Inspiring life wisdom from people of all ages—based on the This I Believe radio program The popular This I Believe series, which has aired on NPR and on Bob Edwards' shows on Sirius XM Satellite and public radio, explores the personal beliefs and guiding principles by which Americans live today. This book brings together treasured life lessons of people from all walks of life. Whether it's learning the power of saying hello or how courage comes with (...) practice, their intimate reflections will inspire, move, and encourage you. Filled with the valuable insights distilled from a wide range of personal experiences, This I Believe: Life Lessons is a perfect gift—for others or for yourself. Includes extraordinary essays written by "ordinary" people who share the story of an important lesson they have learned about life Shares a wide range of beliefs and experiences from a diverse group of contributors, including a physician, a roller derby queen, a corporate executive, and a homeless person Based on the popular This I Believe radio series and thisibelieve.org website No matter what your age or circumstances, this book will give you valuable food for thought and important new insights on how others have learned from life's challenges. (shrink)

WISDOM OF THE WILD offers a deeper appreciation of life, relationships, and experiences through the exploration of nature's spiritual offerings. This collection of life lessons focuses on aspects of the natural world and their philosophical connection to our own lives, providing insights to daily living and a deeper connection to our spiritual selves. Each entry features a phenomenon found in nature, demonstrating how readers may connect the world to their human experiences. With activities, rituals, and affirmations, this (...) book of natural wonders aligns readers' inner and outer worlds to cultivate peace, balance, and harmony. (shrink)

Twelve lessons, based on the teachings of St. Thomas Aquinas, on how to live virtuously in our turbulent times.

Aristotle knew things about happiness, habits, and human nature. This book is about his book, the Nichomachean Ethics. What this book will NOT do: -Make you feel good. -Make you rich. -Make you a good person. -Make you happy. What this book MIGHT do: -Teach you some tips on how to become a better person. -And that might make you happy, which feels pretty good. -And maybe that will help you get rich (I don't know, I've never done that). Want (...) to know how being good, being happy, and feeling good are related? Buy this book. And then read it. Or buy it for your kids or nephews or whatever. (shrink)

Stunning artworks bring more than sixty reflections from the iconic Stoic work Meditations by Marcus Aurelius to vivid life. "What is not good for the hive is not good for the bee either"--Marcus Aurelius. Roman Emperor and philosopher Marcus Aurelius wrote the twelve books of Meditations over two thousand years ago as a personal diary of notes, nudges, and mental exercises to help him live a good life. His work has since become one of the greatest works of (...) spiritual reflection ever written -- required reading for statespersons and philosophers and inspiration to generations of readers who have responded to the intimacy of his writing. With their gentle instructions on living stoically, in harmony with nature, and in pursuit of the common good, Aurelius's lessons still resonate today, helping us manage the modern malaise. This beautifully designed book features a curated selection from modern philosopher James Romm of the most significant life lessons, arranged in chapters that touch on the mind, living well, nature, community, compassion, time, death, and more. Woodcut-style art adds texture and color to the pages, illustrating the concepts of each lesson in the book. Chapter introductions explain each lesson's history and philosophy, and throughout, modern philosophical commentary expands on each lesson, making this a perfect Stoic starting point and gift for anyone who loves ancient philosophy. (shrink)

The wit and wisdom of The Golden Girls comes alive in this collection of short essays that examines many of the issues discussed on the hit TV show and how Dorothy, Blanche, Rose, and Sophia handled them-written by #1 New York Times bestselling author Robb Pearlman. Over the years, Blanche, Rose, Dorothy, and Sophia have remained roommates, confidants, and best friends no matter what life (or the stray ex) throws their way. Having handled life's messy situations with style (...) and humor, the Girls have a lanai's worth of golden wisdom ready to share with you. Funny, irreverent, and timeless, the life lessons the Golden Girls bring from the television into your life are guaranteed to put a smile on your face, some warmth into your heart, and maybe even some St. Olaf into your thinking. (shrink)

