Sulla base di una straordinaria analisi dei problemi deontologici riconducibili alla crisi della professione medica, Ivan Cavicchi e un gruppo di lavoro multidisciplinare – promosso e organizzato dall’Ordine dei Medici Chirurghi e Odontoiatri della Provincia Autonoma di Trento, in collaborazione con il programma FBK per la salute della Fondazione Bruno Kessler e il gruppo di Biodiritto del l’Università di Trento – hanno rielaborato le basi concettuali della tradizionale deontologia medica per mettere in condizione gli Ordini dei Medici di riformare (...) il proprio codice deontologico. Si tratta di una vera e propria «rivoluzione» destinata a modificare nei prossimi anni la deontologia nel nostro Paese, a influenzare la redazione dei futuri codici di tutte le professioni medico-sanitarie, ma soprattutto a cambiare radicalmente i rapporti tra medici e cittadini, tra professione e società, tra medicina ed economia. Assumendo il malato come «archè», la proposta di rielaborazione cambia postulati, presupposti, linguaggi, concetti, soluzioni e obiettivi, affrontando problematiche usualmente ignorate dalla deontologia convenzionale. Lo scopo di fondo è definire una nuova figura di medico capace di recuperare il rapporto fiduciario con i malati e con la società e di farsi carico dei problemi di sostenibilità economica che ormai da anni gravano su tutti i sistemi di tutela sanitaria. (shrink)

In this paper, I consider the claim that a corporation cannot be held to be morally responsible unless it is a person. First, I argue that this claim is ambigious. Person flags three different but related notions: metaphysical person, moral agent, moral person. I argue that, though one can make the claim that corporates are metaphysical persons, this claim is only marginally relevant to the question of corporate moral responsibility. The central question which must be answered in discussions of corporate (...) moral responsibility is whether corporations are moral agents or moral persons. I argue that, though we can make a case for saying corporations are moral agents, they are not moral persons, and hence, we can hold them responsible. In addition, we need not treat them the way we would be obligated to treat a moral person; we needn't have the same scruples about holding a corporation morally responsible as we would a moral person. (shrink)

: The natural philosopher Michael Faraday and the psychologist Jean Piaget experimented directly with natural phenomena and children. While Faraday originated evidence for spatial fields mediating force interactions, Piaget studied children's cognitive development. This paper treats their experimental processes in parallel, taking as examples Faraday's 1831 investigations of water patterns produced under vibration and Piaget's interactions with his infants as they sought something he hid. I redid parts of Faraday's vibrating fluid activities and Piaget's hiding games. Like theirs, my experiences (...) showed that incomplete observations and confusions accompanied—and facilitated —experimental developments. While working with things in their hands, these experimenters' minds were also engaged, inferring new, more coherent understandings of the behaviors under study. Transitory ripples disclosed distinct patterns; infants devised more productive search methods. From the ripples, Faraday discerned an oscillatory condition that informed his subsequent speculations about light. From the infant search, Piaget identified experimenting as a child's means of developing self and world, later envisioning its infusion into education. Taken together, these two stories demonstrate that cognitive capacities emerge in the actual process of experimenting. This finding eclipses the historical context in its implications for education today. When learners pursue their own experiments, their minds develop. (shrink)

Rita Carter ponders the nature, origins, and purpose of consciousness in this fascinating inquiry into the toughest problem facing modern science and philosophy. Building on the foundation of her bestselling book _Mapping the Mind, _she considers whether consciousness is merely an illusion, a by-product of our brain's workings, some as yet inexplicable feature or property of the material universe or—as the latest physics may suggest—the very fundament of reality. Little, she discovers, is as it first seems. Carter draws from (...) a solid body of knowledge—empirical findings and theoretical hypotheses--about consciousness, much of it derived from recent discoveries about the brain. Her lively, accessible narrative ranges widely over new ways of thinking about the subject and what direction new research is taking. Leading scholars from a range of perspectives provide topical essays that complement Carter's account. The book also discusses how traditional approaches—philosophical, scientific, and experiential—might be brought together to create a more complete understanding of consciousness. (shrink)

'Manning successfully argues that theory and ethics should once again be reunited...thorough and provocative...'—THE MIDWEST BOOK REVIEW.

