Use of patient clinical photographs requires specific attention to confidentiality and privacy. Although there are policies and procedures for publishing clinical images, there is little systematic evidence about what patients and health professionals actually think about consent for publishing clinical images. We investigated the opinions of three stakeholder groups at 3 academic healthcare institutions and 37 private practices in Croatia. The questionnaire contained patient photographs with different levels of anonymization. All three respondent groups considered that more stringent forms of permission (...) for were needed identifiable photographs than for those with higher levels of anonymization. When the entire face was presented in a photo only 33% of patients considered that written permission was required, compared with 88% of the students and 89% of the doctors. Opinions about publishing patient photographs differed among the three respondent samples: almost half of the patients thought no permission was necessary compared with one-third of students and doctors. These results show poor awareness of Croatian patients regarding the importance of written informed consent as well as unsatisfactory knowledge of health professionals about policies on the publication of patients’ data in general. In conclusion, there is a need for increasing awareness of all stakeholders to achieve better protection of patient privacy rights in research and publication. (shrink)

The Interconnected model of teacher professional growth elaborated by Clarke and Hollingsworth (2002) is based on four intertwined domains of teacher action: the external domain, the domain of consequence, the personal domain and the domain of practice. The aim of the research is to examine how the model works in the Croatian education system using the example of a biology teacher’s case study. In the theoretical part, an overview of the theoretical foundations of the model is described with reference to (...) its application in studies on the professional growth of teachers. The empirical part of the paper presents the results of the research in accordance with the domains of the Interconnected model of the teacher’s professional growth. The results showed the complexity of teacher growth network processes that sometimes take place simultaneously in different domains and in different directions. The paper contributes to the deepening of scientific knowledge in the field of teacher professional growth, which is an important strategy in achieving the general well-being of students and schools, and thus the education system as a whole. (shrink)

We analysed all journals from two Journal Citation Reports categories: ‘Dentistry, Oral Surgery and Medicine’ and ‘Otorhinolaryngology’ published in 2018 for their policies on publishing facial photographs and actual practices of publishing these photographs in articles. We extracted the following data for each journal: JCR category, impact factor, volume, issue, instructions for authors regarding ethical issues, instructions for photograph deidentification, journals’ references to standard research and publishing policies, presence and type of published clinical images, separate informed consent for the publication (...) of patient photograph and methods of deidentification. The sample included 103 journals, which published 568 articles with 1404 clinical images. Around a half of the journals had a policy on clinical images, however, the only predictor of having a journal policy on clinical images was reference in the policy to International Committee of Medical Journal Editors Recommendations. Identifiable patient photographs were found in 13% of the articles, constituting 9% of the total sample of images. Only 16% of articles publishing recognisable patient facial images included a statement about consent for publication of the image. From the total sample of articles, 34% contained deidentified but recognisable patient photographs and only 22% of them had a statement about patient consent for photograph publication. The patients’ consent was more likely stated in the article in cases of recognisable facial images. Journals publishing clinical research involving the face and neck region need to establish and enforce policies on publishing clinical images. (shrink)

