In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Kant's Transcendental Deduction by Alison LaywineKatherine DunlopAlison Laywine. Kant's Transcendental Deduction. Oxford: Oxford University Press, 2020. Pp. iv + 318. Hardback, $80.00.Alison Laywine's contribution to the rich literature on Kant's "Transcendental Deduction of the Categories" stands out for the novelty of its approach and conclusions. Laywine's declared "strategy" is "to compare and contrast" the Deduction with the Duisburg Nachlaß, an important set of manuscript jottings from the 1770s (...) (10). But her approach is also deeply informed by Kant's writings on metaphysics from the 1750s and 1760s; moreover, she gives attention to ancient Greek geometry and its importance for Kant's thought.I believe Laywine's most important interpretative claim is that the Transcendental Deduction's "final step" addresses "the question of how nature is possible" (210). Here, 'nature' is understood in what Kant calls the "formal sense," as "the totality of rules under which appearances must stand if they are to be thought as joined in one experience" (Prolegomena, §36; cf. B 165). This constitutes a novel answer to the problem posed in Dieter Henrich's landmark 1969 paper "The Proof Structure of the Transcendental Deduction" (Review of Metaphysics 22 [1969]: 640–59): how to understand §§21–26 of the (B-edition) Deduction as proving more than the thesis already stated in §20 (that the manifold in an intuition necessarily stands under the categories).Crucial support for Laywine's interpretation comes from §26 of the Deduction, which claims the possibility of cognizing objects "a priori through categories... as far as the laws of their combination are concerned, thus the possibility of as it were prescribing the law to nature and even making [nature] possible," is now "to be explained" (B 159). Kant does not use the term 'world' in this passage (as he does in Prolegomena §36). But Laywine contends that here the word 'nature' "has unmistakable, deliberate, cosmological connotations," and in fact "means 'world' in the sense of Kant's early cosmology": roughly, a whole unified by means of laws (12–13).The "cosmological" language of §26 does not recur in the following, officially concluding, section of the Deduction. So, we might ask whether Kant's explanation of how the understanding prescribes laws to nature is integral to the Deduction; Henry Allison, for instance, describes this explanation as an "appendix" (Kant's Transcendental Deduction: An Analytical-Historical Commentary [Oxford: Oxford University Press, 2015], 9). The question of whether it belongs integrally has bite because, as Laywine makes clear in her "Conclusion," the universal laws at issue are just the Analogies of Experience. Thus, the passage could be read as the "promissory note with a forward-looking reference to the System of Principles" that she finds missing from the Deduction (289). Laywine meets such worries by arguing that "the reappropriation [from the pre-Critical period] of the general cosmology is actually [End Page 162] doing... a lot of hard work" in the Deduction (13). This sustained argument comes to a head in chapter 4, which contends that each of the two steps into which Laywine divides the first half of the (B-edition) Deduction, treated in chapters 2 and 3 (respectively), relies on cosmological presuppositions.Chapter 2 analyzes the conception of knowledge as relation to an object that is asserted (in §17) to rely on the synthetic unity of apperception. Laywine traces this conception to the Duisburg Nachlaß's account of "exposition," which relates concepts a priori to appearances, in something like the way that geometrical construction relates them to pure intuition. (Laywine further connects the Latin term expositio to the Greek ekthesis, which expositio translates in the context of geometrical proof. She thereby gives the notion of ekthesis broader importance than does Jaakko Hintikka, who noted its relevance to Kant's philosophy of mathematics in "Kant on the Mathematical Method" [Monist 51 (1967): 352–75]. Laywine claims that Borelli's edition of Euclid could have been Kant's source for the term, but I doubt it was known to Kant and his contemporaries, since it is not among the editions cited by Christian Wolff; Commandino seems likelier to me. Chapter 2 is concerned to articulate the notion of... (shrink)

This paper argues that in Christian Wolff’s theory of knowledge, logical regimentation does not take the place of experiential justification, but serves to facilitate the application of empirical information and clearly exhibit its warrant. My argument targets rationalistic interpretations such as R. Lanier Anderson’s. It is common ground in this dispute that making concepts “distinct” issues in the premises on which all deductive justification rests. Against the view that concepts are made distinct only by analysis, which is carried out by (...) the understanding independently of experience, I contend that for Wolff some distinct concepts are arrived at through experience. I emphasize that Wolff countenances empirical methods of obtaining distinct concepts even in mathematics. This striking feature of his view indicates how its empiricist elements can be reconciled with his injunction to follow “mathematical” method. (shrink)

Part 1 of this article exposed a tension between Poincaré’s views of arithmetic and geometry and argued that it could not be resolved by taking geometry to depend on arithmetic. Part 2 aims to resolve the tension by supposing not merely that intuition’s role is to justify induction on the natural numbers but rather that it also functions to acquaint us with the unity of orders and structures and show practices to fit or harmonize with experience. I argue that in (...) this manner, intuition serves the epistemological function of warranting generalizations and justifying practices. In particular, it justifies the application of group-theoretic notions in geometry but not the use of set-theoretic notions in arithmetic. (shrink)

