Background: Ethics, being a fundamental component of nursing practice, must be integrated in the nursing education curriculum. Even though different bodies are promoting ethics and nursing researchers have already carried out work as regards this concept, it still remains difficult to clearly identify the components of this competence. Objective: This integrative review intends to clarify this point in addition to better defining ethical competence in the context of nursing practice. Method: An integrative review was carried out, for the 2009–2014 period, (...) in the CINAHL, MEDLINE, and EMBASE databases and in the journal Nursing Ethics. The keywords nursing ethics or ethical competence were used in order to make sure to widely encompass the concept of “ethical competence” in the case of a university curriculum in nursing. In the end, 89 articles were selected. Ethical consideration: We have respected the ethical requirements required regarding the sources and authorship. There is no conflict of interest in this literature review. Results: Ethical sensitivity, Ethical knowledge, Ethical reflection, Ethical decision-making, Ethical action, and Ethical behavior are the most frequently used terms with regard to ethical competence in nursing. They were then defined so as to better ascertain the possible components of ethical competence in nursing. Conclusion: Even though ethical competence represents a sine qua non competence in nursing practice, no consensus can be found in literature with respect to its definition. The identification of its components and their relationships resulting from this integrative review adds to the clarification of its definition. It paves the way for other studies that will contribute to a better understanding of its development, especially among nursing students and practicing nurses, as well as the factors that may exert an influence. More adapted education strategies can thus be put forward to support its development. (shrink)

COVID-19 is a highly contagious infection with no proven treatment. Approximately 2.5% of patients need mechanical ventilation while their body fights the infection.1 Once COVID-19 patients reach the point of critical illness where ventilation is necessary, they tend to deteriorate quickly. During the pandemic, patients with other conditions may also present at the hospital needing emergency ventilation. But ventilation of a COVID-19 patient can last for 2–3 weeks. Accordingly, if all ventilators are in use, there will not be time for (...) patients to ‘queue up’ to wait for those who arrived earlier to recover. Those who need a ventilator will die if they do not receive access to one quickly. Many nations now face the prospect that they failed to prepare appropriately for this foreseen risk of pandemic (another issue worthy of legal analysis) and that their populations will need far more ventilators than the health service can supply. For many weeks, the UK has been anticipating a surge of COVID-19 infections that could leave patients queuing in hospitals for ICU care. Luckily, social distancing has ‘flattened the curve’ and this problem might not arise. There is still a degree of risk, however, and other countries will not be so lucky. At some point, during this pandemic or the next, all countries will need to answer hard questions about whether and when scarce ICU resources (such as ventilators, beds and staff) should be either withheld or withdrawn from certain groups of patients solely for the purpose of providing them to others. Attempts to answer these questions can be found in a wide range of ICU triage protocols and ethical guidance documents, many of which embrace the foundational principle of ‘save the most lives’. Unfortunately, this worthwhile goal has generated many suggestions that could violate the law. This article identifies …. (shrink)

BackgroundCommunity engagement in research has gained momentum as an approach to improving research, to helping ensure that community concerns are taken into account, and to informing ethical decision-making when research is conducted in contexts of vulnerability. However, guidelines and scholarship regarding community engagement are arguably unsettled, making it difficult to implement and evaluate.DiscussionWe describe normative guidelines on community engagement that have been offered by national and international bodies in the context of HIV-related research, which set the stage for similar work (...) in other health related research. Next, we review the scholarly literature regarding community engagement, outlining the diverse ethical goals ascribed to it. We then discuss practical guidelines that have been issued regarding community engagement. There is a lack of consensus regarding the ethical goals and approaches for community engagement, and an associated lack of indicators and metrics for evaluating success in achieving stated goals. To address these gaps we outline a framework for developing indicators for evaluating the contribution of community engagement to ethical goals in health research.SummaryThere is a critical need to enhance efforts in evaluating community engagement to ensure that the work on the ground reflects the intentions expressed in the guidelines, and to investigate the contribution of specific community engagement practices for making research responsive to community needs and concerns. Evaluation mechanisms should be built into community engagement practices to guide best practices in community engagement and their replication across diverse health research settings. (shrink)