Ovaj tekst, kao nastavak našega promišljanja o dispozicijama za pedagogično djelovanje, kritička je refleksija vlastite profesionalne svakodnevice u kojoj detektiramo brojne dileme vezane za svrhu pedagoške profesije. Točke prijepora, poput – biti neutralna ili angažirana, graditi distanciran ili prisan pedagoški odnos, prioritizirati vlastitu ili tuđu dobrobit, odbijati ili prihvaćati sukob kao potencijalni agens promjene – izmještamo iz hodnika, predavaonica i učionica u kojima bivamo te, izlazeći time iz komforne zone nepromišljanja o njima, apostrofiramo ambivalentnu pojavnost dihotomije javno–privatno u skrivenome kurikulumu (...) tih prostora. Promatrajući dispozicije kao za autonomno pedagogično pedagoško djelovanje prediktivna uvjerenja i osobine razvijajućega karaktera, u radu zagovaramo napuštanje shvaćanja pedagoginja kao neutralnih profesionalki apstrahiranih od osobnih uvjerenja, kvaliteta i ograničenja te u fokus stavljamo etičnost, refleksivnost i autentičnost kao temeljne dispozicije za pedagogično djelovanje usmjereno k podupiranju mogućega i transformativnoga u pedagoškome odnosu. Rad zaključujemo promišljanjem odgovornosti studijā pedagogije i samih pedagoginja za kultiviranje opisanih dispozicija. This text, as a continuation of our reflections on dispositions for pedagogical practice, is a critical reflection on our everyday working life, in which we detect numerous dilemmas related to the goal of the pedagogical profession. We move points of contention – such as being neutral or engaged, building a distanced or close pedagogical relationship, prioritising one’s own benefit or that of others, rejecting or accepting conflict as a potential agent of change – out of the halls and classrooms in which we spend time and, breaching the comfort zone of not thinking about them, accent the apparently ambivalent dichotomy of public and private in the hidden curriculum of these spaces. By conceptualizing dispositions as evolving predictive beliefs and personal traits, the paper advocates abandoning the view of pedagogues as neutral professionals devoid of personal beliefs, qualities, and limitations, instead focusing on ethics, reflexivity, and authenticness as the basic dispositions for pedagogical practice directed towards supporting the possible and transformative in the pedagogical relationship. The paper concludes with a consideration of the responsibility of pedagogy programmes and pedagogues themselves in cultivating the aforementioned dispositions. (shrink)

The contemporary confluence of globalization and ethical pluralism is at the origin of many ethical challenges that confront business nowadays, both in practice and in theory. One of the challenges arising from the development of globalization has to do with respect for cultural diversity. It is often said that the success of economic globalization tends towards social and cultural homogeneity. To the extent that cultural diversity is usually seen as a valuable reality, that global trend seems to contradict our efforts (...) to respect ethical pluralism, both personal and cultural, within society. In this paper I argue that (a) ethical minimalism, despite its emphasis on tolerance and justice, does not take pluralism seriously into account in present-day society, and (b) ethical minimalism is not suited to balancing the homogenizing trend of globalization. Certainly ethical norms are necessary, but by no means are they sufficient in themselves to encourage either justice or tolerance; nor are they sufficient to inspire and encourage good practices and sound regulations. Instead, virtue-based ethics has the capacity of inspiring and encouraging good practices. Particularly, virtue-based ethics is able to inspire a serious dialogue about ethical and legal issues both in the public arena and within organizations. (shrink)

There are competing accounts of the birth of bioethics. Despite the differences among them, these accounts share the claim that bioethics was not born in a single disciplinary home or in a single social space, but in numerous, including hospitals, doctors' offices, research laboratories, courtrooms, medical schools, churches and synagogues, and philosophy classrooms. This essay considers the interdisciplinarity of bioethics and the contribution of new disciplines to bioethics. It also explores the implications of interdisciplinarity for bioethics education. As bioethics develops, (...) it will be helpful to identify essential elements in the education of bioethicists and to distinguish between members of other disciplines who make important contributions to bioethics and bioethicists. (shrink)

Contemporary bioethics is, at least in part, the product of biomedical and sociopolitical changes in the middle to latter part of the 20th century. These changes prompted reflection on deep moral questions at a time when traditional sources of moral guidance no longer were widely respected and, in some cases, were being rejected. In light of this, scholars, policy makers, and clinicians sought to identify a common morality that could be used among persons with different moral commitments to resolve disputes (...) and guide clinical practice and health policy. The concept of the common morality remains important in bioethics. This essay considers the common morality in light of the work of H. Tristram Engelhardt, Jr. (shrink)