In a crucial passage of the second-edition Transcendental Deduction, Kant claims that the concept of motion is central to our understanding of change and temporal order. I show that this seemingly idle claim is really integral to the Deduction, understood as a replacement for Locke’s “physiological” epistemology (cf. A86-7/B119). Béatrice Longuenesse has shown that Kant’s notion of distinctively inner receptivity derives from Locke. To explain the a priori application of concepts such as succession to this mode of sensibility, Kant construes (...) the mind as receptive to its own activity. As Longuenesse understands Kant’s response to Locke, “motion” becomes little more than a metaphor for the action of understanding on inner sense. For Michael Friedman, in contrast, this passage evidences Kant’s deep concern with the foundations of Newtonian science. He reads it as a reference to inertial motion, the standard by which temporal intervals are measured. I show that Longuenesse’s and Friedman’s interpretations are in fact complementary. Both Locke and Kant are deeply concerned with the quantification of time. So Longuenesse is right that §24 is meant to supplant Locke’s account, and Friedman correctly takes it as the foundation of Kant’s account of the application of quantitative concepts to time. Kant aims, specifically, to explain cognition of time as continuous magnitude. However, Longuenesse leaves Kant without an answer to Locke’s challenge that continuous magnitude cannot be understood on the basis of discrete magnitude. And on Friedman’s view Kant’s account of the understanding’s activity presupposes, and thus cannot explain, the achievements of the mathematical sciences (such as the representation of temporal continuity). On my reading, Kant’s key contention is that we must regard the segregation of temporally ordered representation into units as the work of the understanding, rather than (as Locke views it) of sensibility. By giving the understanding this role, Kant succeeds where he takes Locke to fail. I show how the power to unify temporal representation can be ascribed to the understanding on the basis, not of assumed mathematical or scientific knowledge, but of its characterization as the power of judgment. (shrink)

Not a full treatment of Newton’s scientific method, this book discusses his optical research only in passing (342–43). Its subtitle better indicates its scope: it focuses narrowly on the argument for universal gravitation in Book III of the Principia. The philosophical project is to set out an “ideal of empirical success” realized by the argument. Newton claims his method is to “deduce” propositions “from phenomena.” On Harper’s interpretation Newton’s phenomena are patterns of data, which are used to measure “parameters” by (...) which the theory explains them. An example is Kepler’s Area Rule. Its fit to the data confirms the hypothesis that the force maintaining a body in orbit is directed toward the .. (shrink)

J. H. Lambert proved important results of what we now think of as non-Euclidean geometries, and gave examples of surfaces satisfying their theorems. I use his philosophical views to explain why he did not think the certainty of Euclidean geometry was threatened by the development of what we regard as alternatives to it. Lambert holds that theories other than Euclid's fall prey to skeptical doubt. So despite their satisfiability, for him these theories are not equal to Euclid's in justification. Contrary (...) to recent interpretations, then, Lambert does not conceive of mathematical justification as semantic. According to Lambert, Euclid overcomes doubt by means of postulates. Euclid's theory thus owes its justification not to the existence of the surfaces that satisfy it, but to the postulates according to which these "models" are constructed. To understand Lambert's view of postulates and the doubt they answer, I examine his criticism of Christian Wolff's views. I argue that Lambert's view reflects insight into traditional mathematical practice and has value as a foil for contemporary, model-theoretic, views of justification. (shrink)

Kant’s Mathematical World (KMW) is a strikingly original, richly detailed account of Kant’s philosophy of mathematics as a reckoning with the long-held understa.

Newton characterizes the reasoning of Principia Mathematica as geometrical. He emulates classical geometry by displaying, in diagrams, the objects of his reasoning and comparisons between them. Examination of Newton’s unpublished texts shows that Newton conceives geometry as the science of measurement. On this view, all measurement ultimately involves the literal juxtaposition—the putting-together in space—of the item to be measured with a measure, whose dimensions serve as the standard of reference, so that all quantity is ultimately related to spatial extension. I (...) use this conception of Newton’s project to explain the organization and proofs of the first theorems of mechanics to appear in the Principia. The placementof Kepler’s rule of areas as the first proposition, and the manner in which Newton proves it, appear natural on the supposition that Newton seeks a measure, in the sense of a moveable spatial quantity, of time. I argue that Newton proceeds in this way so that his reasoning can have the ostensive certainty of geometry. (shrink)

_Review of: Anderson, Abraham, _Kant, Hume, and the Interruption of Dogmatic Slumber_, New York, Oxford University Press, 2020, 180+xxii, 978-0-19-009674-8_.

Kant’s Metaphysical Foundations of Natural Science (MFNS), published in 1786, has proved difficult to situate in the context of eighteenth-century responses to Newton. One point beyond dispute is that Kant is not satisfied with the “metaphysical foundations” thus far proffered by Newton and his followers. He echoes some familiar Leibnizian criticisms (such as those concerning absolute space) and, in a passage we will examine closely, insists that rejecting “the concept of an original attraction” would put Newton “at variance with himself” (...) (4:515). In light of Kant’s robust defense of the immediacy and universality of gravitational attraction, the overall similarity between his three “mechanical laws” and Newton’s “Axioms, or Laws of Motion” has made it the “standard” view that Kant “intends to justify Newtonian science in general and Newtonian mechanics in particular as stated in” Newton’s laws of motion (Watkins 2019, 89). But it is unclear whether the alternative “foundations” he proposes are for Newton’s theory of motion or something more akin to Leibniz’s physics. Recent scholarship has documented the Leibnizian provenance of Kant’s three laws, and argued for the relevance of later figures strongly influenced by Leibniz. (shrink)

The geometrical results included in De Corpore were intended to demonstrate the power of Hobbes’s approach to philosophy and cement his standing as a mathematician. They were promptly refuted, making his geometry an object of derision. I defend Hobbes’s mathematical program by showing that it addressed important needs and that similar ideas formed the basis of Newton’s calculus. In closing, I consider how placing Hobbes’s geometrical doctrine in its historical setting can further our understanding of his philosophy.

