Managing Complexity in Healthcare introduces the ComEntEth (Complex Entropic Ethical) model as an integrated bio-medical and philosophical approach to understanding how people get things done in healthcare. Drawing on the complexity sciences, studies of entropy in living organisms, and the ethics of Emmanuel Levinas, healthcare is theorised as energetic relational exchanges between people as entropic and ethical entities that unfold around a central attractor: Reduction in elevated entropy or suffering in patients. Living entities are engaged in a continuous struggle against (...) the tendency to produce entropy. From the cellular to the collective of human endeavours, the tendency of complex systems is to disorder and decay. Yet in the micro-activity of healthcare enterprise, people resist this tendency by expending energy to create order and sustain life. Making sense of how this miraculous work is made possible is the foundation of this book. Through practical examples - from analysis of practitioner burnout, rural and remote healthcare, the functioning of emergency departments, to government, social and institutional responses to the COVID-19 pandemic -this new integral philosophy provides practitioners, managers, policy designers, and scholars an effective way to understand the dynamics of daily processes and practices that link the micro of everyday interactions with the macro-trends of healthcare. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Air of Liberty:A Transatlantic PerspectiveKieran M. Murphy (bio)"En somme le rôle du critique serait sans cesse de faire de l'air dans le plein du monde mais non pas forcement de faire du vide."—Roland Barthes"Dèyè mòn, gen mòn" ["Behind mountains, there are mountains"]—Haitian proverbThe phrase "I can't breathe" has become a worldwide rallying cry against injustice. Ben Okri deems "I can't breathe" the "mantra of oppression" that should "spark (...) the real change our world so desperately needs." He attributes the phrase's remarkable impact to how it taps into our primal fear of suffocation, encouraging empathy for "seemingly insignificant people." He also brings attention to how, as a slogan, "I can't breathe" subverts institutional racism through poetic means: "Not even William Shakespeare, Walt Whitman, James Baldwin or Toni Morrison at their most eloquent came out with anything as simple in the genius of its truth as: 'I can't breathe.'" This truth is airborne: "'I can't breathe' suddenly equates racism with the deprivation of air, which is what it always was." The chokehold of racism emerged with the transatlantic slave trade and, Okri concludes, has been ever since the prohibition of breathing "freedom."The powerful convergence of poetics and politics in the slogan "I can't breathe" comes from its essential truth: the aerial nature of freedom. More than just a concept or metaphor, freedom is also something you breathe. Freedom is a kind of concept-image that depends on our intimate, life-sustaining relationship with the atmosphere. "I can't breathe" brings attention to this relationship to help redress the failure of our institutions to bestow freedom equally.The aerial nature of freedom is even more apparent in the related slogan "the air of liberty." References to "the air of liberty" occurred frequently during the French Revolution to convey the origin of the "human rights" that have become the bedrock of our democratic institutions. Today, these human rights continue to exert their legal weight for the defense of equality. Yet, when confronted with the evasive mechanism of institutional racism, they keep falling short. This predicament is partly due to [End Page 200] their supposed airtight foundation. "The air of liberty" offers a window to the turbulent time when human rights sprang conspicuously from the atmosphere, that we can reopen to shift the focus from the legal to the aerial origin of freedom. This strategy unleashes historical winds that swept across the Atlantic world, including a critical undercurrent from the Haitian Revolution that prefigured the "I can't breathe" movement and its critique of the white chokehold on freedom. Click for larger view View full resolutionFigure 1.Detail of Jean-Jacques-François Le Barbier, Déclaration des droits de l'homme et du citoyen, circa 1789 (Source: Wikimedia Commons)The best-known depiction of the 1789 Declaration of the Rights of Man and of the Citizen (Fig. 1) portrays the origin of liberty in a scene unfolding in the sky. Spreading its light and dissipating the clouds of error, the Enlightenment's eye of reason levitates like an aerostat. Its liberating power illuminates the law symbolized by a winged figure pointing to the tablets below containing the articles proclaiming that "men" are born free and equal. Despite the prominence given to the eye of reason, it is in the atmosphere in which it elevates that we must look for the elemental spring of liberty.References to the aerial nature of liberty most intriguingly surfaced in contemporary debates concerning the universality of the Declaration of the Rights of Man. The revolutionary and abolitionist Jacques Pierre [End Page 201] Brissot characterized the 1791 slave rebellion that ravaged the colony of Saint-Domingue (now Haiti) as a fight for a purer, healthier air. In a speech delivered the same year at the National Assembly, he argued that, following the storming of the Bastille and the Declaration of the Rights of Man, the "atmosphere" of inequality hovering over the plantations of Saint-Domingue had become noxious not only for the enslaved but also for the troops that France might dispatch to restore order in the colony... (shrink)

