Despite concerns about the relationships between health professionals and the medical device industry, the issue has received relatively little attention. Prevalence data are lacking; however, qualitative and survey research suggest device industry representatives, who are commonly present in clinical settings, play a key role in these relationships. Representatives, who are technical product specialists and not necessarily medically trained, may attend surgeries on a daily basis and be available to health professionals 24 hours a day, 7 days a week, to provide (...) advice. However, device representatives have a dual role: functioning as commissioned sales representatives at the same time as providing advice on approaches to treatment. This duality raises the concern that clinical decision-making may be unduly influenced by commercial imperatives. In this paper, we identify three key ethical concerns raised by the relationship between device representatives and health professionals: impacts on healthcare costs, the outsourcing of expertise and issues of accountability and informed consent. These ethical concerns can be addressed in part through clarifying the boundary between the support and sales aspects of the roles of device representatives and developing clear guidelines for device representatives providing support in clinical spaces. We suggest several policy options including hospital provision of expert support, formalising clinician conduct to eschew receipt of meals and payments from industry and establishing device registries. (shrink)

This book provides a unique examination on the ways in which educating the whole child in the community school serves to ameliorate the conditions of poverty and obstacles to learning faced by students. Using a case study approach the book will highlight the successful journey of one school that transformed itself into a "community" school.

This book provides practical and research-based chapters that offer greater clarity about the particular kinds of teacher reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value.

The development and deployment of medical devices, along with most areas of healthcare, has been significantly impacted by the COVID-19 pandemic. This has had variable ethical implications, two of which we will focus on here. First, medical device regulations have been rapidly amended to expedite approvals of devices ranging from face masks to ventilators. Although some regulators have issued cessation dates, there is inadequate discussion of triggers for exiting these crisis standards, and evidence that this may not be feasible. Given (...) the relatively low evidence standards currently required for regulatory approval of devices, this further indefinite reduction in standards raises serious ethical issues. Second, the pandemic has disrupted the usual operations of device representatives in hospitals, providing an opportunity to examine and refine this potentially ethically problematic practice. In this paper we explain and critically analyse the ethical implications of these two pandemic-related impacts on medical devices and propose suggestions for their management. These include an endpoint for pandemic-related adjustments to device regulation or a mechanism for continued refinement over time, together with a review of device research conducted under crisis conditions, support for the removal and replacement of emergency approved devices, and a review of device representative credentialling. (shrink)

In this wide-ranging study, Quinn argues that human moral autonomy is compatible with unqualified obedience to divine commands. He formulates several versions of the crucial assumptions of divine command ethics, defending them against a battery of objections often expressed in the philosophical literature.

This chapter surveys recent work on philosophical issues raised by religious diversity or pluralism. It focuses on four topics. The first is the epistemological challenge of religious diversity. The rationality of commitment to any particular religious tradition seems to be threatened by the existence of rival traditions. The second is the political problem of religious toleration. Religious conflict throughout the world suggests a need for better arguments against religious intolerance than those currently available. The third is the task of understanding (...) the concept of religion. Religious pluralism fuels debate about whether the concept of religion can be defined in terms of necessary and sufficient conditions or, if it cannot, whether it must be analyzed in terms of family resemblances. And the fourth is the enterprise of making constructive comparisons in religious ethics. Similarities and differences between the virtue theories of diverse religious traditions illuminate strengths and weaknesses in the ethical thought of the religions subjected to comparison. The chapter argues from these examples to the conclusion that religious diversity gives rise to several exciting and important problems that ought to be high on the agenda of philosophy of religion. (shrink)

In “Epistemology in Philosophy of Religion,” Philip Quinn focuses on the central problem of religious epistemology for monotheistic religions: the epistemic status of belief in the existence of God. He explores what epistemic conditions arguments for God's existence would have to satisfy to be successful and whether any arguments satisfy those conditions. Turning to the claims of reformed epistemology about belief in God, Quinn assesses Alvin Plantinga's claim that belief in God is for many theists properly basic, that (...) is, has positive epistemic status even when it is not based on arguments or any other kind of propositional evidence. Quinn distinguishes two versions of this claim. According to the first, emphasized in Plantinga's earlier work, theistic belief is properly basic with respect to justification or rationality, while according to the second version, prominent in Plantinga's more recent work, theistic belief is properly basic with respect to warrant. (shrink)