The inspiring true story of a teacher's experiences with her students and the life lessons she learned that can help others find joy and success. Crash Course chronicles the life lessons that Kim Bearden has learned during an award-winning career in education that has spanned three decades. Kim has taught more than 2,000 students, and each has shown her something about the world and the abundant capacity for love, resilience, and appreciation that we all possess. By (...) sharing her students' stories, she teaches their inspiring lessons to us all. Throughout the ups and downs of her professional and personal life, Kim found that her students were the light that illuminated her path; they were her sanctuary in the storm. From her challenges as a first year teacher, to her triumphs as the cofounder of the highly acclaimed Ron Clark Academy, Kim shares how children can teach each of us the importance of building relationships, abandoning fear, embracing one's unique gifts, and living with passion. Full of honesty, humor, heartbreak, and humanity, Kim's experiences show how children can help any one of us, despite life's obstacles, find the joy and significance in both our personal and professional lives. (shrink)

WISDOM OF THE WILD offers a deeper appreciation of life, relationships, and experiences through the exploration of nature's spiritual offerings. This collection of life lessons focuses on aspects of the natural world and their philosophical connection to our own lives, providing insights to daily living and a deeper connection to our spiritual selves. Each entry features a phenomenon found in nature, demonstrating how readers may connect the world to their human experiences. With activities, rituals, and affirmations, this (...) book of natural wonders aligns readers' inner and outer worlds to cultivate peace, balance, and harmony. (shrink)

Adam Nicolson crafts a geography of the ancient world and a brilliant exploration of our connections to the past.

In lieu of an abstract, here is a brief excerpt of the content:Pride in Giving Care and Other Life Lessons from Certified Nursing AssistantsDelese WearMy father spent the last three weeks of his life in a hospice care facility. It's funny, now reading these narratives written by Certified Nursing Assistants (CNAs), that I can't picture him without Gloria, the CNA who worked the 7-3 shift, floating quietly in and out of his room, tending to him, tending to (...) us, speaking quietly to Dad even when he was no longer conscious, offering us conversation, often her affectionate observations of Dad and curiosity about his life, sometimes about life on the "outside," a kind of respite from total attention on Dad and our grieving. I remember the smell of the lotion she rubbed on his body. I remember no other caregivers in his room; there obviously were, but I can't picture them now, only Gloria. We never spoke directly to the medical director of the hospice. He was a phantom, rounding at 5 or 6 a.m.; we came to believe he did so to avoid speaking to families.Those three weeks led to my conceptions about CNAs—the nature of the work they do, the kinds of people who do such work, the awesome responsibilities involved in such work, and not least, the physical and emotional resiliency of those who undertake such work. My and my family's often recited, "How does she do this every day?" was answered time and again in the narratives written by CNAs in this issue of the journal.But before moving forward, I want to make note of how I will refer to the authors of these narratives. The name of one's occupation, the title one uses, and how others refer to your occupation, is obviously meaningful. If the snapshots of CNAs provided in these narratives are somewhat representative, we find those who refer to themselves and their occupation as nursing assistants, nurse assistants, Certified Nursing Assistants (CNAs), State Licensed Nursing Assistants (SLNA), or simply aides, to name a few. While it is beyond the space offered here, I want to make note of this, recognizing that titles/labels matter, and to acknowledge that status. As CNA Nanci Robinson notes, "most of us are certified... I wouldn't call an LPN a PN and leave out she's licensed." Passage of the Omnibus Budget Reconciliation Act of 1987 (OBRA 87), required each State to establish State-approved nurse aide training programs and establish requirements for nurse aide competency. Thus, I will refer to all the authors here as Certified Nursing Assistants (CNAs). I do wonder how significant of an issue these variations of titles are within the larger nursing assistant culture, and how it may contribute to disparities regarding pay schedules, duties, status, training and other relevant issues among all nursing assistants.In spite of problems, stressors, and other quality of life issues for CNAs, most of them spoke with pride and meaning regarding what was for many their "life's work," similar to what one might expect to find in other care giving occupations. Some spoke of a "love of the work," its "rewards" and "joys," [End Page 165] and the intense satisfaction of "making a difference" in patients' or residents' lives. These attitudes were not vague abstractions but were grounded throughout the narratives in rich examples of the affirming aspects of their work.It appears that much of the pleasure comes from what many refer to as the "hands on," "direct care," or "front line" nature of the work—often what other health professionals might view as things they would not want to do. And of course these other professionals—registered nurses, occupational therapists, and physicians—could make the same claim when describing the "hands-on" joys of their work. But the differences, it would seem, are profound between these other caregivers and CNAs. The CNA narratives report fundamentally intimate and often daily relationships with their clients/residents/patients. Danny Reed describes the "delight" he feels "in restoring dignity to every human in need of it regardless of cause," referring to himself as a "participant observer in a caring relationship," not as a "detached clinician." Many spoke directly... (shrink)