We cannot talk about the role of philosophy of education in teachers' training programs without examining the relationship between philosophy and educational theories. Even when theoreticians like Kieran Egan, for example, claim that education is a normative discourse that cannot be inferred from "local" empirical psychological research, the role of philosophy seems of utmost importance because philosophy has essentially to do with norms and values. Another way of looking at the "sciences" of education that renews our comprehension of their (...) relationship is by analysing a new cognitive psychological approach named "metacognition" which rests on one's ability to understand one's own cognitive strategies and mechanisms of regulation. The well-known psychologist Adrien Pinard in Quebec has been working on those concepts lately, inspired by Flavell's model of cognitive regulation. This approach is remarkably similar both to Wilson's definition of procedural criteria which he claims educational theory is all about and to the very specific method of philosophy, that of analytical and reflective thought. Philosophy or reflective thought cannot be separated from practice in teacher training since education is not only a matter of pedagogical means but also of attitudes to and relationship with another person. Thus, besides theory and practice, a third parameter should be taken into account in the elaboration of a teacher training program: the meta-practice and theory parameter, or the reflection on one's own practice, which is essentially philosophical. (shrink)

Qu’est-ce qui peut venir à l’idée qui n’y soit pas déjà, en quelque façon, contenu, ou qui ne soit pas déjà à la mesure de l’idée? Ne faudrait-il pas, pour rendre pensable l’absolu – pour trouver un sens à Dieu – contester que la pensée soit coextensive à la conscience en guise d’un savoir toujours corrélatif de l’être et, dès lors, que la philosophie coïncide avec l’ontologie?Ce livre essaie de suggérer que le sens signifie non pas exclusivement sous la figure (...) de signifiants – choses, signes, mots – renvoyant à des signifiés; qu’il signifie, plus anciennement, à partir du visage humain, comme quand on dit signifier un ordre ou ordonner. Signifiance originelle du visage perçant sans cesse ses formes plastiques et représentées qui sans cesse se referme sur la voix silencieuse ou inouïe du commandement signifié! Eveil et dévotion suscités en guise d’un moi libéré de soi, libéré pour le prochain, même si l’on s’obstine à n’y trouver que représentation et conscience de soi. (shrink)

Rik Peels has forcefully argued that, contrary to what is widely held, ignorance is not equivalent to the lack or absence of knowledge. In doing so, he has argued against the Standard View of Ignorance according to which they are equivalent, and argued for what he calls “the New View” according to which ignorance is equivalent (merely) to the lack or absence of true belief. In this paper, I defend the Standard View against Peels’s latest case for the New View.

First published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.

Nothing is more mysterious for man than the substance of his own body. Every society has attempted in its way to give a particular answer to this primary enigma in which man has his roots. Innumerable theories of the body that have followed each other during the course of history or that still coexist today are directly connected to the world views of these different societies. Even more, they are dependent on the conceptions of the person. The modern view of (...) the body, that which anatomo-physiology incarnates, is a direct function of the emergence and development of individualism within the European societies of the Renaissance, especially in the 17th century, that marks a crystallization, very clear at the social level, of this tendency. Moreover, the explosion of the present knowledge of the body that makes anatomophysiology one theory among others, even though it is dominant, denotes another stage in individualism, a yet stronger falling back on the ego: the emergence of a society in which the atomization of individuals has become an important fact, an atomization submitted to or desired, according to the case, which does not appear in contradiction to present research in new ways of socializing, new forms of tribalism and so on, as is clearly indicated by what we agree to call the associative phenomenon. This is a characteristic of societies in which individualism is a structural fact: the development of an infinitely plural and polyphonic character. In these societies, in fact, the initiative is assumed by individuals or groups more than it is in a culture that tends to become a simple formal framework. (shrink)