Firms and industries increasingly subscribe to voluntary codes of conduct. These self-regulatory governance systems can be effective in establishing a more sustainable and inclusive global economy. However, these codes can also be largely symbolic, reactive measures to quell public criticism. Cross-sector alliances (between for-profit and nonprofit actors) present a learning platform for infusing participants with greater incentives to be socially responsible. They can provide multinationals new capabilities that allow them to more closely ally social responsibility with economic performance. This paper (...) examines learning facilitators in cross-sector alliances that enrich corporate understanding of stakeholder concerns. It suggests that these organizational learning experiments can translate into globally responsible practices and processes that improve the content and effectiveness of voluntary corporate codes. (shrink)

This chapter defends a divine command theory consisting of two central claims. First, a kind of action is morally obligatory just in case God has commanded that actions of that kind be performed. Second, God’s commanding that a kind of action be performed is what makes it obligatory. God’s commands bring it about that the wrong actions are wrong, and the required actions are required. Moreover, God’s goodness ensures that His commands are not arbitrary. God is the standard of Goodness. (...) Something is good just in case it resembles God in a relevant way. Since God resembles Himself, He is good, and His commands are suited to ground moral obligations. Deontic or duty-related properties depend on God’s commands, but axiological or evaluative properties, such as goodness, do not. (shrink)

McCradden and colleagues' (2022) argues that machine learning in health care poses new challenges to appropriate evaluation for safe use in clinical care. It also claims that “the longstanding syst...

This paper argues that many so-called digital technologies can be construed as notational technologies, explored through the example of Monegraph, an art and digital asset management platform built on top of the blockchain system originally developed for the cryptocurrency bitcoin. As the paper characterizes it, a notational technology is the performance of syntactic notation within a field of reference, a technologized version of what Nelson Goodman called a “notational system.” Notational technologies produce abstracted entities through positive and reliable, or constitutive, (...) tests of socially acceptable meaning. Accordingly, this account deviates from typical narratives of blockchains, instead demonstrating that blockchain technologies are effective at managing digital assets because they produce abstracted identities through the performance of notation. Since notational technologies rely on configurations of socially acceptable meaning, this paper also provides a philosophical account of how blockchain technologies are socially embedded. (shrink)

In this paper I argue against three leading accounts of self-deception in the philosophical literature and propose a heretofore overlooked route to self-deception. The central problem with extant accounts of self-deception is that they are unable to balance two crucial desiderata: (1) to make the dynamics of self-deception (e.g., the formation of self-deceptive beliefs) psychologically plausible and (2) to capture self-deception as an intentional phenomenon for which the self-deceiver is responsible. I argue that the three leading views all fail on (...) one or both counts. However, I claim that many or most cases of self-deception conform to a different model, which I call ‘Self-deception as Omission’. In these cases, the process of self-deceptive belief formation and the intentional act for which the self-deceiver is responsible come apart, allowing us to meet both desiderata. Self-deceptive beliefs are often formed by unconscious mechanisms closely analogous to the 'System 1' processes of dual-systems psychology, or by other mechanisms of motivated reasoning. The nascently self-deceptive subject then acquiesces in the comforting belief and commits an epistemic failure by allowing it to persist. If this is done for motivationally biased reasons — e.g., preferring that the belief in question be true — then the subject is self-deceived and is blameworthy for her epistemic omission. (shrink)

The consideration of the problem of healthcare allocation as a special case of distributive justice is especially alluring when we only consider consequentialist theories. I articulate here an alternative Rawlsian non-consequentialist theory which prioritizes the fairness of healthcare allocation procedures rather than directly setting distributive parameters. The theory in question stems from Rawlsian commitments that, it is argued, have a better Rawlsian pedigree than those considered as such by Tännsjö. The alternative framework is worthy of consideration on its own merits, (...) but it also casts light on two related difficulties with Tännsjö’s approach: (i) the limits of his supposedly ecumenical methodology, which is revealed to be dialectically suspect and (ii) issues with the type of abstraction and idealization from actual judgements and preferences which the approach requires. (shrink)

This course book serves an undergraduate course in introduction to legal reasoning. It is designed to initiate students in the legal methods of case law analysis and statutory interpretation, prompting students to take a critical distance from the wielding of the methods. It helps students acquire or refine the techniques of close reading, analogizing, distinguishing, positing related fact patterns, and criticizing judicial and legislative exposition and logic.