This article discusses the notion of emergent concerned groups and explores how these groups contribute to shaping the relations between technoscience, politics, and economic markets. The first part presents the case of the French Association of patients suffering from muscular dystrophies. This history suggests that under certain conditions, emergent concerned groups are able to impose a new form of articulation between scientific research and political identities by directly linking the issues of research content and results to that of their place (...) in the collective. The second part argues that the evolution of economic markets, combined with that of science and technology, leads to a multiplication of those emergent concerned groups. The study of the conditions under which these emergent groups become legitimate stakeholders as well as the analysis of their impact on market organization and technoscientific institutions are key research topics for the near future. (shrink)

*Editorial Note: This column reprints the Book Review on Amazon with permission from Dr. Giang Hoang, Monash University, Australia. It has been slightly edited for house-style presentation.

In 1930, the British economist John Maynard Keynes predicted that by 2030 people would work only fifteen hours per week and enjoy more free time and leisure, that we would return to “principles of religion and traditional virtue,” declaring “love of money morbid, semi-criminal, and semi-pathological,” and that “we shall once more value ends above means.” But today, we do not see that this prophesy has proven true. Something must have gone wrong. We do not sufficiently know the distinction between (...) needs and wants, absolute values and relative values, what a good life is, and how to live it. In this essay, I will present and discuss ideas from Confucius, Aristotle, Zhuangzi, and the Stoics that I think are deep and meaningful and can help us free ourselves from evolutionary programming and blind belief in economic and technological growth. (shrink)

Memmi’s work is every sense a “life project”: a coherent project pursued throughout his long life as an intellectual, but also as the member of a minority group as he has consistently reminded his readers. It is therefore a personal project that is intimately intertwined with the life experiences of an individual, yet has implications for understanding broader communities and societies. The implication – and sometimes the stated intention – is that this is a life project (...) from which the individual concerned and others who read the work can learn something, at both private and public levels, concerning the functioning of human interactions. What then, does such an inventory of a lifetime of writing mean? (shrink)

As epigraph to his engrossing book of “clinical stories,” Creatures of a Day, dealing with the great varieties of the fear of death and the forms its overcoming takes, Irving Yalom, a psychiatrist with deep philosophical sympathies, stitches together the following sentences taken from various places in the Meditations of Marcus Aurelius: “All of us are creatures of a day; the rememberer and the remembered alike. All is ephemeral—both memory and the object of memory. The time is at hand when (...) you will have forgotten everything; and the time is at hand when all will have forgotten you. Always reflect that soon you will be no one, and nowhere”.1 These sentences were composed by Marcus... (shrink)

SC was an 80-year-old Israeli woman. She suffered from multiple chronic conditions, including heart disease, pulmonary congestion, chronic leukemia, diabetes, and high blood pressure. She received medication to treat her medical condition. Her pressing problems were shortness of breath and severe pain in her left leg, the result of poor blood circulation. SC resided in a rehabilitative nursing home in Tel Aviv. One night she could not sleep. She sat on her bed, unable to lie down, and screamed with pain. (...) A nurse came and gave her some analgesics with no relief of her pain. The following day the institution's social worker visited her. SC sat in the dining hall with her older sister CA. The social worker asked SC .. (shrink)

In a recent paper devoted to my topic, music and morality, my fellow philosopher of music Peter Kivy makes a helpful tripartite distinction among ways in which music could be said to have moral force. The first is by embodying and conveying moral insight; Kivy labels that epistemic moral force. The second is by having a positive moral effect on behavior; Kivy labels that behavioral moral force. And the third is by impacting positively on character so as to make someone (...) a better human being; Kivy labels that character-building moral force. (shrink)