Review of Beauty and Revolution in Science, by JW McAllister.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Heidegger on Being Self-Concealing by Katherine WithyMorganna LambethKatherine Withy. Heidegger on Being Self-Concealing. Oxford: Oxford University Press, 2022. Pp. 192. Hardback, $80.00.Heidegger’s claim that Being conceals itself is significant for several reasons. It tells us something about Heidegger’s main area of inquiry, Being—that is, our standards for what makes a being count as a being, our “sense of what kinds of entities there can be” (8). Further, (...) it explains why Heidegger’s inquiry is challenging: he inquires into something that conceals itself. This claim also elucidates other Heideggerian claims, explaining why we tend to overlook Being in our everyday lives, and why philosophers have failed to investigate Being. Because making sense of this claim is important for making sense of Heidegger, Katherine Withy’s book is a welcome addition to the literature.The claim that Being conceals itself is difficult to interpret, since, as Withy underscores, Heidegger discusses multiple types of concealment throughout his corpus. In Being and Time, Heidegger discusses the withdrawal of tools when we use them: we attend not to the tool at hand but to what we produce with it (47). In the “Origin of the Work of Art,” Heidegger claims that earth, the materiality from which artworks are made, “denies... penetration” (34). He claims, variously, that language “cover[s] things up” (72), that we are concealed from ourselves (95), and that the world of equipment “recedes” into “the background” (48). Which of these, if any, counts as the self-concealing of Being?Withy’s book pinpoints what counts as the self-concealing of Being, and what does not. She develops this account with rigor and clarity, owing not least to the innovative structure of her investigation—organized into sections, which are grouped according to four “planks of unconcealment,” which she borrows from Mark Wrathall (Heidegger and Unconcealment: Truth, Language, and History [Cambridge: Cambridge University Press, 2010]). “Unconcealment” is Heidegger’s rendering of the Greek word alētheia (usually: truth), which highlights that truth (propositional, ontological, etc.) reveals something previously “forgotten or concealed” (10). On Withy’s construal, these planks differentiate progressively deeper levels of unconcealment. At the most superficial level, language unconceals some entity; this is made possible by the second plank, where entities are unconcealed, or discovered; the third plank is the unconcealment, or disclosure, of Being, which makes discovery possible; finally, the fourth plank is the unconcealment of the clearing, which makes the disclosure of Being possible.Although Withy eventually rejects Wrathall’s fourth plank, adopting this plank structure nevertheless allows her to organize the forms of concealment that correspond to the first three planks of unconcealment. While taxonomizing multiple kinds of concealment—such as lēthē (in classical Greek, “forgetfulness”), the initial concealment that unconcealment “overcome[s]” (10)—Withy pays special attention to the self-concealing of unconcealment itself, which she calls kruptesthai (in classical Greek, “to hide, to conceal oneself”). The kruptesthai that occurs at the third plank (where Being is disclosed) is the self-concealing of Being. Withy also draws attention, at each plank, to the ways in which Heidegger’s philosophy combats kruptesthai, so unconcealment becomes apparent to us.Withy begins with the second plank, where we discover some entity. The withdrawal of tools and the hiddenness of earth are concealings that belong to this level (accompanying, respectively, the unconcealing of tools and artwork). However, these are not forms of self-concealing. Here, unconcealing conceals something else (the tool, the earth), rather than itself. Withy calls this kind of concealing kruptein (in classical Greek, “to hide, to conceal”). By contrast, kruptesthai occurs when discovery conceals itself—when we overlook that we are uncovering something (ourselves doing, making, contributing to an experience) when we encounter an entity. Heidegger’s phenomenological analyses, however, bring into view our unconcealing of entities.Withy then proceeds to consider the first plank, where language unconceals some entity. Heidegger suggests that we also fail to appreciate that language unconceals—linguistic unconcealing conceals itself. An utterance draws our attention to the phenomenon that it describes rather than to what language is doing to unconceal that phenomenon. However, [End Page 673] Heidegger’s analyses of... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Teaching General Music in Grades 4–8: A Musicianship ApproachKatherine StrandThomas Regelski, Teaching General Music in Grades 4–8: A Musicianship Approach ( Oxford: Oxford University Press 2004)In this recent addition to the world of texts for secondary methods classes, Teaching General Music in Grades 4–8: A Musicianship Approach, Thomas Regelski takes a new look at the challenging task of teaching the pre-adolescent and adolescent age group. This text brings (...) together many of Regelski's earlier writing on topics such as the professionalism of music teaching practice, music education as praxial education, and the operationalization of critical theory in music education. His thoughtful work offers insights and challenges to pre-service and in-service teachers.In the Introduction, Regelski provides a brief history of critical theory in education and describes how he applies critical theory to the profession of music teaching and the experience of musical learning. In this "new view" of education, teachers should seek to be transformative rather than simply transmitting a cultural status quo through status quo methods of teaching. Critical theory in teaching criticizes both the methods and the content in the light of context, student learning needs, praxis, and the situatedness of learning. He argues, as in earlier articles, against what he calls methodolotry: the tendency to adopt a method and follow that method unquestioningly. Rather, he proposes that teachers [End Page 121] should adopt a stance of reflective practitioner, becoming informal action researchers by questioning the value and effectiveness of instructional strategy and curricular content. (Sadly, once introduced, there is no more information about how to engage in action research, nor any encouragement to learn more about the subject.)Educational content should be based on critical theory which, as Regelski argues:... seeks to study the past, but in terms of its implications–positive or negative–for the present and, especially, as a basis for improving society and the individuals who constitute society.... [T]he past is evoked "critically" and selectively and new practices that will become traditions of the future will be initiated.1The job of the teacher is to help students make critical judgments regarding music and the "good time" the musical experience contributes to the students' lives.2 Music classrooms should be considered music laboratories in which children learn through thoughtful, investigatory experiences. Music education should promote life-skills relevant to the student's world, teach functional musical skills, incite interest in unfamiliar musical experiences, and address the pre-adolescent and adolescent student's "need to achieve."3In the first chapter, Regelski argues for "action learning," or learning in which the student is the principal actor. To support his argument, he cites findings in cognitive psychology, philosophical trends of pragmatism, utilitarianism, and humanism, transfer of learning theory, authentic learning and assessment, and constructivist learning theories. This myriad of ideas combine to form the essence of his argument: children in this age group need to develop intentionality in music-making to have a "good time" and instruction should always connect in-school musical learning with a student's real-world musical experiences. The value of action learning lies in the transfer of learning from the classroom to life after school:It advances the skills predictably useful to typical adults throughout life: for example, recreational singing, music reading sufficient to church and community choirs, "making sense" of music and enjoyment through listening, and the like. It is not a survey of disconnected musical generalities, a superficial sampling of music "in general"; boiled down theory, history, appreciation: or the introduction to the "discipline" of music as a "subject" of study for its own sake. Instead, it promotes the broad musicianship skills and positive attitudes for "breaking 100" [as in bowling, the level at which one calls oneself a "musician"] that enable students to be musically independent and active outside of class and after graduation, and to want to be musically active as part of the life well lived [italics added].4 [End Page 122]In the second chapter, Regelski provides an excellent summary of the physical, cognitive, and social development of children from age 9 to 14. Age categories are broken into upper elementary grades 4–6... (shrink)