Studies of creative industries typically contend that creative work is profoundly precarious, taking place on a freelance basis in highly competitive, individualized and contingent labour markets. Such studies depict creative workers as correspondingly self-enterprising, self-reliant, self-interested and calculative agents who valorise care-free independence. In contrast, we adopt the ‘ethics of care’ approach to explore, recognize and appreciate the communitarian, relational and moral considerations as well as interpersonal connectedness and interdependencies that underpin creative work. Drawing on in-depth interviews with creative workers (...) in a range of marginal socio-cultural contexts, we argue that creative workers cultivate and sustain a diverse array of practices of care arising from an affective concern with the well-being of others. Far from being merely individualistic and crudely competitive actors, creative workers enact practical ethical responsibilities and affectivities towards a range of human and non-human others, including families, local communities and neighbourhoods, colleagues, artistic scenes and their adjacent genres, and surrounding national and linguistic cultures. In emphasizing the fundamental and structuring role of care in contingent labour markets our approach accords with recent trends in the social sciences that ‘affirmatively’—as opposed to ‘negatively’ and ‘suspiciously’—recognize that mutuality, solidarity and affectivity are powerful drivers of action on a par with or even exceeding market-driven self-centredness. (shrink)

Este artigo pretende analisar o processo de entrada da arte no horizonte da estética. Para isso, Martin Heidegger acompanha alguns dos conceitos desenvolvidos pelos gregos, como por exemplo, a relação entre matéria e forma e a arte como mímesis. O filósofo alemão também explicita a ligação entre sujeito e objeto como o pressuposto da época de imagens de mundo. Considerando as intepretações oferecidas pelos pensadores modernos, Heidegger avalia como a obra de arte se torna um suporte para experiências sensíveis e (...) como o juízo de gosto associou a estética com a beleza e nossa sensibilidade. (shrink)

The purpose of this paper is to view Kant's approach to education in the broader context of Kant's philosophy of culture and history as a process whose direction should be reflectively assumed by human freedom, in the light of man's moral vocation. In this context, some characteristic tensions of his enlightened approach to education appear. Thus, while Kant takes the educational process to be a radically moral enterprise all the way through—and hence, placed in a relational context—he also aspires to (...) constitute education as a science, to be improved through experiments, thereby paving the way for a systemic approach to education; in spite of its moral inspiration, his systemic approach not only could enter into conflict with the moral demand of taking each individual subject as an end, but is also marked by an intrinsic paradox, already involved in the ambiguity of the term ‘humanity’, which might mean a) humanity as a moral disposition present in each individual human being or b) humanity as a whole, as the ‘human species’. (shrink)

This interdisciplinary volume brings together specialists from different backgrounds to deliver expert views on the relationship between morality and emotion, putting a special emphasis on issues related to emotional shocks. One of the distinctive aspects of social existence today is our subjection to traumatic events on a global scale, and our subsequent embodiment of the emotional responses these events provoke. Covering various methodological angles, the contributors ensure careful and heterogeneous reflection on this delicate topic. With eleven original essays, the collection (...) spans a wide variety of fields from philosophy and literary theory, to the visual arts, history, and psychology. The authors cover diverse themes, including philosophical approaches to political polarization; the impact of negative emotions such as anger on inter-relational balance; humour and politics; media and the idea of progress; photography and trauma discourse; democratic morality in modern Indian society; emotional olfactory experiences; phenomenological readings of spatial disorientation, and the significance of moral shocks. This timely volume offers crucial perspectives on contemporary questions relating to ethical behaviours, and the challenges of a globalized society on the verge of political, financial and emotional collapse. (shrink)

In this article, I explore the way in which Korsgaard’s approach to obligation as springing from the reflective rejection of that which threatens one’s own identity can account for obligations towards others, without making the latter relative to obligations to oneself. To this end, I begin by stressing the role of reflexivity in ethical relationships, and show how this reflexivity is mediated by reference to law, which applies both to the self and to the other. On this basis, I then (...) argue that Korsgaard’s account of the interplay between practical and moral identity reflects the very structure of practical reason, which requires both a particular and a universal premise in order to issue practical reasons for action– and the corresponding obligations. Within this framework, I argue that Korsgaard’s solution to the problem outlined above lies in having stressed the shareable character of reasons such that it is neither your reason nor my reason that obligates me, but rather reason as such. This solution, however, requires a further argument aimed at clarifying what makes your reasons different from my own. (shrink)

“Outsiders” addressing ethical issues in medicine—Strangers at the Bedside —became “bioethicists.” Bioethicists providing research ethics consultation have been described as “stranger...