This response to Professor Little Bear's lecture considers the role of language in acknowledging our interdependency with other living beings, and explores the possibilities offered by Indigenous humanities with regard to a deep valuing of the watery commons otherwise known as the planet earth. Questions of reciprocity, historical responsibility, decolonization, solidarity, and care for future generations are raised.

Faraday demonstrated electromagnetic induction in 1831 using an iron ring wound with two wire coils; on interrupting battery current in one coil, momentary currents arose in the other. Between Faraday's ring and the induction coil, coiled instruments developed via meandering paths. This paper explores the opening phase of that work in the late 1830s, as the iron core, primary wire coil, and secondary wire coil were researched and differentiated. ‘Working knowledge’ gained with materials and phenomena was crucial to innovations. To (...) understand these material-based interactions, I experimented with hand-wound coils, along with examining historical texts, drawings, and artefacts. My experience recovered the historical dead-end of two-wire coils and ensuing work with long-coiled single conductors initiated by Faraday and Henry. The shock and spark heightened in these coils provided feedback to the many instrumental configurations tested by Page, Callan, Sturgeon, Bachhoffner, and others. The continuous conductor differentiated into two segments soldered together: a thick short wire carrying battery current and a long thin wire for elevating shocks . The joined wires eventually separated, yet their transitional connection documents belief that the induced effects depend on continuity. These coiled instruments, with their intertwined histories, show experimental work and understandings in the process of developing. Seeing the nonlinear paths by which these instruments developed deepens our understanding of historical experiences, and of how people learn. (shrink)

The doctor patient relationship starts with a story. Doctors' notes, a patient's chart, the recommendations of ethics committees and insurance justifications all hinge on written and verbal narrative interaction. The "practice" of narrative profoundly affects decision making, patient health and treatment and the everyday practice of medicine. In this edited collection, the contributors provide conceptual foundations, practical guidelines and theoretical considerations central to the practice of narrative ethics.

If our sense of the past is inevitably shaped by the explanatory logic of narrative, then the stories that we create in turn reveal the inescapable presence and ...

The present text has as a main goal to discuss the relations between childhood and contemporary culture. More so, that the social space the children occupy in the cyberculture became a very contradictory one: for in one hand we see such children with a natural inborne expertise; and on the other hand, we see them as unprotected and fragile beings. The line of reasoning we intend to partake with the reader, begins initially with the data research of the production of (...) arguments on the children´s relations with the internet that go around their daily routine and the researches of academical and official nature. On a second instance, we look into the market´s discursive production in order to observe how the making of sites, targeted speciffically to childrens, relates itself with prerrogatives of such specialized knowledge. At last but not at least, we show a philosophical approach of such speeches sustained metaforically by the homeric narrative and Franz Kafka’s reading of Ulisses’encounter at the mermaid’s island. Through this path we intend to analyze tendencies that emerge from the production of knowledge about childhood and cyberculture and, altogether, to think on the ethical and methodological chalenges that such subject imposes to childhood’s researchers. (shrink)

The purpose of this study was to illuminate the ethically difficult situations experienced by care providers working in a nursing home. Individual interviews using a narrative approach were conducted. A phenomenological-hermeneutic method developed for researching life experience was applied in the analysis. The findings showed that care providers experience ethical challenges in their everyday work. The informants in this study found the balance between the ideal, autonomy and dignity to be a daily problem. They defined the culture they work in (...) as not supportive. They also thought they were not being seen and heard in situations where they disagree with the basic values of the organization. The results are discussed in terms of Habermas’s understanding of modern society. Care settings for elderly people obviously present ethical challenges, particularly in the case of those suffering from dementia. The care provider participants in this study expressed frustration and feelings of powerlessness. It is possible to understand their experiences in terms of Habermas’s theory of modern society and the concept of the system’s colonization of the life world. (shrink)