Uses examples from great literature to present powerful, articulate discussions of the Catholic character For those who seek a moderately challenging, intellectual discussion of traditional Catholic morality, this book inspires readers to study and apply wisdom from trusted literary and spiritual masters in making honorable and morally upright choices. In this companion piece to The Virtues We Need Again, Dr. Mitchell Kalpakgian explores through Western literature the many aspects of Catholic character: innocence, reverence, duty, chivalry, nobility, honor, and the sense (...) of truth. (shrink)

In his posthumously published Living Up to Death Paul Ricoeur left an impressive testimony on what it means to live at a high old age with death approaching. In this article I present him as a teacher who reminds us of valuable lessons taught by patients in palliative care and their caretakers who accompany them on their way to death, and also as a guide in our search for a modern ars moriendi, after—what many at least experience as—the breakdown (...) of traditional religious belief in a personal afterlife. These lessons can be summarized in the following theses. ‘Living up to death, one cannot experience one’s own death. Therefore, never consider someone dying as moribund’. ‘Though everybody is alone in dying, nobody should die alone.’ ‘The preparation for death is an affirmation of life’. ‘Life experienced as a gift can be given up’. The plausibility of the last thesis, however, may go beyond the confines of austere philosophical thinking. (shrink)

A California teacher outlines lessons from American heroes that instill renewed admiration of their achievements, provides guidelines for self-improvement, and sets us on a constructive path to recovering our past.

ABSTRACTHidden among the many fascinating things that Bernard Suits says in his classic The Grasshopper is a passing observation he makes about one of the works of Søren Kierkegaard, the Seducer’s...

