of Biomedical Ethics, 7th ed, 13. [10] Clouser and Gert, 233. [11] Clouser and Gert, “A Critique of Principlism,” 235. [12] Paul Farmer and Nicole Gastineau Campos, “Rethinking Medical Ethics: A View from Below,” Developing World Bioethics 4, no. 1 : 17–41, https://doi.org/10.1111/j.1471-8731.2004.00065.x. [13] Ludwig Wittgenstein, Philosophical Investigations, ed. Joachim Schulte, trans. P. M. S. Hacker, 4th edition, 40. [14] Farmer and Campos, “Rethinking Medical Ethics,” 20. [15] Farmer and Campos, 20. [16] Jennifer Blumenthal-Barby et al., “The Place of Philosophy in Bioethics Today,” The American Journal of Bioethics: AJOB, June 30, 2021, 3–5, https://doi.org/10.1080/15265161.2021.1940355. [17] Brendan Balcerak Jackson, “Verbal Disputes and Substantiveness,” Erkenntnis 79, no. S1 : 31–54, https://doi.org/10.1007/s10670-013-9444-5. [18] C. S. I. Jenkins, “Merely Verbal Disputes,” Erkenntnis 79, no. 1 : 11–30, https://doi.org/10.1007/s10670-013-9443-6. [19] Steven Crowell, “Existentialism,” in The Stanford Encyclopedia of Philosophy, ed. Edward N. Zalta, Summer 2020, https://plato.stanford.edu/archives/sum2020/entries/existentialism/; Anita Avramides, “Other Minds,” in The Stanford Encyclopedia of Philosophy, ed. Edward N. Zalta, Winter 2020, https://plato.stanford.edu/archives/win2020/entries/other-minds/. [20] Martin Heidegger, Discourse on Thinking, Harper Torchbooks, 46. [21] Heidegger, 46. [22] Heidegger, 45. [23] Nick Zangwill, “Aesthetic Judgment,” in The Stanford Encyclopedia of Philosophy, ed. Edward N. Zalta, Winter 2021, https://plato.stanford.edu/archives/win2021/entries/aesthetic-judgment/. [24] Yuriko Saito, “Aesthetics of the Everyday,” in The Stanford Encyclopedia of Philosophy, ed. Edward N. Zalta, Spring 2021, https://plato.stanford.edu/archives/spr2021/entries/aesthetics-of-everyday/. [25] O’Brien, “Medical Ethics as Taught and as Practiced,” 112. [26] Farmer and Campos, “Rethinking Medical Ethics,” 20. (shrink)

A stunning exploration of the relation between desire and psychopathology, The Death of Desireis a unique synthesis of the work of Laing, Freud, Nietzsche, and Heidegger that renders their often difficult concepts brilliantly accessible to and usable by psychotherapists of all persuasions. In bridging a critical gap between phenomenology and psychoanalysis, M. Guy Thompson, one of the leading existential psychoanalysts of our time, firmly re-situates the unconscious - what Freud called "the lost continent of repressed desires" - in phenomenology. In (...) so doing, he provides us with the richest, most compelling phenomenological treatment of the unconscious to date and also makes Freud's theory of the unconscious newly comprehensible. In this revised and updated second edition to the original published in 1985, M. Guy Thompson takes us inside his soul-searching seven-year apprenticeship with radical psychiatrist R. D. Laing and his cohorts as it unfolded in counterculture London of the 1970s. This rite de passage culminates with a four-year sojourn inside one of Laing's post-Kingsley Hall asylums, where Laing's unorthodox conception of treatment dispenses with conventional boundaries between "doctor" and "patient." In this unprecedented exploration, Thompson reveals the secret to Laing's astonishing alternative to the conventional psychiatric and psychoanalytic treatment schemes. Movingly written and deeply personal, Thompson shows why the very concept of "mental illness" is a misnomer and why sanity and madness should be understood instead as inherently puzzling stratagems that we devise in order to protect ourselves from intolerable mental anguish. The Death of Desireoffers a provocative and challenging reappraisal of depth psychotherapy from an existential perspective that will be of interest to psychoanalysts, psychotherapists, philosophers, social scientists, and students of the human condition. (shrink)