What does it mean to get hooked by a work, whether a bestseller or a classic, a TV series or a painting in a museum? What is this aesthetic experience that makes us feel captivated? What do works of art do, and how, in particular, do they bind us to them? In "Hooked," Rita Felski builds an aesthetics premised on our attachments rather than our free agency and challenges the ethos of critical aloofness that is so much a part (...) of modern intellectuals' self-image. The result is sure to be as widely read, and as controversial, as Felski's 2015 book, "The Limits of Critique." Felski looks at several "attachment devices." One of these is "attunement"--those affinities and stirrings that often fall below the threshold of consciousness. Why, for example, are we drawn to a painting or piece of music in ways we struggle to explain, while being left cold by others whose merits we duly acknowledge? Another attachment device is "identification"--a widespread response to fiction that is often invoked by critics but usually treated as synonymous with either identity or empathy. But Felski shows that identifying has no neat fit with identity categories, and it can trigger ethical, political, or intellectual affinities that have little to do with co-feeling. What people most commonly identify with, Felski argues, are characters who are alluring, arresting, or alive, not in spite of their aesthetic qualities but because of them. This kind of identification is not limited to naïve readers or over-invested viewers, but is also a defining aspect of what scholars in the humanities do. Relatedly, academic "interpretation" emerges here as another circuit of connection: critics forge ties to the works they explicate, the methods they use, the disciplinary identities they inhabit. "Hooked" returns us to the fundamentals of aesthetic experience, showing that the social meanings of artworks do not lie encrypted in their depths, within reach only of expert critics, but are generated within the embrace of captivated audiences. (shrink)

Donald Lee has claimed that of three ethical values, freedom, justice, and security-survival, involved in the effects of population growth on the future and the survival of all human beings, security-survival is the most fundamental. As such, it should have priority over freedom and justice. Based on this hierarchy, Lee draws the conclusion that one does not have the right to unlimited procreation, and that ultimately it is the duty of government to impose limits on population growth. I accept Lee’s (...) argument that personal rights must be balanced by personal responsibility, but I argue that justice is the fundamental ethical principle in this discussion. This is not a trivial distinction, for it leads to two significant conclusions. First, by focusing proper attention on justice, the threat to survival of the race from overpopulation is reduced to reasonable and realistic proportions. Second, and particulady important with regard to Lee’s position, the recognition of the need for justice brings to light the fact that the primary responsibility of government is to address itself to redressing injustice in society, injustice which does pose a very real threat to the survival of mankind. In this context, I argue that under no circumstances should government have the right or the responsibility to enforce limits on procreation. (shrink)

Educational phenomena and child development fascinate many disciplines for which they offer a tremendous field of experimentation and application. More than a hundred years ago, when educational sciences adopted the main institutional emblems of an academic discipline (chairs, diploma, laboratories, scientific network etc.), they obviously vacillated between the dream of becoming a unified science (as pedology testifies), and the claim of a rewarding pluridisciplinarity that could synergise all disciplines concerned with the child and with education. This paper asserts that the (...) issue of pluridisciplinarity is constitutive for the development of sciences of education whose object is ever coveted by other disciplines. The first section adopts the point of view of a social history and, on the basis of voluminous archives, it describes the main lines of the shaping of this pluridisciplinary field in Geneva, representative of that which also occurs elsewhere. In the second part, it presents a more theoretical reflection on the tensions and pitfalls of what we call the 'process of disciplinarisation' of educational sciences, outlining the characteristics of this constitutively pluridisciplinary field. (shrink)

The contradictions between food poverty affecting a large section of the global population and the everyday wastage of food, particularly in high income countries, have raised significant academic and public attention. All actors in the food chain have a role to play in food waste prevention and reduction, including farmers, food manufacturers and processors, caterers and retailers and ultimately consumers. Food surplus redistribution is considered by many as a partial solution to food waste reduction and food poverty mitigation, while others (...) criticize charitable initiatives as inadequate responses, that inhibit governments from responsibly protecting the citizens right to food. This paper frames food assistance as “hybrid systems”, situating at the intersection of territorial food, public welfare and third sector voluntary systems. Based on available literature and reflections on previous research examining food banks in Italy, we develop a system dynamics conceptual mapping. The aim is to model a set of relations and dynamic mechanisms associated with variables relevant to food waste generation, food recovery for social purposes and food poverty alleviation. The analysis of feedback interactions highlights the vulnerabilities of food assistance systems that occur when addressing food poverty by reducing food surplus. In summary, as the awareness on food poverty and food surplus arises, incentives to food recovery and redistribution strengthen the role of food assistance actors, increasing their exposure to drivers of change, such as retailers’ standards for food surplus prevention. This paper contributes to the current academic debate on charitable food assistance, with insights for policy makers and other systems’ actors. (shrink)