A common view in both philosophy and the vision sciences is that, in human vision, wavelength information is primarily ‘for’ colouring: for seeing surfaces and various media as having colours. In this article we examine this assumption of ‘colour-for-colouring’. To motivate the need for an alternative theory, we begin with three major puzzles from neurophysiology, puzzles that are not explained by the standard theory. We then ask about the role of wavelength information in vision writ large. How might wavelength information (...) be used by any monochromat or dichromat and, finally, by a trichromatic primate with object vision? We suggest that there is no single ‘advantage’ to trichromaticity but a multiplicity, only one of which is the ability to see surfaces and so on as having categorical colours. Instead, the human trichromatic retina exemplifies a scheme for a general encoding of wavelength information given the constraints imposed by high spatial resolution object vision. Chromatic vision, like its partner, luminance vision, is primarily for seeing. Viewed this way, the ‘puzzles’ presented at the outset make perfect sense. 1 Reframing the Problem1.1 Introduction1.2 Three puzzles1.2.1 Why is trichromatic vision an anomaly in diurnal mammals?1.2.2 Why does the colour system occupy such a large and central part in human vision?1.2.3 Why are the blue cones so rare?1.3 Recasting the question2 The Costs and Benefits of Spectral Vision2.1 Spectral information and object vision2.2 Encoding the spectral dimension of light2.2.1 ‘General’ versus ‘specific’ encoding2.2.2 Spectral encoding and the monochromat2.2.3 Spectral encoding and the dichromat2.2.4 Spectral encoding and the human trichromat2.3 Three puzzles revisited2.3.1 Why is trichromatic vision an anomaly in diurnal mammals?2.3.2 Why does the colour system occupy such a large and central part in human vision?2.3.3 Why are the blue cones so rare3 Conclusion. (shrink)

In two studies, 5- and 6-year-old children were questioned about the status of the protagonist embedded in three different types of stories. In realistic stories that only included ordinary events, all children, irrespective of family background and schooling, claimed that the protagonist was a real person. In religious stories that included ordinarily impossible events brought about by divine intervention, claims about the status of the protagonist varied sharply with exposure to religion. Children who went to church or were enrolled in (...) a parochial school, or both, judged the protagonist in religious stories to be a real person, whereas secular children with no such exposure to religion judged the protagonist in religious stories to be fictional. Children's upbringing was also related to their judgment about the protagonist in fantastical stories that included ordinarily impossible events whether brought about by magic or without reference to magic . Secular children were more likely than religious children to judge the protagonist in such fantastical stories to be fictional. The results suggest that exposure to religious ideas has a powerful impact on children's differentiation between reality and fiction, not just for religious stories but also for fantastical stories. (shrink)

This volume provides an up to date and comprehensive overview of the philosophy and neuroscience movement, which applies the methods of neuroscience to traditional philosophical problems and uses philosophical methods to illuminate issues in neuroscience. At the heart of the movement is the conviction that basic questions about human cognition, many of which have been studied for millennia, can be answered only by a philosophically sophisticated grasp of neuroscience's insights into the processing of information by the human brain. Essays in (...) this volume are clustered around five major themes: data and theory in neuroscience; neural representation and computation; visuomotor transformations; color vision; and consciousness. (shrink)

Hegel and the Symbolic Mediation of Spirit examines the role of the symbol and the sign in Hegel's philosophy. Of the relatively few commentators who have concerned themselves at all with the role of the symbol or the sign in Hegel's philosophy, most have restricted themselves to either his discussion of theoretical spirit, in which he presents symbol-making as an act of the imagination that must be surpassed by abstract thought, or to his consideration of the symbolic form of art, (...) which he describes as the mere precursor to art's ideal form. As a result, these commentators have tended to assume that Hegel's philosophy asserts a simple preference for the sign over the symbol. Hegel and the Symbolic Mediation of Spirit contests this assumption by considering these passages in light of Hegel's entire philosophy of spirit and logical method. Through close analyses of the various ways in which the symbol and the sign serve the development of theoretical and absolute spirit, this dissertation demonstrates how the symbol is of "absolute" importance to Hegel's notion of spirit as wholly self-determining. Although spirit's necessary recourse to the symbolic--to that which is ambiguous and displacing--appears to compromise its act of self-determination, this work shows how spirit's symbolic experience actually conditions and completes its self-determining activity. At the same time, besides leading to a new understanding of spirit, this comprehensive consideration of Hegel's discussions of the symbol and the symbolic leads to a unique position on some of the most widely-debated issues of Hegelian scholarship. It serves, for example, to delineate the relationship between language and thought, to illuminate the paradox of art's simultaneous absolute and derivative status, and to display philosophy's ultimate dependence upon artistic and religious conceptions of reality. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in (...) the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