In lieu of an abstract, here is a brief excerpt of the content:Lessons Learned in Room 208Katherine BakkeAuthor's Note. Parts of this story were previously shared here: https://theinterstitium.home.blog/2020/06/01/journeying-to-a-time-of-death/I remember the first time I saw a patient die. I was a medical student on my surgery rotation. Pushed to the sidelines of the resuscitation bay while the trauma team tended to a teenager injured in a motorcycle crash, my attention was drawn to the drama unfolding next door. There, a team (...) of physicians performed CPR on a man. While a curtain and a comforting social worker separated the patient's wife and daughter from the horrors of the resuscitation, I had a full view of everything. I watched as each chest compression threw the man's belly upward, like he had a bad bout of the hiccups. I watched as each pulse check yielded no return of blood flow. I watched as his wife and daughter clenched their hands in prayer, muttering, "Please, please, please." Then, the physician called the code. The instant the doctor pronounced him dead, I felt the presence of one less person in the room. I was surprised by how visceral this departure felt. It seemed like a sacred moment, a small proof that our bodies do indeed house our souls.I started paying close attention to how surgeons talked about death. Discussions of death seemed frequent in windowless work rooms amongst doctors, or in hushed conversations at the nurses station. Discussions of death were notably absent when talking with patients or their families. Sometimes, it seemed that the sicker the patient, the less likely their possible death was acknowledged. I [End Page E12] was fascinated by how challenging it was to speak honestly about our inevitable mortality. I began reading everything I could find about discussing end-of-life issues. I even conducted and published a systematic review on the subject. When it came time for me to begin my own surgical training, I carried with me a naive confidence, eager to engage in these conversations at the bedside.My time finally came eight months into my intern year. I was working in the intensive care unit and was "up" for the next admission. I got a call from the emergency department, saying a 68-year-old woman needed an ICU bed for a heart failure exacerbation. Her breathing was labored. They had given her IV Lasix, but I was told she might need BiPAP or other respiratory support while her heart failure was managed.Ten minutes later, she rolled into Room 208, and the ICU nurses started their work transferring her from the stretcher to the bed, applying EKG leads, a blood pressure cuff, and a pulse oximeter. I stood at the foot of the bed and quickly realized I had never taken care of a patient so ill. Her head drooped to her chest, every ounce of energy used to draw her next breath. She could only mumble indiscernible words; she hardly had the energy to open her eyes. I glanced at the monitor displaying her vitals: heart rate 120, SpO2 84%, BP 70/40. A foley catheter hung at the bedside, and no urine was present. "They gave her Lasix downstairs, right?" I asked the nurse. We both looked at the foley bag, and then at each other. I glanced at the patient's lips, which were dry and cracked. I pinched the skin at the top of the patient's hand, and it tented. I was pleased with my exam skills, and my ability to deduce that she was dehydrated. "This isn't heart failure," I thought, as I considered other reasons for her illness. The nurse awoke me from my self-congratulating stupor and reminded me sternly, "We need orders."The situation rapidly became more critical. The patient's arterial blood gas (ABG) showed a pattern of impending respiratory failure. Her daughters arrived at the bedside; one was wearing hospital scrubs. I introduced myself to them as the resident doctor caring for their mom. I asked if the daughter wearing scrubs had a healthcare background, foolishly thinking that doing so would build rapport. She curtly replied, "I... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Lessons From my Life's WorkJames BradleyAlmost thirty years ago, I entered the caring profession as an Auxiliary Nurse, on a temporary basis, as a prelude to taking formal training as a Registered Nurse. Since then I have had many titles, held many positions and roles and worked in many different care settings. I never did take that RN training but that temporary job became my life's (...) work!I am a carer. A hands-on, at-the-bedside, hand-holding, bed-bathing, carer. Not only that, I am a male carer. I am not a failed doctor, I am not "hired muscle," nor am I gay and I certainly didn't enter the profession to be amongst so many women, as the stereotypes would suggest.Put simply, I care for people and do for them what they would do for themselves under normal circumstances, were they able to do so. I can cook, clean, sew, iron, and make beds, bathe, toilet and many other things besides. Not only that, I can do more than one simultaneously. Yes, I am a straight, male carer who can multitask, which is perhaps why so many people have difficulty in understanding people like me!?Every day, come rain, hail or shine; morning, noon and night, I care for others, often with as much compassion and love as if they were my own family. Once you have built up a relationship with a client or patient and his or her relatives, they can seem as close as family. The anomaly in nursing these days though, is that most RNs don't get the time to "be" a carer to the same extent that I do. That is the main reason why I made the decision to not pursue RN training, as per my original plan.Internal and external politics, in addition to the "culture of litigation," has created a growing chasm between what nurses should be, what they want to be and what they actually are in fact. Many RNs joined the profession to be what I am now, only to find themselves bogged down in paperwork, mandatory annual education and undertaking tasks which once were the domain of junior medical staff. This is not a criticism of those RNs, but an observation on the nature of care, from the grassroots level. As those RNs are pulled away from providing basic care, who is left to fill the void created? That is where my peers and I come in!There are literally thousands of people like me across the country doing the exact same thing I do every day. Yet, as stated, I am in a minority, for I am a male carer in a female-dominated environment. That brings a whole set of differences in itself, some of which should never exist in a modern care environment and wouldn't, were they pertinent to females rather than males.For example, imagine a male doctor telling an RN to "make the coffee" simply because she is female and used to being in the kitchen. Just consider how much upset that would create, with claims of sex discrimination and lack of professionalism. Quite rightly so, too. Then consider why it seems [End Page 135] acceptable for females to expect certain responsibilities be undertaken by males simply because "men are stronger than women" (not true either, based on some of the people I have worked with over the years!). These double standards rise up infrequently, thankfully, but the fact that they exist at all says much about the nature of formal RN training.I was surprised at the job, initially, at how managers, education departments, etc. failed to recognize males in the profession—Florence Nightingale and her crew have a lot to answer for! It's even worse to see that discrimination against males still exists in some places, and by some people (who would claim to be "professionals") even today. There is no place in the Care Industry for those with such biased perceptions because, if they can hold such views about their colleagues, one wonders how they feel about their patients. Especially patients who may be challenging.Sometimes patients' families can be... (shrink)

The Last Gift is an observational HIV cure-related research study conducted with people with HIV at the end of life (EOL) at the University of California San Diego. Participants agree to voluntarily donate blood and other biospecimens while living and their bodies for a rapid research autopsy postmortem to better understand HIV reservoir dynamics throughout the entire body. The Last Gift study was initiated in 2017. Since then, 30 volunteers were enrolled who are either (1) terminally ill with a (...) concomitant condition and have a prognosis of 6 months or less or (2) chronically ill with multiple comorbidities and nearing the EOL.Multiple ethical and logistical challenges have been revealed during this time; here, we share our lessons learnt and ethical analysis. Issues relevant to healthcare research include surrogate informed consent, personal and professional boundaries, challenges posed conducting research in a pandemic, and clinician burnout and emotional support. Issues more specific to EOL and postmortem research include dual roles of clinical care and research teams, communication between research personnel and clinical teams, legally required versus rapid research autopsy, identification of next of kin/loved ones and issues of inclusion. Issues specific to the Last Gift include logistics of body donation and rapid research autopsy, and disposition of the body as a study benefit.We recommend EOL research teams to have clear provisions around surrogate informed consent, rotate personnel to maintain boundaries, limit direct contact with staff associated with clinical care and have a clear plan for legally required versus research autopsies, among other recommendations. (shrink)