Pocos fenómenos han suscitado tanto debate en América Latina como es la cuestión de su integración, que, a pesar de sus luces y sus sombras, sus avances y retrocesos, sigue ahí, presente, a pesar de las incertidumbres que los diferentes acontecimientos políticos generan sobre su futuro próximo.

The subject of this paper is the debate between externalism and internalism about mental content presented by Tim Crane in Chapter 4 of his book Elements of Mind. Crane’s sympathies in this debate are with internalism. The paper attempts to show that Crane’s argumentation is not refuting the Twin Earth argument and externalism, and that in its basis it does not differ much from externalism itself Crane’s version of the argument for externalism features two key premises: (1) The content of (...) a thought determines what the thought is about/what it refers to (the Content Determines Reference Principle); and (2) Twins are referring to different things when they use the word “water”. From these, in a few simple steps, Crane’s externalist infers: Therefore, their thoughts are not “in their heads”. Crane suggests denying the Content Determines Reference Principle in the light of indexical thoughts. In the first stage, Crane reduces “content” to “some aspect of content”, although he needs all aspects of content to secure identity of thoughts. However, his view then comes close to something acceptable to externalists. In the second stage, Crane makes content relative to context, but then reference still determines content. (shrink)

El discurso primordialista sobre el origen de las identidades sociales etno-nacionales sigue latiendo en algunos enfoques históricos, antropológicos, políticos y jurídicos de las sociedades modernas, camuflado en otras formas iusnaturalistas y biologicistas de concebir los atributos culturales, étnicos, religiosos, conductuales, e incluso económicos de los pueblos. Este artículo pretende presentar, por el contrario, la construcción de las identidades nacionales desde el punto de vista modernista y analizar su papel como discurso que pretende reforzar estructuras de poder, producidas porque tienen utilidad (...) estratégica para el logro de bienes materiales o políticos, formalmente en nombre del grupo, pero de hecho solamente con objeto de dar ventaja a los líderes o las élites. Cuando llevan aparejado un carácter político, las identidades nacionales, culturales y étnicas son susceptibles de provocar conflictos violentos, la naturalización de la violencia y la deshumanización de otros grupos tienen lugar a menudo cuando de conflictos etno-nacionalistas se trata. (shrink)

Firstly, this paper aims to analyze how verbal and visual modes contribute to build two basic components of cartoons: the referenced situation and the fictional situation. Secondly, it aims to unravel the semiotics of this discursive genre by offering a fine-grained picture of modal variations and continuities of the rhetorical resources deployed, by means of which the fictional situation is displayed. The corpus is composed of 50 multimodal cartoons chosen by cartoonists of 22 nationalities as the most representative of their (...) work in the frame of a wide questionnaire. Category analysis and non-parametric statistics were applied. We identified and fleshed out four different types of modal functioning of resources: visual preference, verbal preference, modal flexibility, and genuine multimodal functioning. Even if visual and multimodal metaphor were often in charge of transferring meaning from fiction to the referenced situation, results show that other resources such as antithesis, irony, and syllepsis can become the key resources of cartoons. Findings highlight the multilayered functioning of cartoons, among which plastic features can play a significant role, and provide further evidence in favor of the hyperdetermination of humor hypothesis proposed by Attardo. (shrink)

(Feitosa, Grácio, Nascimento, 2007) introduziram uma nova lógica, a Lógica TK, que foi apresentada inicialmente no estilo hilbertiano. O objetivo deste trabalho é apresentar a Lógica TK em sistemas de dedução natural, cálculo de sequentes e tableaux assim como demonstrar a equivalência entre esses novos sistemas e o original.