Learning to adapt to the new set of conditions that confound behavioral standards was made possible by the pandemic-driven change in the school system. Due to these conditions and the COVID-19 pandemic, students may experience behaviors like social media addiction and social anxiety that may affect their well-being or happiness. Thus, this study aims to investigate the effects of social media addiction and social anxiety on the happiness of tertiary students amidst the COVID-19 pandemic. (...) The study was conducted on 316 first-year college students utilizing Google forms to disseminate questionnaires. After utilizing Bergen Social Media Addiction Scale, Social Anxiety Scale, and Oxford Happiness Questionnaire, it was found that social media addiction (β = -0.30, p<.00) and social anxiety (β = -0.003, p<.00) has a significant negative effect on happiness. Therefore, the study recommended and designed a student wellness program that provides a range of recreational, healthimproving, self-esteem-boosting, and relationship-strengthening activities for students in order to mitigate the negative effects of problematic social media usage and social anxiety that negatively effect their happiness. (shrink)

In the present research, based on the game research paradigm, the research tools are the dictator game and the trust game, and the research objects are Chinese university students. We adopt 2 × 2 between-subjects design experiment to investigate the influence of social class on university students’ prosocial behavior. Across the experimental study, we find that in the two situations of dictator game and trust game, self-social class has no significant influence on university students’ prosocial (...) behavior; in the situation of dictator game, target social class has a significant influence on university students’ prosocial behavior, and it is regulated by self-social class. Under the condition of low self-social class, the higher the target social class, the more prosocial behavior of university students, which confirms the perspective of status and negates “if you are poor, you will be good for yourself.” Under the condition of high self-social class, the lower the target social class, the more prosocial the behavior of university students, which confirms the perspective of fairness and echoes “if you are good, you will be good at the world”; in the context of the trust game, target social class has a significant influence on university students’ prosocial behavior, and there is no interaction effect with self-social class. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Response to Elizabeth Gould, “The Nomadic Turn: Epistemology, Experience, and Women College Band Directors”Stephen Franklin ZdzinskiI want to thank Elizabeth Gould for providing us with a thought-provoking paper examining the journeys of women university band directors through a post-modernist and feminist perspective. As a music education professor who deals with students from undergraduate through doctoral levels, I have the opportunity to provide professional guidance to many (...) students, both female and male. A number of my female instrumental music education students ask me about becoming high school and university band directors. I want to be honest with them about the realities of the profession, but I want also to encourage them to pursue their [End Page 195] professional dreams and goals despite any potential structural limitations. I found this paper to provide me with very good insights that I can use to advise my students.According to Gould, there are a number of factors that contribute to the under-representation of women in the field of college band directing. For example, we can see that historically the first band directors and instrumental music educators came either from military or professional performance backgrounds and as a result, most instrumental music teachers were initially male. In addition, early college band organizations, particularly marching musical organizations, were entirely male in composition. While these conditions have not continued to the present day, they set the stage for what was to follow.Socialization and Women University Band DirectorsThe different socialization of girls and boys may also be found to play a role in the under-representation of women as university band directors. A number of researchers have found gender differences in instrument selection,1 and other research points to additional familial socialization differences by gender.2According to Paul Woodford,3 the primary socialization of music education majors and the formation of a music teacher's identity occur during their own pre-collegiate schooling. Several researchers have suggested that precollegiate teaching experiences may be influential in decisions to choose music teaching as a career.4 Through countless hours of observation in their own programs, female and male students may be socialized to professional expectations of band directing before they ever enter a university-based instrumental music education program. Sylvia Tibbets, Winifred Shepard and David Hess, Stan Albrecht, Philip Griswold, and Denise Chroback all found that instrumental music teaching was viewed by both children and adults as a masculine profession.5 Woodford found that many of our current teacher education programs merely recreate existing practices, thus replicating inequitable situations in regards to opportunities for women in the profession of high school and college band directing.6After graduation, the outcome of a gender-influenced instrument choice may be inhibiting the career aspirations of future women band directors. Research by Barry Kopetz examined the influences of gender, school type, and instrument on instrumental music teacher selection by school principals.7 While significant gender differences in favor of males were found, they accounted for only 3% of the variance in teacher selection. Also important was the type of school being attended (performance versus music education institution), also accounting for 3% of the variance. Instrument, on the other hand, accounted for 10% of the variance in teacher selection, with teachers being selected in the following order: [End Page 196] trumpet, clarinet, oboe, and violin. If one examines the instruments commonly played by female instrumentalists, the research by Kopetz may suggest that gender discrimination in band hiring may in fact be exaggerated by playing the "wrong" instrument. If the student in addition comes from a performance-oriented school, that is considered by hiring officials as another negative factor that reduces their job possibilities.Structural Difficulties and Woman University Band DirectorsGould makes an interesting point when she states that while it is useful to know about the reasons for a lack of women in the band directing profession, this information by itself is not going to change things until we actually understand the structural underpinnings of the problem. The use of the metaphor of the nomad is helpful in attempting to explain the structural difficulties inherent in women becoming university band directors. In fact, I... (shrink)