Evolutionary developmental biology (Evo-devo) is a vibrant area of contemporary life science that should be (and is) increasingly incorporated into teaching curricula. Although the inclusion of this content is important for biological pedagogy at multiple levels of instruction, there are also philosophical lessons that can be drawn from the scientific practices found in Evo-devo. One feature of particular significance is the interdisciplinary nature of Evo-devo investigations and their resulting explanations. Instead of a single disciplinary approach being the most (...) explanatory or fundamental, different methodologies from biological disciplines must be synthesized to generate empirically adequate explanations. Thus, Evo-devo points toward a non-reductionist epistemology in biology. I review three areas where these synthetic efforts become manifest as a result of Evo-devo’s practices (form versus function reasoning styles; problem-structured investigations; idealizations related to studying model organisms), and then sketch some possible applications to teaching biology. These philosophical considerations provide resources for life science educators to address (and challenge) key aspects of the National Science Education Standards and Benchmarks for Scientific Literacy. (shrink)

Recent media reports about new programmes for 'happiness lessons' in schools signal a welcome concern with children's well-being. However, as I shall argue, the presuppositions of the discourse in which many of these proposals are framed, and their orientation towards particular strands of positive psychology, involve ideas about human life that are, in an important sense, anti-educational.

Mary Shelley’sFrankensteinhas captured the public imagination ever since it was first published over 200 years ago. While the narrative reflected 19th-century anxieties about the emerging scientific revolution, it also suggested some clear moral lessons that remain relevant today. In a sense,Frankensteinwas a work of bioethics written a century and a half before the discipline came to exist. This paper revisits the lessons ofFrankensteinregarding the creation and manipulation of life in the light of recent developments in stem cell (...) and neurobiological research. It argues that these lessons are becoming more relevant than ever. (shrink)

McGovern, Kevin British political strategist Philip Gould was diagnosed with cancer early in 2008. He died towards the end of 2011. Challenging community attitudes about dying with cancer, he insisted in a book-length memoir that this was "the most important ... the most fulfilling and the most inspirational time of my life." This article reflects on Philip's testimony.

The concepts of ‘biopolitics’ and ‘naked life’ have become increasingly relevant in the debate on substance dependency due to the growing prominence of neuroscience in defining the nature of addiction1 and its threat to agency. However, these concepts are not necessarily well understood, and therefore may lead to oversight rather than insight. In this article we review the literature on Italian philosopher Giorgio Agamben, whose founding works on both concepts shed a different light on addiction. We argue that the (...) current debate is missing a key insight from Agamben's work: the idea of agency past the subject, of agency past identity. We will illustrate how this can be an important form of agency against the stigmatization of users, making use of empirical data from our ongoing work on addiction and agency. (shrink)

I argue that a careful consideration of the internal relation between the expression of an emotion, ‘I am angry’, and the description of the object of that emotion, ‘That was wrong’, illuminates the sense in which emotions are intentional, and perhaps also rational, as brought out in cognitive accounts of emotion. It also throws light on the moral and interpersonal aspects of our emotional life, which I instantiate through a discussion of the different perspectives on what has happened between (...) the parties in a quarrel and the kinds of failures of understanding that may take place in such cases. (shrink)

Part of a series on the question of what is the good life, the essay is structured as a montage. Part 1 contests the received notion that death is exterior to the work of Deleuze. To this end, it gathers together a telegraphic collection of examples – ‘corpses’ in his corpus – that invariably show up whenever the question is raised. Part 2 attempts a Deleuzian move: it puts death to work. If death is not nothing, it argues, it (...) must be productive of something absolutely new. Drawing upon Blanchot's seminal essay, ‘The Two Versions of the Imaginary’, it makes the case that this creation is the cadaver: the first time-image. (shrink)

Lessons in the study of habits by Walter L. Sheldon. This book is a reproduction of the original book published in 1903 and may have some imperfections such as marks or hand-written notes.