La figura de Medea, mujer y extranjera, es el hilo conductor que trata de ofrecer un análisis sobre la pasión de la ira desde la tradición clásica, que la rechaza como pasión destructiva, hasta la apropiación realizada por el feminismo negro norteamericano de Lorde. Ambas iras tendrán algo en común: Audre Lorde hablará de la rabia por la misoginia, homofobia y racismo sufrido y en Medea habrá ira por la misoginia y xenofobia de la época. Para ello en primer lugar (...) el artículo analiza el vocabulario relacionado con la cólera y la ira tanto en griego y en latín. A partir de ahí desarrollan dos hilos. En el primero se ofrece la lectura tradicional del mito de la Medea infanticida que es la que se encuentra en la tragedia de Séneca y que se relacionada con su tratado filosófico _Sobre la ira_. De ese modo se convierte a Medea en _exemplum e contrario_ y contraimagen del sabio estoico. En el segundo se recupera la otra tradición del mito según la cual Medea no fue la que mató a sus hijos sino los corintios. Este segundo hilo del enfoque clásico de la ira para mostrar su validez como herramienta de cambio. (shrink)

La idea moderna de derechos humanos y el concepto clásico de ley natural no son equivalentes. Ciertamente comparten la idea de que no toda ley es convencional. Pero más allá de esto, la noción clásica de ley natural es definida claramente en el marco de las virtudes y, consecuentemente, tiene una orientación más práctica y está atada más de cerca a la historia; la noción de derechos humanos, que han heredado las teorías modernas de los derechos naturales, conduce a la (...) subjetivación del concepto de derecho y tiende a separar al ser humano de su contexto histórico y político, donde los eventos se llevan a cabo. En ese sentido, el concepto clave asociado con los derechos humanos es aquel de “dignidad”. Dado que las dos ideas tienen diferentes puntos de partida y son diferentes en su estatuto epistemológico, no hay, estrictamente hablando, fundamento alguno para imaginar una síntesis de las dos teorías. En el plano teórico sólo podemos hablar de su complementariedad. La síntesis es algo que sólo surgirá en la práctica. (shrink)

Frente a las duras pandemias y condiciones insalubres, desde mediados del S. XIX comienza a desarrollarse una verdadera cooperación internacional por la seguridad sanitaria. En este sentido, en 1902 se crea la Oficina Sanitaria Internacional, la primera organización internacional de salud de la historia, pero de ámbito regional. Esta es la antecesora de la actual OPS (Organización Panamericana de Salud) y es el resultado de múltiples conferencias que se celebraron a nivel panamericano, en la Unión Internacional de Repúblicas Americanas, actual (...) OEA (Organización de Estados Americanos). En lo que respecta al ámbito universal, en parecidos términos desde 1851 a 1938, se celebraron 14 conferencias de Salud que permitieron fraguar una intensa, así como necesaria cooperación sanitaria universal. Es en este contexto en el que se promueve la adopción de los primeros tratados internacionales sanitarios y la creación de distintas organizaciones internacionales, como la Oficina Internacional de Higiene Pública en 1907, antecesora de la OMS. (shrink)

En el siglo XIX, el acercamiento entre la música y la filosofía fue tan intenso que se hizo notable. Esta investigación explora la influencia de la filosofía de Arthur Schopenhauer sobre la composición musical de Tristán e Isolda, un drama musical del compositor Richard Wagner. Se toman como punto de partida los textos del compositor en donde afirma haber conocido la obra filosófica de Schopenhauer y asegura que esta fue de gran importancia en su vida y en su labor artística. (...) Este artículo sugiere que Wagner trató de representar la metafísica de Schopenhauer en su música. (shrink)

The question of intellectual intuition in medieval philosophy is generally associated with names like John Duns Scotus and William Ockham whose majorcontributions to the development of the theory of intuition are well established. Nevertheless the way they approached this philosophical question is strongly related to the Franciscan tradition to which they both belonged so that an extensive comprehension of their theories of intuition requires the inquiry of their sources. As this paper means to show, Matthew of Aquasparta is one of (...) John Duns Scotus’s most important sources in this matter and his treatment of both thequestions of direct intellectual knowledge of the material individual and of the self-knowledge of the soul are important in order to understand the role of theintelligible species and the immediate character of intuitive cognition. While for Matthew of Aquasparta there is no contradiction between the implication of thespecies in intuitive cognition and its immediacy, John Duns Scotus and William Ockham both find a contradiction between these aspects of knowledge andtherefore they both reject the presence of the species in intuitive cognition which is immediate. This paper will show the background of Matthew’s theory and theway he demonstrated that the presence of a species does not always qualify as mediation in knowledge and does not as such hinder the intuitive cognition. (shrink)