Ethical and quality concerns are important concerns in doctoral research programs and often draw the attention of governments, universities governing bodies, academics, and research students. Addressing these concerns is key to maintaining and improving the quality of doctoral research. This study used generic qualitative research design. The sample of the study consisting of seventeen doctoral students and ten doctoral supervisors was selected from social science doctoral programs using purposive sampling technique. Interviews were (...) used as data collection tools. The study aimed at contributing to the areas of quality and ethical processes and outcomes in social science research in the Pakistani context where ethical and quality dimensions in educational research have been relatively less explored. The study indicated several ethical and quality issues in the doctoral research programs including inadequate research supervision and evaluation processes, inadequate course work, low teaching quality, and a focus on getting degrees rather than on obtaining genuine scholarship. Policy makers and higher education institutions may need to deal with issues that lead to a compromise on doctoral research studies in ethical and quality terms. The findings of this study may prove helpful to remedy some of the existing causes of ethical and quality issues in research at the PhD level and may help to produce value added research for social and economic progress. Further research may be conducted to explore possible ethical and quality concerns in natural sciences doctoral programs and to explore possible intervention-mechanisms for ensuring ethical and quality concerns in such programs. (shrink)

This article presents the first author's experiences as an Australian doctoral student undertaking a PhD by publication in the arena of the social sciences. She published nine articles in refereed journals and a peer-reviewed book chapter during the course of her PhD. We situate this experience in the context of current discussion about doctoral publication practices, in order to inform both postgraduate students and academics in general. The article discusses recent thinking about PhD by publication and (...) identifies the factors that students should consider prior to adopting this approach, in terms of university requirements, supervisors' attitudes, the research subject matter, intellectual property, capacity and working style, and issues of co-authorship. It then outlines our perceptions of the advantages and disadvantages of undertaking a PhD by publication. We suggest that, in general, the advantages outweigh the disadvantages. We conclude by reflecting on how the first author's experiences relate to current discussions about fostering publications by doctoral students. (shrink)

This seminal volume delves into some of the doctoral research and pedagogical experiences within an African higher education context, making a case for the transformative potential of education and the integration of African indigenous philosophies into global educational practices. Through a collection of vivid narratives, the book situates philosophy of higher education by embodying the doctoral researcher and their initiation into academic life, revealing how doctoral pursuits in African higher education are not simply academic endeavours but deeply (...) philosophical adventures that challenge, critique, and reimagine the role of education in society. Chapters advocate for a dynamic educational system that, rooted in African philosophies, nurtures democratic citizenship, embraces critical engagement, and fosters social justice. A call to action for researchers, students, and policy makers alike to view doctoral research as a powerful catalyst for change, the book offers fresh perspectives on addressing the continent's unique challenges, contributing to a more just and inclusive world. Ultimately considering the potential of academic research to shape the future of societies, both within Africa and globally, the book will appeal to researchers, academics and postgraduate students involved with the philosophy of education, higher education, and citizenship education, as well as these areas in African contexts specifically. (shrink)