In this paper I distil a concept of the imaginary with which to make good the claim that our mode of embodied subjectivity is an imaginary embodiment in an imaginary world. The concept of the imaginary employed is not one in which imaginary worlds are contrasted with the real, but one in which imagination is a condition of there being a real for us. The images and forms in terms of which our imagined bodies and worlds are constituted carry, in (...) an interdependent way, cognition and affects. Imagined configurations have a resilience which makes their displacement more than a matter of appealing to considerations of truth or falsity. It involves encounters with alternative imagined configurations which can be recognized as making both cognitive and affective sense. (shrink)

Thought uses meaning but not necessarily language. Meaning, in the form of a set of possible concepts and ideas, is a nonphysical reality that lay waiting for brains to become smart enough to represent these ideas. Thus, the brain evolved, whereas meaning was discovered, and language was invented – collectively – as a tool to help the brain use meaning.

This article reviews the phenomena of disordered discourse often manifested in schizophrenia. It argues that the Structure Building Framework, a model of the general cognitive processes and mechanisms underlying discourse, can be used to account for these phenomena. According to the Structure Building Framework, the goal of comprehension is to build coherent mental representations or structures. Building a mental structure involves several component subprocesses: laying a foundation, mapping relevant information onto that foundation, and shifting to initiate a new substructure. Building (...) a mental structure also involves at least two general cognitive mechanisms: enhancement of relevant activation and suppression of irrelevant or inappropriate activation. We suggest that schizophrenics who exhibit verbose disordered discourse have inefficient suppression mechanisms, are impaired in laying a foundation, and tend to shift too often. We also speculate that schizophrenics who exhibit impoverished disordered discourse have inefficient enhancement mechanisms and are impaired with the cognitive process of mapping. (shrink)

In this article, we explore Beauvoir’s account of what she claims is an alienated relation to our ageing bodies. This body can inhibit an active engagement with the world, which marks our humanity. Her claims rest on the binary between the body-for-itself and the body-in-itself. She shares this binary with Sartre, but a perceptive phenomenology of the affective body can also be found, which works against this binary and allows her thought to be brought into conversation with Levinas. For Levinas, (...) the susceptibility of the body is constitutive of our subjectivity, rather than a source of alienation. If we develop Beauvoir’s thought in the direction of his, an ontological structure is suggested, distinct from Sartre – a structure which makes room for her pervasive attention to affectivity. (shrink)

In this article, we explore the relation between bodies and selves evident in the narratives surrounding aesthetic surgery. In much feminist work on aesthetic surgery, such narratives have been discussed in terms of the normalising consequences of the objectifying, homogenising, cosmetic gaze. These discussions stress the ways in which we model our bodies, under the gaze of others, in order to conform to social norms. Such an objectified body is contrasted with the subjective body; the body-for-the-self. In this article, however, (...) we wish to make sense of the narratives surrounding such surgery by invoking the expressive body, which fits on neither side of this binary. We wish to explore how the modification of the body’s anatomical features (physiology) is taken to be a modification of its expressive possibilities, and therefore a modification of possibilities for inter-subjective relations with others. It is such expressive possibilities that, we suggest, underlie decisions to undergo surgical procedures. The possibility of modification of the expressive possibilities of the body, by the modification of its anatomical features, rests on the social imaginaries attached to anatomical features. In the context of such imaginaries, individual decisions to undergo or promote surgery can be both intelligible and potentially empowering. However, the social consequences of such acts are an increasing normalisation of the ‘body under the knife’ and an intolerance of bodily difference. This, we suggest, can only be changed by a re-visioning of bodily imaginaries so that expressive possibilities can be experienced across bodies with a range of physiological features. (shrink)

Are clinical practice guidelines a means for improving the quality of health care? For saving money in the health care system? For solving the malpractice problem? For making the health care system work better for all? Or, are they a recipe for disaster? This overview sets out conceptual, definitional, and practical aspects of clinical practice guidelines as a broad framework for reflecting on the issue of what guidelines are and why they count. It draws mainly on work done since 1990 (...) at the Institute of Medicine and focuses on five questions. First, what are guidelines, and who develops them? Second, what criteria or principles should be used to create good guidelines? Third, what problems or pitfalls exist in developing and disseminating guidelines? Fourth, in what ways can guidelines help improve medical care, and in what ways will they not be as practical or useful, particularly with respect to quality of care? Finally, what ethical context might guide deliberations on this topic? (shrink)