SummaryThis article examines the role played by conceptions of friendship in the francophone Catholic world during the early-to-mid twentieth century, focusing particularly on the review La Relève, a significant French Canadian publication of the 1930s and 1940s. For many francophone Catholic intellectuals during this period, friendship signalled a shared commitment to common religious, social and political goals. These notions of community and friendship were especially central to Catholic thinkers such as Jacques Maritain and Emmanuel Mounier, who participated in the (...) personalist movement, an influential current of philosophy in mid-twentieth-century France. While the young writers at La Relève were initially a small and cliquish group of old schoolmates, their growing interest in personalism led them to conceive of their group in more inclusive and communitarian terms. Their personal ties to Maritain also allowed them to cultivate links with a broader, international network of francophone Catholic authors. These relationships would come to fruition during the Second World War, when the Relève group would act as publishers for many European anti-fascist intellectuals living in North American exile. The example of La Relève thus allows us to see how friendship served as both an idealised form of social relationship and a means for building up a larger community of like-minded Catholic intellectuals and social activists. (shrink)

Highlighting main issues and controversies, this book brings together current philosophical discussions of symmetry in physics to provide an introduction to the subject for physicists and philosophers. The contributors cover all the fundamental symmetries of modern physics, such as CPT and permutation symmetry, as well as discussing symmetry-breaking and general interpretational issues. Classic texts are followed by new review articles and shorter commentaries for each topic. Suitable for courses on the foundations of physics, philosophy of physics and philosophy of (...) science, the volume is a valuable reference for students and researchers. (shrink)

People with lived experience are individuals who have first-hand experience of the medical condition being considered. The value of including the viewpoints of people with lived experience in health policy, health care, and health care and systems research has been recognized at many levels, including by funding agencies. However, there is little guidance or established best practices on how to include non-academic reviewers in the grant review process. Here we describe our approach to the inclusion of people with lived (...) experience in every stage of the grant review process. After a budget was created for a specific call, a steering committee was created. This group included researchers, people with lived experience, and health systems administrators. This group developed and issued the call. After receiving proposals, stage one was scientific review by researchers. Grants were ranked by this score and a short list then reviewed by people with lived experience as stage two. Finally, for stage three, the Steering Committee convened and achieved consensus based on information drawn from stages one and two. Our approach to engage people with lived experience in the grant review process was positively reviewed by everyone involved, as it allowed for patient perspectives to be truly integrated. However, it does lengthen the review process. The proposed model offers further practical insight into including people with lived experience in the review process. (shrink)

Review of The Logical Structure of Kinds. By Eric Funkhouser.

The main goal of publicly funded biomedical research is to generate social value through the creation and application of knowledge that can improve the well-being of current and future people. Prioritising research with the greatest potential social value is crucial for good stewardship of limited public resources and ensuring ethical involvement of research participants. At the National Institutes of Health (NIH), peer reviewers hold the expertise and responsibility for social value assessment and resulting prioritisation at the project level. However, previous (...) research has shown that peer reviewers place more emphasis on a study’s methods (‘Approach’) than on its potential social value (best approximated by the criterion of ‘Significance’). Lower weighting of Significance may be due to reviewers’ views on the relative importance of social value, their belief that social value is evaluated at other stages of the research priority-setting process or the lack of guidance on how to approach the challenging task of assessing expected social value. The NIH is currently revising its review criteria and how these criteria contribute to overall scores. To elevate the role of social value in priority setting, the agency should support empirical research on how peer reviewers approach the assessment of social value, provide more specific guidance for reviewing social value and experiment with alternative reviewer assignment strategies. These recommendations would help ensure that funding priorities align with the NIH’s mission and the obligation of taxpayer-funded research to contribute to the public good. (shrink)