Features and relevant services of online social media have been attracting users during the COVID-19 pandemic. Previous studies have shown that college students tend to use social media more frequently than other groups. However, in being affected by social media overload, the social media use behaviors of many college students have been out of their control in terms of their capabilities or cognition. Based on the stressor–strain–outcome model and the theory of compensatory internet use, (...) we developed a research model to study the causes of social media overload and its impact on college students’ academic performance during the COVID-19 pandemic. A total of 441 valid responses from college students through questionnaires in China are collected via purposive sampling and used in the data analysis. This study conducts PLS-SEM to analyze collected data, finding that boredom proneness is associated with overload, which has a bearing on social media overload and the reduction in final performance. Through illustrating the psychological and behavioral conditions that hinder the academic performance of students, this study provides deeper insights into students’ uncontrollable use of social media. Moreover, with respect to the identified antecedents, this study aims to find solutions to mitigate the impact of social media overload resulting from boredom proneness on the academic performance of college students. (shrink)

Gillian Hadfield and Stephen Macedo argue that late-Rawlsian stability for the right reasons, that is, stability based on participants’ reciprocal cooperation, can arise even if participants start out only economically rational and indifferent to justice. As they explain, even purely rational actors have an interest in having a neutral “shared logic” to coordinate decentralized enforcement of social cooperation and in internalizing that logic. Once developed and internalized, they add, that logic renders their reasoning public, and their persons, reasonable and (...) responsive to Rawlsian justice considerations. Hadfield and Macedo’s account seeks to lend Rawlsian contractualism a contractarian foundation. I raise five challenges to their account, focusing on the sense in which actors “start out” purely rational; on illiberal means that may serve rational citizens’ joint ends; on the counterexample of Martin Luther King; on the difficulty of specifying the mechanism for shared logic-internalization; and on the further counterexample of a medical student who internalizes compassion, only upon the condition that it serves his rational aims. (shrink)

The aim of this study is to investigate how patterns of collaboration and scholarly independence are related to early stage researchers’ development in two multidisciplinary learning environments at a Swedish university. Based on interviews with leaders, supervisors, doctoral students, and post docs, results show how early stage researchers’ development is conditioned by their relative positions in time and space. Through the theoretical notions of ‘epistemic living space’ and ‘developmental networks’, four ways of experiencing the multidisciplinary learning environment were (...) distinguished. Overall, the environments provided a world of opportunities, where the epistemic living space entailed many possibilities for cross-disciplinary collaboration and development of scholarly independence among peers. However, depending on the members’ relative positions in time and space, this world became an alien world for the post docs who had been forced to become “over-independent” and find collaborators elsewhere. Moreover, it became an avoided world for absent mono-disciplinary supervisors and students who embodied “non-collective independence”, away from the environments’ community. By contrast, a joint world emerged for doctoral students located in the environment, which promoted their “independent positioning” and collaborative ambitions. Thus, early stage researchers’ collaboration and development of scholarly independence were optimised in a converged learning space, where the temporal and spatial conditions were integrated and equally conducive for learning. Based on these results, the authors provide suggestions for how to improve the integration of scholars who tend to develop away from the community because of their temporal and spatial positions. (shrink)