Schools have existed since timeimmemorable. From the perspective of the modernworld, the most radical change has been thatschools are now expected not only to reflectcurrent reality, but also to prepare its pupilsfor a changing world. In this article, Wilhelmvon Humboldt's great university reform ishighlighted. Humboldt's ideas of Bildungwere never fully realised in the universitysystem, due to a structural contradiction inhis university plan between specialisedresearch and all-embracing philosophy. The ideaitself, however, remains fruitful, especiallyif combined with John Dewey's moredown-to-earth conceptions.

(1994). Young people and life in the city. The lessons of political sociology and of the patterns of socialization of young people. World Futures: Vol. 41, No. 1-3, pp. 110-114.

In 1988, The Annual of the Society of Christian Ethics published an essay based on a survey of sixty-three members regarding their use of art in teaching Christian ethics. This essay builds on that research with findings from a 2023 survey asking current members the same question. To these insights from colleagues, I add two related concepts from pedagogical theory: slow looking from Shari Tishman and a pedagogy of inhabitance from Jennifer Ayres. I argue that learning with art develops habits (...) of pace and place that are essential to the moral life. (shrink)

As the massacre of the Greek Catholic Church was going on, as the Lviv Cathedral was held in March 1946, much has been written by historians, religious scholars, publicists, and theologians. The archival documents that became available for research cover not only new facts pertaining to this event, but also reveal the strategic and tactical plans of the senior state and party leadership of the USSR, their direct participation in the implementation of this action.

This is a tribute to a patient whose strength and love for life demonstrate that quality of life has a very personal value.

The coronavirus disease imposes an unusual risk to the physical and mental health of healthcare workers and thereby to the functioning of healthcare systems during the crisis. This study investigates the clinical knowledge of healthcare workers about COVID-19, their ways of acquiring information, their emotional distress and risk perception, their adherence to preventive guidelines, their changed work situation due to the pandemic, and their perception of how the healthcare system has coped with the pandemic. It is based on a quantitative (...) cross-sectional survey of 185 Swiss healthcare workers directly attending to patients during the pandemic, with 22% of them being assigned to COVID-19-infected patients. The participants answered between 16th June and 15th July 2020, shortly after the first wave of COVID-19 had been overcome and the national government had relaxed its preventive regulations to a great extent. The questionnaire incorporated parts of the “Standard questionnaire on risk perception of an infectious disease outbreak”, which were adapted to the case of COVID-19. Clinical knowledge was lowest regarding the effectiveness of standard hygiene. Knowledge of infectiousness, incubation time, and life-threatening disease progression was higher, however still significantly lower than regarding asymptomatic cases and transmission without physical contact. 70% of the healthcare workers reported considerable emotional distress on at least one of the measured dimensions. They worried significantly more strongly about patients, elderly people, and family members, than about their own health. Adherence to preventive guidelines by the government displayed patterns such that not all guidelines were followed equally. Most of the participants were faced with a lack of protective materials, personnel, structures, processes, and contingency plans. An increase in stress level was the most prevalent among the diverse effects the pandemic had on their work situation. Better medical equipment, better protection for their own mental and physical health, more personnel, more comprehensive information about the symptoms of the disease, and a system of earlier warning were the primary lessons to be learned in view of upcoming waves of the pandemic. (shrink)

My project examines the pedagogical approach of the Stoic Epictetus by focusing on seven vital lessons he imparts. This study will deepen our understanding of his vocation as a Stoic educator striving to free his students from the fears and foolishness that hold happiness hostage. These lessons are (1) how freedom, integrity, self-respect, and happiness interrelate; (2) real versus fake tragedy and real versus fake heroism; (3) the instructive roles that various animals play in Stoic education; (4) athleticism, (...) sport, and game-playing as analogies for striving to live virtuously; (5) place, time, and progress in the journey to self-realization; (6) how to live with death and exit life fearlessly; (7) how teaching wisdom is one of several ways the Stoic sage loves others. (shrink)