How can teacher development be characterised? In this paper we offer a conceptualisation of teacher development as the enhancement of knowledge and capabilities to function in the activity of a teacher and illustrate with a case study. Our analytic focus is on the development of a science teacher, David, as he engaged in an innovative, collaborative project on learning photonics at a metropolitan secondary school in Australia. Three dimensions of development emerged: technical confidence and competence, pedagogical development and personal agency. (...) We explore the transformative effects of intrapersonal tensions within the teacher’s constitution of his role in the emerging community of enquiry — positioning him in turn as learner, instructor and facilitator. We view the context for David’s actions as a complex and dynamic system and interpret David’s development as arising from his responses to the differences in his emerging roles in the project. (shrink)

This paper presents the use of the Giving Voice To Values (GVV) pedagogical approach for educating entrepreneurial leaders. First, we introduce a new framework for entrepreneurial leadership and review the three principles of this framework. Second, we discuss how the GVV pedagogical approach provides a unique way to educate entrepreneurial leaders. Finally, we describe how Babson College plans to use the GVV approach in our curricula.

In India, God can be female. The goddesses of Hinduism and Buddhism represent the largest extant collection of living goddesses anywhere on the planet. Feminists in the West often draw upon South Asian goddesses as theological resources in the contemporary rediscovery of the Goddess. Yet, these goddesses are products of a male supremacist society. What is the impact of powerful female deities--their images, projections, textuality, and history--on the social standing and psychological health of women? Do they empower women, or serve (...) the interests of patriarchal culture? Is the Goddess a Feminist? looks at the goddesses of South Asia to address these questions directly. Not a book about a single goddess or even about a variety of South Asian goddesses, the volume raises questions about images of deities as symbols and the ways in which they function. Contributors discuss contemporary Indian women who have embraced goddesses as spiritually and socially liberating, as well as the seeming contradictions between the power of Indian goddesses and the lives of Indian women. They also explore such topics as the element of male desire in the embodiment of female deities, the question of who speaks for the goddesses, and the politics and theology of Western feminist use of Hindu and Buddhist goddesses as models for their feminist reflections. (shrink)

This brief and inexpensive paperback provides an introduction to some of the world's great philosophical traditions through original sources. It can be used as a supplement to a traditional western-oriented textbook, or it can stand-alone. Organized by culture (Africa, China, Japan, Native American, Latin America, Arabia, Persia, India, the West), each self-contained chapter is edited by an expert in the area. The editors' extensive introductions to the selections are designed for readers with no previous study of philosophy. Each chapter also (...) contains a pronunciation key, glossary, area map, and suggestions for further readings. An alternate table of contents is provided for world civilization courses. (shrink)

Osiurak and Reynaud offer a unified cognitive approach to cumulative technological culture, arguing that it begins with non-social cognitive skills that allow humans to learn and develop new technical information. Drawing on research focusing on how children acquire knowledge through interactions others, we argue that social learning is essential for humans to acquire technical information.

A philosophical exploration of aesthetic experience during bereavement. In Aesthetics of Grief and Mourning, philosopher Kathleen Marie Higgins reflects on the ways that aesthetics aids people experiencing loss. Some practices related to bereavement, such as funerals, are scripted, but many others are recursive, improvisational, mundane—telling stories, listening to music, and reflecting on art or literature. Higgins shows how these grounding, aesthetic practices can ease the disorienting effects of loss, shedding new light on the importance of aesthetics for personal and (...) communal flourishing. (shrink)

Paper edition (0492-7), $24.95. (RC) An anthology of both original and reprinted essays on the work of philosopher Justus Buchler (b. 1914), intended not as a festschrift but as a study in ordinal metaphysics for philosophers and scholars.

In Toward a Pragmatist Philosophy of the Humanities (Pihlström 2022) Sami Pihlström argues that the humanities are truth-aiming and knowledge-producing. Reductive ontological and narrow epistemological views, and “post-truth” views in the humanities, have devalued their cognitive contributions as knowledge-producing research programs. Pihlström argues that a pragmatic approach to knowledge in a Peircean vein suggests a broader ontological and epistemological framework that avoids the Scylla a...