In the medieval legend, Doctor Faustus strikes a dark deal with the devil; he obtains vast powers for a limited time in exchange for a priceless possession, his eternal soul. The cautionary tale, perhaps more than ever, provides a provocative lens for examining humankind’s condition, notably its indefatigable faith in knowledge and technology and its predilection toward misusing both. A variety of important questions are raised in this meditation including What is the nature of knowledge today and how does it (...) differ from knowledge in prior times? What is its relation to technology and power? What paths are we heading along and which alternative ones are being avoided? Not insignificantly, we also raise the issue of civic ignorance, including that which is intentionally cultivated and that which is simply a lack of knowledge. We also consider the identity of Doctor Faustus in the twenty-first century and in a more material world like ours, what is the soul that he would lose in the bargain, and what damage might be done to Faustus and to innocent bystanders. Finally since people don’t always live up to the terms of agreements they make, what, if anything, could Faustus do to wriggle out of the bargain, to avoid the loss of his all-important soul. Our response is not to disavow knowledge (as the implicit “lesson” of the original myth might suggest) but to shift to another approach to knowledge that is more collective and more responsive to actual needs of our era. This approach which we call civic intelligence is considered as a way to avoid the possible catastrophes that the Faustian bargain we’ve seemingly struck is likely to bring. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Introduction:Developing Health Care in Severely Resource-Constrained SettingsPaul Farmer and Sadath SayeedThis symposium of Narrative Inquiry in Bioethics catalogues the experiences of health care providers working in resource-poor settings, with stories written by those on the frontlines of global health. Two commentaries by esteemed scholars Renee Fox and Byron and Mary-Jo Good accompany the narratives, helping situate the lived experiences of global health practitioners within the frameworks of sociology and (...) medical anthropology respectively.The burgeoning interest in global health among students, health science trainees, clinical practitioners, social entrepreneurs, philanthropists, and government officials is often linked with substantial moral claims. People working in global health often start with the rhetorical premise that each and every human being, regardless of economic, social, or political circumstances that lie beyond his or her control, deserves equal access to quality health care services. This is a bold position at risk of trivialization, in part because the sentiment is so commonplace among global health equity activists.Despite this relatively recent global outpouring of solidarity and concern, billions of poor people still lack access to basic health services. All too often, interventions that perpetuate existing trade practices and market economics are promoted, usually to the detriment of the poor. As our good friend and colleague Arthur Kleinman warns:The irrelevance of ethics can be seen when considering universal ethical formulations of justice and equity that do not begin with the local moral conditions of poor people, those experiencing the systematic injustice of higher disease rates and fewer health-care resources because of their positioning at the bottom of local social structures of power.(1999, p.72)If we are serious about reducing health disparities globally, we must be prepared to mobilize resources in Africa just as we would in the United States or in Europe. If we fetishize cost-effective (read: low-cost) interventions for the poor, we must ask whether we use the same metrics in other situations. In other words, we must always strive to address the fundamental structural and social causes of health inequity.We believe that global health must avoid the "iron cage of rationality," to use sociologist Max Weber's words. One unanticipated consequence of the growth of global health as a field is that the "audit culture"—which encourages accountability and effectiveness—can at times reinforce power differentials between donors (whether government agencies or multilateral foundations) and their intended beneficiaries. Agendas are often set not by community members but by global health leaders who rarely demonstrate sustained commitments to a local community. [End Page 73]As the guest editors of this issue, we hope to recapture the soul of global health work through the art of storytelling. Narratives, even when presented as raw and unrefined as many within this issue, remind us of the immense challenges—both programmatic and moral—involved in this work. The profound scarcity of resources available to health providers in poor countries forces ethical questions on doctors, nurses, pharmacists, social workers, and other health care workers, who make difficult choices every day about what to do with the few resources they have. These are the ethical dilemmas of mortal dramas at their most dire. Global health work demands of its practitioners an alternate mode of audit than academic methodologies can provide. Narratives return us to the basic human commitments that led many of us to this work, and they remind us to use words like equality and justice meaningfully.The narratives that follow offer unmitigated perspectives on the working lives of global health practitioners. They highlight the translation of the moral and programmatic challenges of health care delivery into real choices: for example, between a visiting surgeon's desire to treat a patient and his capacity (or really incapacity) to provide follow-up care. They acknowledge the necessity of interdisciplinary cooperation in resource-constrained settings, as well as the difficulties in collaborating across cultures and continents. Most importantly, they make the claim that a newborn in distress in a tent in Port-au-Prince merits the same resources and attention as one in Boston, and that his or her death merits the same indignation. They demonstrate the radical solidarity inherent in the... (shrink)