Background Healthcare worker retention and burnout are confounding issues. Trust among workers and their employer, that is, organization, is an important yet underexplored concept in research. Research aim The aim of this qualitative study is to explore organizational actions and systems that promote or denigrate trust among registered nurses and patient care aides (aides). Research design The study uses the Model of Psychological Contract as a theoretical framework. Focus groups were conducted to explore the concept of organizational trust and the (...) consequences of broken trust. Participants Registered nurses (RNs) (n=6) and aides (n=6) participated in the study. Six focus groups (three RN and three aide) were conducted, with two participants per group. Focus groups were conducted online. Ethical considerations The study's methods were reviewed by the University of Pittsburgh Institutional Review Board. Findings Among RNs and aides, a sense of trust and feeling valued were important to their sense of relationship with their employers. Trust was breached when resources were scarce, employees did not feel validated and listened to, and problems were not addressed. RNs and aides described feeling devalued when compensation practices were unjust or inequitable, they had limited autonomy, and the employer created an organizational climate where business needs superceded human caring. Consequences of trust breach included burnout, dejection, and feelings of non-belonging. Discussion Tangible organizational resources (compensation and staffing) and intangible resources (value, respect, autonomy) are important to RNs and aides alike. Inability to provide these resources diminishes trust and even causes a sense of betrayal. Conclusion Future research can explore the concepts of organizational justice and interventions to restore lost trust and improve healthcare worker well-being. This is one of only a few identified studies to explore organizational factors and well-being among aides and more research among this healthcare worker population is warranted. (shrink)

Symmetry, intended as invariance with respect to a transformation (more precisely, with respect to a transformation group), has acquired more and more importance in modern physics. This Chapter explores in 8 Sections the meaning, application and interpretation of symmetry in classical physics. This is done both in general, and with attention to specific topics. The general topics include illustration of the distinctions between symmetries of objects and of laws, and between symmetry principles and symmetry arguments (such as Curie's principle), and (...) reviewing the meaning and various types of symmetry that may be found in classical physics, along with different interpretative strategies that may be adopted. Specific topics discussed include the historical path by which group theory entered classical physics, transformation theory in classical mechanics, the relativity principle in Einstein's Special Theory of Relativity, general covariance in his General Theory of Relativity, and Noether's theorems. In bringing these diverse materials together in a single Chapter, we display the pervasive and powerful influence of symmetry in classical physics, and offer a possible framework for the further philosophical investigation of this topic. (shrink)

The American Society for Bioethics and Humanities has created a quality attestation process for clinical ethics consultants; the pilot phase of reviewing portfolios has begun. One aspect of the QA process which is particularly challenging is assessing the interpersonal skills of individual clinical ethics consultants. We propose that using case simulation to evaluate clinical ethics consultants is an approach that can meet this need provided clear standards for assessment are identified. To this end, we developed the Assessing Clinical Ethics Skills (...) tool, which identifies and specifies specific behaviors that a clinical ethics consultant should demonstrate in an ethics case simulation. The aim is for the clinical ethics consultant or student to use a videotaped case simulation, along with the ACES tool scored by a trained rater, to demonstrate their competence as part of their QA portfolio. The development and piloting of the tool is described. (shrink)

Background: The field of clinical ethics is examining ways of determining competency. The Assessing Clinical Ethics Skills (ACES) tool offers a new approach that identifies a range of skills necessary in the conduct of clinical ethics consultation and provides a consistent framework for evaluating these skills. Through a training website, users learn to apply the ACES tool to clinical ethics consultants (CECs) in simulated ethics consultation videos. The aim is to recognize competent and incompetent clinical ethics consultation skills by watching (...) and evaluating a videotaped CEC performance. We report how we set a criterion cut score (i.e., minimally acceptable score) for judging the ability of users of the ACES tool to evaluate simulated CEC performances.Methods: A modified Angoff standard-setting procedure was used to establish the cut score for an end-of-life case included on the ACES training website. The standard-setting committee viewed the Futility Case and estimated the probability that a minimally competent CEC would correctly answer each item on the ACES tool. The committee further adjusted these estimates by reviewing data from 31 pilot users of the Futility Case before determining the cut score.Results: Averaging over all 31 items, the proposed proportion correct score for minimal competency was 80%, corresponding to a cut score that is between 24 and 25 points out of 31 possible points. The standard-setting committee subsequently set the minimal competency cut score to 24 points.Conclusions: The cut score for the ACES tool identifies the number of correct responses a user of the ACES tool training website must attain to “pass” and reach minimal competency in recognizing competent and incompetent skills of the CECs in the simulated ethics consultation videos. The application of the cut score to live training of CECs and other areas of practice requires further investigation. (shrink)

Background: Ethical relationships are important among many participants in healthcare, including the ethical relationship between nurse and employer. One aspect of organizational behavior that can impact ethical culture and moral well-being is institutional betrayal. Research aim: The purpose of this concept analysis is to develop a conceptual understanding of institutional betrayal in nursing by defining the concept and differentiating it from other forms of betrayal. Design: This analysis uses the method developed by Walker and Avant. Research context: Studies were reviewed (...) using health literature databases with no date restrictions. Ethical considerations: Analysis was conducted using established guidelines for ethical research. Findings: Although institutional betrayal is a concept applied in the literature, there was a paucity of studies exploring the concept within nursing. Examples of the concept in the literature include violation of trust between organization (i.e. employer) and nurse, such as provision of inadequate workplace protections, ineffective or hostile management, and gaslighting of those who experience negative events. Examples of institutional betrayal have become more visible during the COVID-19 pandemic. Discussion: A conceptual definition of institutional betrayal is a deep violation of trust or confidence or violation of moral standards committed by an institution toward a nurse. This definition incorporates experiences and issues suggested by the literature. Outcomes are likely negative, including impacts on nurse psychological and workplace well-being. This concept likely fits within a framework of ethical workplaces and has conceptual relationships with moral distress and moral resilience. Further studies can help qualitatively explore and empirically measure this concept. Conclusion: In the pursuit of improving the ethical culture of healthcare workplaces, this concept can provide meaningful insight into organizational behavior and its consequences. Naming and describing the concept can promote conceptual clarity and equip researchers, nurses, and leaders to identify and mitigate the issue. (shrink)