Eben Scheffler wrote much on poverty and social injustice, and this article focusses on his understanding of the Gospel of Luke and the Book of Acts in order to comprehend the different dimensions of suffering and the healing ministry of the Lukan Jesus. Scheffler stressed that Jesus’ life, from birth to cross, was immersed in suffering thus becoming part of the human condition of sorrow and misery, but Scheffler ultimately stressed the compassion of Jesus’ ministry which continued in the early (...) church and which must be reflected by his followers to all people. (shrink)

Reasons without Rationalism has two related parts, devoted to action theory and ethics, respectively. In the second part, I argue for a close connection between reasons for action and virtues of character. This connection is mediated by the idea of good practical thought and the disposition to engage in it. The argument relies on the following principle, which is intended as common ground: " Reasons: The fact that p is a reason for A to ϕ just in case A has (...) a collection of psychological states, C, such that the disposition to be moved to ϕ by C-and-the-belief-that- p is a good disposition of practical thought, and C contains no false beliefs."In effect, reasons are premises for episodes of sound practical thinking whose other conditions already …. (shrink)

E. J. Lowe sets out in a recent paper1 to refute McTaggart's proof of the unreality of time, by exposing an ‘indexical fallacy’ in his disproof of the existence of tensed (i. e., A-series) facts.2 Lowe then develops an original account of what makes time the dimension of change, based on his own account of tensed facts. But in our opinion he fails on both counts: (1) he fails to refute McTaggart's perfectly sound disproof of tensed facts, which shows that (...) time can be real only if (Lowe and McTaggart not withstanding) it needs no tensed facts, and (2) he fails to explain the temporal character of change, since his account of it has an exact spatial analogue. In what follows we argue these two points in turn. (shrink)

Alice Le Goff ,Christian Nadeau | : Ce texte constitue une introduction au dossier. Il introduit les différentes contributions en mettant en relief leurs principales orientations. Ce faisant, il propose donc une cartographie conceptuelle, forcément partielle, des enjeux associés à la notion de démocratie épistémique et des enjeux du croisement de cette notion avec celle de démocratie de contestation. En un premier temps, nous revenons sur l’apport du procéduralisme épistémique et sur les questions qu’il soulève. Ensuite, nous revenons sur le (...) néo-pragmatisme et la façon dont il permet d’envisager une justification épistémique de la démocratie. Puis nous mettons l’accent sur les enjeux d’un dialogue entre modèle républicain de la démocratie contestataire et modèle épistémique. Enfin, le texte propose un résumé du parcours proposé dans le cadre de ce dossier. | : This introduction brings out the main lines of the articles collected in the present issue. Our aim is to provide the reader with a conceptual overview of the main stakes of epistemic democracy and of its intersections with the model of contestatory democracy. First, we focus on epistemic proceduralism, its contributions and the questions it raises. Second, we emphasize the way neo-pragmatism deals with the epistemic justification of democracy. Then, we insist on the interest of a dialogue between epistemic democracy and the neo-republican model of contestatory democracy. Finally, the text sums up the path followed in that issue. (shrink)

On présente trois projets de théories des machines: la « mécanologie » de l’architecte Jacques Lafitte (1932), inspirée de l’évolution biologique; l’ «Analyse mécanique» de Louis Couffignal, spécialiste des machines à calculer (1938), qui préfigure l’analyse fonctionnelle; et la théorie algébrique des machines du mathématicien Jacques Riguet (début des années 1950). À cette période, les trois hommes sont membres du Cercle d’études cybernétiques. On s’intéresse au dialogue des projets, aux axes d’unification et de divergence, aux styles, aux stratégies et postulats (...) de ces trois candidats à la généralisation convergeant vers la référence constituée par la cybernétique. (shrink)

THE TRANSITION FROM SCHOOL TO COLLEGE College life is the supreme privilege of youth. Rich men's sons from private schools may take it carelessly, ...

The effects of calorie restriction have now been studied in two non‐human primates, the macaque Macaca mulatta and the mouse lemur Microcebus murinus. The study on lemurs and one of the two studies on macaques have reported a lifespan increase. In this review, I argue that these results are better explained by a lifespan decrease in the control group because of a bad diet and/or overfeeding, rather than by a real lifespan increase in calorie‐restricted animals. If these results can be (...) readily translated to humans, it would mean that no beneficial effect of calorie restriction on lifespan can be expected in normal‐weight or lean people, but that overweight and/or obese people could benefit to some extent from a decrease in excessive food intake. (shrink)