With the increasingly serious employment situation in China, the government and schools encourage college students to start businesses to alleviate employment pressure. College student's successful entrepreneurship depends on national preferential policies, social support, and, most importantly, their healthy and solid psychological quality and entrepreneurial psychological quality. The purpose is to understand the entrepreneurial psychology of college students and study the entrepreneurial psychological effect. Firstly, the four aspects of entrepreneurial psychology are summarized, including entrepreneurial awareness, entrepreneurial volition, entrepreneurial (...) ability, and entrepreneurial personality. Secondly, the research status of college students' entrepreneurial psychology is reviewed, and the existing problems are pointed out. Thirdly, the combined model of wavelet transform and Neural Network is proposed, and the feasibility of the proposed model is evaluated through the analysis of college students' entrepreneurial psychology. The wavelet NN is used in experimental design to predict college students' entrepreneurial psychology, and the predicted results are compared with the actual value. From the perspective of the prediction results of entrepreneurial psychology, the combination of wavelet algorithm and neural network is more accurate for entrepreneurial psychology prediction and evaluation results of law students. Overall, the difference between the predicted value and the actual value is within 0.3 points, which is relatively stable. According to the analysis of single-factor results, the scores of students of different majors in the four dimensions of entrepreneurial psychology are all higher than 3.5, but there is no significant difference among the four dimensions, indicating that the major has no significant impact on entrepreneurial psychology; law students with different educational backgrounds have significant differences in entrepreneurial psychology, among which students with a master's degree have the strongest entrepreneurial will, while doctoral students have the lowest entrepreneurial will; in terms of entrepreneurial psychological capital, men's self-efficacy is higher than women's, and the difference is significant. The difference between males and females in the scores of entrepreneurial psychological factors' four aspects is not very obvious. In terms of entrepreneurial psychological capital, males' self-efficacy is significantly higher than females'. Artificial Intelligence technology has great application prospects in the prediction and evaluation of college students' entrepreneurial psychology, and college students' entrepreneurial psychology is highly correlated with gender and education. (shrink)

Feminist Social Thought brings together key articles by prominent feminist thinkers, offering students sophisticated treatment of the theoretical topics central to feminist social thought. This reader highlights salient concerns in contemporary feminist scholarship and the advances feminist philosophers have made. The editor's introduction outlines alternative routes through the text, allowing instructors to easily adapt this reader to their particular courses and the interests of their students. Each article is prefaced with a short introduction by the editor (...) placing it in context, highlighting the principle issues and the conclusions reached. Students will find these headnotes helpful when tackling the challenging theoretical issues addressed. Representing a spectrum of feminist thinking, Feminist Social Thought is organized around seven topics constructions of gender; theorizing diversity; figurations of women; subjectivity, agency and feminist critique; social identity, solidarity and political engagement; care and its critics; and women, equality and justice. Students will be exposed to a wide variety of feminist philosophy and encouraged to think critically about challenging questions around pivotal subjects including * How are gender norms instilled, enforced, and perpetuated? * What are the relationships between gender and other socially demarcated positions such as race, class and sexual orientation? * What resources do women have at their disposal for recognizing their subordination and resisting it? * What goals should feminist politics pursue? * How can social and legal equality be reconciled with difference? (shrink)

Over the last 80 years, a major goal of medical educators has been to improve the quality of applicants to medical school and, hence, the resulting doctors. To do this, academic standards have been progressively strengthened. The Medical College Admission Test (MCAT) in the United States and the undergraduate science grade point average (GPA) have long been correlated with success in medical school, and graduation rates have been close to 100 percent for many years. Recent studies have noted that some (...) doctors having difficulties in practice were found to have had similar problems while in school. In this essay, we present a brief historical account of attitudes and approaches to admissions requirements, then discuss basic broad areas of accomplishment in clinical practice: academic mastery, clinical acumen, and professionalism. We then review data that suggest that lack of competency can often be detected very early in a student’s career and may or may not be immune to remediation efforts. We end with a recommendation for a course of action that upholds and fulfills the profession’s social responsibility. This will be a moral argument, defending an aggressive but equitable approach to maintaining both public accountability and trust. (shrink)

Social psychology is a flourishing discipline. It explores the most essential questions of the human psyche, and it does so with clever, ingenuitive research methods. This edited volume is a textbook for advanced social psychology courses. Its primary target audience is first-year graduate students in social psychlogy, although it is also appropriate for upper-level undergraduate courses in social psychology and for doctoral students in disciplines connecting to social psychology. The authors of the (...) chapters are world-renowned leaders on their topic, and they have written these chapters to be engaging and accessible to students who are just learning the discipline. After reading this book, you will be able to understand almost any journal article or conference presentation in any field of social psychology. You will be able to converse competently with most social psychologists in their primary research domain, a use skill that is relevant not only in daily life but also when interviewing for a faculty position. And, most importantly, you will be equipped with the background knowledge to forge ahead more confidently with your own research. (shrink)