Charlotte Witt covers a remarkable amount of ground in this concise and elegantly written book. Coming in at under 150 pages, she artfully weaves together Aristotle’s theory of functions with contemporary work on cultural transmission and apprenticeship, ideas about self-creation with theories of aspiration and transformative experience, and reflections on the relationships among social norms and games with thoughts about social roles and the nature of hierarchy. At the heart of it is an elaboration and defense of a thoroughly externalist (...) account of social normativity. Witt takes skilled experts, especially artisans like chefs and carpenters, as paradigm cases for theorizing about social normativity. She uses them to argue that the ultimate source of many normative obligations is found not in the acquiescence, attitudes, or any other features internal to those on whom those obligations fall. Rather, the demands are rooted in the world itself, and flow from specific circumstances, especially from the constraints those circumstances impose on different actors in virtue of the tasks they need to perform. The result is a view that depicts social normativity not just as external to individuals but also unavoidably role specific; what is right for a chef is not necessarily right for a carpenter, and what makes for a good nurse might make for a poor drill sergeant. Witt’s presentation of this package of ideas is both careful and austere, and it makes for a wonderfully thought provoking read. Social Goodness: On the Ontology of Social Norms will reward the careful attention of anyone interested in social ontology, especially the metaphysical foundations of normativity, the nature of social norms, and the relationship between social roles and the self. (shrink)

This narrative symposium examines the relationship of bioethics practice to personal experiences of illness. A call for stories was developed by Tod Chambers, the symposium editor, and editorial staff and was sent to several commonly used bioethics listservs and posted on the Narrative Inquiry in Bioethics website. The call asked authors to relate a personal story of being ill or caring for a person who is ill, and to describe how this affected how they think about bioethical questions and the (...) practice of medicine. Eighteen individuals were invited to submit full stories based on review of their proposals. Twelve stories are published in this symposium, and six supplemental stories are published online only through Project MUSE. Authors explore themes of vulnerability, suffering, communication, voluntariness, cultural barriers, and flaws in local healthcare systems through stories about their own illnesses or about caring for children, partners, parents and grandparents. Commentary articles by Arthur Frank, Bradley Lewis, and Carol Taylor follow the collection of personal narratives. (shrink)