The individual motorist often defends his unwillingness to change his driving habits in the face of air pollution by pointing out that a change in his actions would be insignificant. The environmentalist responds by asking what would happen if everyone did change. In this paper I defend the environmentalist’s response. I argue that we can appeal to the following principle to defend both group and individual obligations to clean up air: if the consequences of everyone doing aare undesirable, then each (...) and every one ought to do was he can to prevent the undesirable consequences. (shrink)

Across two studies, a wide age range of participants was interviewed about the nature of death. All participants were living in rural Madagascar in a community where ancestral beliefs and practices are widespread. In Study 1, children (8–17 years) and adults (19–71 years) were asked whether bodily and mental processes continue after death. The death in question was presented in the context of a narrative that focused either on the corpse or on the ancestral practices associated with the afterlife. Participants (...) aged 8 years and older claimed that death brings an end to most bodily and mental processes. Nevertheless, particularly in the context of the religious narrative, they claimed that certain mental processes continue even after death. This assertion of an afterlife was more evident among adults than children, especially with respect to cognitive processes, such as knowing and remembering. In Study 2, 5‐ and 7‐year‐olds were asked similar questions in connection with the death of a bird and a person. Seven‐year‐olds consistently claimed that bodily and mental processes cease at death, whereas 5‐year‐olds were unsystematic in their replies. Together, the two studies replicate and extend findings obtained with Western children showing that, in the course of development, different conceptions of death are elaborated—a biological conception in which death terminates living processes and a religious conception in which death marks the beginning of a new form of spiritual existence. (shrink)

The interaction of humans, cholera bacteria, the zooplankton host of the bacterium , and the environment in the case of cholera can be employed to make reasonable predictions about this climate-driven disease. The issues are truly international and represent those that comprise a global scientific enterprise and encompass many other infectious diseases.

v. 1. Piaget's genetic epistemology, 1965-1980.--v. 2. Critique of Piaget's genetic epistemology, 1965-1980.

How does human language contribute to the cognitive edge humans have over other species? This question eludes most current theories of language and knowledge. Incorporating research results in psychology and cutting a path through a broad range of philosophical debates, Nolan develops a strikingly original account of language acquisition which holds important implications for standard theories of language and the philosophical foundations of cognitive science.

Boyer & Petersen (B&P) lay out an evolutionarily grounded framework to produce concrete, testable predictions about economic phenomena. We commend this step forward, but suggest the framework requires more consideration of cultural contexts that provide necessary input for cognitive systems to operate on. We discuss the role of culture when examining both evolved cognitive systems and social exchange contexts.

On behalf of the 9th Annual Gulf Research Meetings at the University of Cambridge, this special issue of Sport, Ethics and Philosophy is the proceedings of the GRM Meeting on ‘The Rise of Modern Sp...

Background: One of the ethical imperatives for a valid consent process in clinical medication trials is that the process be guided by and recorded in an informed consent document (ICD). Concerns have been expressed, however, about readability and participant understanding of ICDs, which are often 10–20 pages long. Objective measures of readability and understanding have been used to support these concerns in several articles, but surprisingly the voice of trial participants on ICDs has not been heard in previous studies. Hence, (...) this study compares participants' subjective views on readability and their understanding of ICDs with those ICDs' objective readability scores. It also evaluates whether family, friends, and additional aids would foster better understanding of the ICD. Methods: Sixty current trial participants rated the readability and their understanding of deidentified standard ICDs. These had been sourced from two multicenter international Phase III trials on medication for diabetes mellitus and cancer. Results: Less than 10% of participants considered the ICDs difficult to read or difficult to understand in spite of objective readability scores at levels of about 12th grade education, but about a quarter considered the ICDs to be too technical. Participants gave mixed responses about friends or family members helping or the need for videos, pictures, additional reading material, and frequently answered questions (FAQ) sheets as an aid to their understanding. Conclusions: These findings suggest individual clinical trial participants should be engaged on their views of an ICD, for doing so is part of informed consent as a process rather than consent being merely focused on written information. Such participant-specific engagement should guide whether family and friends, videos, pictures, additional reading material, and FAQ sheets would be of assistance in improving understanding. (shrink)