This article proposes a reconsidered chaîne opératoire framework drawing on theories of embodied, extended, and enacted cognition. I investigate three hypotheses: (1) the chaîne opératoire framework (as it is used) takes a cognitivist approach to the mind, (2) technical tendencies and milieus can encompass and support modern theories of embodied, extended, enactive cognition, and (3) that by reconsidering these elements of the chaîne opératoire framework alongside contemporary theories of cognition we may re-envision a novel chaîne opératoire framework which takes a (...) non-cognitivist approach. First, the development of chaîne opératoire and its uses are reviewed and analyzed for evidence of a cognitivist approach. Second, I argue that elements of the chaîne opératoire framework (technical tendencies and milieus) can and do support contemporary theories of cognition. Similar methods for connecting methodological frameworks with the phenomenological nature of human being such as Cognigrams and the Four-Field Co-Evolutionary approach are analyzed to provide context for this work. Following this, I outline a unique approach to the chaîne opératoire framework which accounts for theories of embodied, enacted, and extended cognition. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Triangular Landscapes: Environment, Society, and the State in the Nile Delta under Roman Rule by Katherine BlouinBrendan HaugKatherine Blouin. Triangular Landscapes: Environment, Society, and the State in the Nile Delta under Roman Rule. London and New York: Oxford University Press, 2014. xxvi + 429 pp. 14 halftones, 28 tables, 5 maps. Cloth, $150.00.American journalist Hal Boyle is often said to have remarked, “What makes a river so (...) restful to people is that it doesn’t have any doubt—it is sure to get where it is going and it doesn’t want to go anywhere else.” Restful, perhaps. But the single-mindedness of a river’s flow can also be a source of anxiety. In contemporary America, the Lower Mississippi’s steady westward shift is a prominent example. Were its floodgates removed and the river allowed to “get where it is going,” it would soon abandon the cities of Baton Rouge and New Orleans, decimating their port-dependent economies.An awareness of such fluvial hazards has percolated into the study of ancient history over the last decade and a half, and works on the ancient Mediterranean’s riverine environments have been appearing with frequency. As in ancient environmental [End Page 528] history more broadly, Francophone scholars have led the way; Philippe Leveau’s work on the Rhône and the multiple colloquia spearheaded by Ella Hermon are particularly notable (e.g., Philippe Leveau, ed. “Le Rhône romain,” Gallia 56 [1999]; Ella Hermon, ed. Riparia dans l’Empire romain [2010]). On the Anglophone side, Gregory Aldrete’s Floods of the Tiber in Ancient Rome 2007, Peter Thonemann’s The Maeander Valley 2011, and Brian Campbell’s Rivers and the Power of Ancient Rome 2012 are essential.Katherine Blouin’s new study of the Mendesian nome (administrative division) in Egypt’s northeastern Nile Delta unites these twin streams. The book, an updated version of a French dissertation supervised by Hermon, focuses on the changing course and eventual extinction of the Nile’s Mendesian branch, documenting the effects of a shifting fluvial landscape, environmental stressors, and Roman agro-fiscal policy on the society and economy of the Delta during the first few centuries c.e. By merging Francophone scholarship on rivers, theoretical perspectives drawn from American environmental history, and a thorough command of the papyrological evidence, Blouin has made a significant contribution to the emerging field of ancient environmental history.In her introduction, Blouin grounds herself in what Hermon dubs “l’approche écosystémique” to environmental history. Casting aside environmental determinism and lachrymose tales of pristine nature violated (“l’approche égologique”), ecosystems thinking characterizes environments as “dynamic, multidimensional entities made up of a complex amalgam of continuities and ruptures” (7). While humanity is regarded as a constituent element of the natural world, human beings nonetheless possess the ability to adapt natural phenomena in significant ways. Thus, nature’s impacts upon society are never predetermined, for they are always mediated by human decision-making at multiple levels.The rest of the book is divided into four thematic sections. Part I situates the reader within the geomorphological and hydrological contexts of the Mendesian nome and reviews the surviving evidence. Parts II and III reconstruct the landscape and investigate agricultural diversification. Part IV offers environmental perspectives on a fiscal crisis in the late second century c.e. and the famous revolt of the Boukoloi.Synthesizing previous geomorphological and archaeological scholarship, chapter 1 traces the evolution of the Nile Delta from at least seven major branches to the modern two—the Rosetta and Damietta—by the early Arab period, a process significantly abetted by large-scale canalization projects (35). (See also John P. Cooper, The Medieval Nile [2014], who carries the story forward.)In chapter 2, Blouin surveys the archaeological and papyrological evidence for the Mendesian nome. Although excavations at its two ancient metropoleis of Mendes (Tell al-Rub’a) and Thmuis (Tell al-Timai) are ongoing—the latter partly under Blouin’s own direction—their evidence is secondary to her arguments, which depend primarily upon the papyri. This corpus is comprised of some ninety texts spanning the fourth century b.c.e. to the sixth century c.e., the majority... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Transcendence and Violence: The Encounter of Buddhist, Christian, and Primal TraditionsSarah K. PinnockTranscendence and Violence: The Encounter of Buddhist, Christian, and Primal Traditions. By John D'Arcy May. New York: Continuum, 2003. 225 + xi pp.In popular media, religion appears as a dangerous social phenomenon with explosive potential. The investigation of transcendence as a source of violence is particularly timely in light of America's war on terrorism targeting extremist (...) Islam. However, this negative dimension of religion is nothing new. Over the course of history, hostility [End Page 231] and killing are intimately connected with religious divisions. The irony of religious violence as a betrayal of religious ethical ideals is both obvious and inescapable.Approaching this hot topic from the perspective of religious imperialism, John D'Arcy May examines violence perpetrated by the Christian and Buddhist traditions against indigenous religions. His investigation covers damaging evidence against these two universalizing traditions using geographically specific case studies in Asia and the Pacific Rim. Situating Christianity and Buddhism in parallel as religions of transcendence, he compares how indigenous localized religions were overpowered by expansionist universalizing religions, although not eradicated. Into his historical narrative, he weaves his personal encounters with otherness growing up in Australia while virtually oblivious to the oppression of Aboriginals by white settlers, and as a Roman Catholic doing ecumenical work in Papua New Guinea for four years.May opens the book with bold admission of the failures of European Christianity, evidenced in anti-Judaism and Holocaust genocide, and Theravada Buddhism's violent involvement in Sri Lanka's civil conflict between Singhalese nationalists and Hindu Tamils. The reader is led to expect elaboration on the moral failings of Christianity, and this proves true; however, May's examination of the Buddhism's expansion and endorsement of violence tempers the tendency to single out Christianity as uniquely imperialist. He suggests that transcendence itself can cause hierarchy and oppression.Part I of the book focuses on Christianity and violence. Chapter 1 studies how European Protestant and Catholic settlers to Australia treated the Aboriginal peoples. The story is grim. Using a psychoanalytic framework, May interprets the European vilification of Aboriginals as stemming from the repression of the primal other, and the repression of bio-cosmic religion in favor of transcendence. Constructively, he proposes that Aboriginal peoples can offer theological insights about the ontology of sacred space. Christians should not only seek reconciliation in society, but also consider new perspectives on the sacred in nature drawn from the dreaming of Aboriginal religious lore.In chapter 2, May deals with colonization in the Melanesian Islands of the Pacific Ocean, concentrating on Papua New Guinea. In the indigenous religions of Melanesia, the prosperous community is the measure of religious rectitude, while misfortune is explained by the breaking of taboos and the revenge of enemies or evil spirits. After European colonization, "cargo cults" arose among the islands that promised abundant material goods possessed by European settlers by means of religious rituals and magic. Surprisingly, May points out the positive impulses at the root of these cargo cults that are typically viewed as detrimental and even outlawed outright by local governments for their harmful social impact. At bottom, he argues, cargo cults reflect a positive religious aspiration for wholeness and healing in this life that is a counterpoint to the spiritualization of salvation by European Christianity.May tries to avoid idealizing these primal cultures and their religious insights; nevertheless, he finds them instructive for Christian theology. Native religions in both Australia and Papua New Guinea offer models of immanence that emphasize the religious value of nature and just relationships. It should be mentioned that [End Page 232] there is some nuance to this conclusion. For instance, Melanesian religion is portrayed as less exemplary than Australian aboriginal religion. But May's main point is that violence on a global scale is validated by Christian notions of transcendence that deny the material aspirations of the indigenous community, and promote a superiority that wreaks violence among indigenous peoples. Hopefully, intercultural theology will allow Christians to appreciate the Aboriginal respect for sacred geography and the Melanesian quest for the flourishing of one's local community.Christianity and Buddhism are treated... (shrink)

This article represents conversations with the American composer Libby Larsen in which she described her beliefs about music, music education, and the dilemmas that our current system faces as we seek to provide relevant and meaningful music education to our students. Our conversation explores such topics as cognitive psychology, music theory, cultural practices and developments in American culture, and current music education practices. Larsen brought up many questions about music education in America, providing some suggestions for the future and posing (...) problems for which the solution may require a great deal of imagination by music education teachers. The article is structured as a Socratic dialogue, in which Larsen constructs an inductively strong argu- ment for making radical changes to current music education practice. (shrink)

The author examines belief-centered and act-centered conceptions ofracism through a discussion and critique ofconceptions ofrace and racism offered by K. Anthony Appiah, J.L.A. Garcia, and Michael Phillips.

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 23 (2003) 183-186 [Access article in PDF] Zen Gifts to Christians. By Robert Kennedy. New York: Continuum, 2000. 131 pp. Though Robert Kennedy's recent book Zen Gifts to Christians (2000) is intended for Christian readers who may be "temperamentally inclined" (i) to learn about Zen to spiritually augment their lives, it also succeeds as a work that defines the Western Buddhist community and as an introductory text (...) for those interested in Zen Buddhism. Drawing on his experiences as a Catholic priest and Zen master, Kennedy's work contributes much to the ideals expressed in the Second Vatican Council's conciliar decree Nostra Aetate (as well as the Thirty-fourth General Congregation of the Society of Jesus): to preserve and promote those universal elements of truth that manifest themselves in different cultures and societies, through dialogue and collaboration with followers of other religions. Kennedy achieves this monumental goal by organizing the book around the ten ox-herding pictures of Zen Buddhism (also known as the ten bulls) so as to better illustrate to Christians what Zen Buddhism has to offer through the narrative of spiritual growth common to all Zen Buddhists. Each ox-herding picture (or "bull") is elegantly expanded into a chapter detailing each step in the path of the spiritual quest. Kennedy richly supplements the lessons and ideas contained in each bull with references to Western poetry and prose, making the bulls more accessible to the reader by presenting the information in different ways.For both Christian and non-Christian readers, Kennedy's introduction to Zen may come as somewhat of a surprise, because he begins with the lived components of Zen Buddhism: discipline and practice. Though Zen does have speculative features and theories (as evidenced by koans), it is primarily concrete in its approach. Unlike Christianity, Zen is also a physical skill: it must be attentively practiced for enlightenment to occur. As Kennedy notes, if it is practiced sporadically or by rote, the student cannot make any spiritual progress, thus destroying the goal of the exercise. Moreover, Kennedy indirectly echoes a Platonic critique when he warns the [End Page 183] prospective student that time alone will not produce results, let alone Enlightenment! As with the perfection of any skill, discipline requires that the student give up strengths to concentrate on weaknesses. Kennedy's anecdotes and citations beautifully illustrate the points he wishes to make. However, he is cognizant of the fact that failure is part of any spiritual growth (in fact, it is the hallmark of discipline!) and is careful not to paint Zen in overly rosy colors.While the first chapter (Kennedy's commentary and explanation of the first bull) introduces readers to the concrete aspects of Zen, the second chapter on "not-knowing" explores the application of the abstract or mental component of Zen in one's attitude toward daily circumstances. Kennedy skillfully builds on the lessons he presented in the first chapter to express several ideas, many with implications for Christianity today.Two of these ideas are "letting go" and "the loss of God."Though Zen Gifts to Christians was written well before September 2001, these twin themes have become applicable to the contemporary situation for Christians and Buddhists alike. The theme of"letting go" allows Kennedy to subtly explore how old habits (characteristic of rigidness and inflexibility) not only prevent students from realizing their Buddha-nature, but also destroy the possibility for spiritual growth and progress of any sort. This serves to highlight the second theme: the loss of God. Though the book is open and inclusive, the reader is reminded anew that Kennedy wrote the book with a Christian audience in mind. While Kennedy holds that the experience of "losing" God is common to fervent Christians (30), the student, rather than focusing on how distressing that can be, should take it as a reminder of the most primal Christian belief—namely, that a person need not adhere to any single doctrine to be able to accept God. Moreover, such an experience should jar students out of their complacency and allow them to grow further.This point... (shrink)

ABSTRACT Is it good to form positive beliefs about those you have faith in, such as God or a religious community? Doxastic partialists say that it is. Some hold that it is good, from the viewpoint of faith, to form positive beliefs about the object of your faith even when your evidence favours negative ones. Others try to maintain respect for evidence by appealing to a highly permissive epistemology. I argue against both forms of doxastic partiality, on the grounds that (...) they foster an epistemically problematic noetic entrenchment. I instead defend evidentialism—the view that it is good to strive for true beliefs about the object of your faith, be they positive or negative, given relatively stringent evidential norms. I address the objection that evidentialism fosters disloyalty to the other party, not least because it risks losing your faith altogether. What emerges are not just epistemic norms for beliefs about religious matters, but an evidentialist account of what makes for good faith itself. (shrink)