Major Depressive Disorder (MDD) is a serious condition with a large disease burden. It is often claimed that MDD is a “brain disease.” What would it mean for MDD to be a brain disease? I argue that the best interpretation of this claim is as offering a substantive empirical hypothesis about the causes of the syndrome of depression. This syndrome-causal conception of disease, combined with the idea that MDD is a disease of the brain, commits the brain disease conception of (...) MDD to the claim that brain dysfunction causes the symptoms of MDD. I argue that this consequence of the brain disease conception of MDD is false. It incorrectly rules out genuine instances of content-sensitive causation between adverse conditions in the world and the characteristic symptoms of MDD. Empirical evidence shows that the major causes of depression are genuinely psychological causes of the symptoms of MDD. This rules out, in many cases, the “brute” causation required by the brain disease conception. The existence of cases of MDD with non-brute causes supports the reinstatement of the old nosological distinction between endogenous and exogenous depression. (shrink)

Just over a decade on from a spike of interest in Jacques Rancière’s writing within educational philosophy and theory, I revisit his interventions on democracy and education to make the case for (re)engaging with Rancière’s writing now to address important questions about contemporary education policy, the role of schools in democratic societies and public debate over the curriculum. Specifically, I argue that Rancière’s interventions on the Platonism that characterises both ‘progressive’ and ‘traditional’ arguments about school curricula in such contexts offer (...) a vital tool for understanding the shifts in education policy and educational debate that animate our current political moment. Building on work that has applied Rancière’s writing to analyse neoliberal education policy, I argue that Rancière’s writing provides a distinctive analytical lens for interpreting a recent shift towards neo-conservative education policy agendas, and the imbrication of schools within the ‘culture-wars’ that characterise the contemporary political landscape in several national settings. Taking recent policies concerned with the teaching of values in England as an example, I argue that a Rancierian perspective on such policy is helpful for revitalising research concerned with education and the role of public schooling in societies that wish to maintain some claim to democracy. (shrink)

Ducks lay eggs' is a true sentence, and `ducks are female' is a false one. Similarly, `mosquitoes carry the West Nile virus' is obviously true, whereas `mosquitoes don't carry the West Nile virus' is patently false. This is so despite the egg-laying ducks' being a subset of the female ones and despite the number of mosquitoes that don't carry the virus being ninety-nine times the number that do. Puzzling facts such as these have made generic sentences defy adequate semantic treatment. (...) However complex the truth conditions of generics appear to be, though, young children grasp generics more quickly and readily than seemingly simpler quantifiers such as `all' and `some'. I present an account of generics that not only illuminates the strange truth conditions of generics, but also explains how young children find them so comparatively easy to acquire. I then argue that generics give voice to our most cognitively primitive generalizations and that this hypothesis accounts for a variety of facts ranging from acquisition patterns to cross-linguistic data concerning the phonological articulation of operators. I go on to develop an account of the nature of these cognitively fundamental generalizations and argue that this account explains the strange truth-conditional behavior of generics. (shrink)

This paper sets out to launch a challenge to the usual ‘modernist’ view of the relationship between ecology and ethics. Two ‘post-modern’ interpretations of this relationship are considered. The first ‘deep’ interpretation holds that ecology reveals that nature has intrinsic value. The second interpretation derives from the work of Michel Foucault. The aim of his critique is to reveal how certain values are taken for granted by the acceptance of certain scientific models, and how the acceptance of those models as (...) true makes it impossible to articulate alternative values. I end by suggesting, contra Foucault, that phenomenological enquiry could serve to articulate alternative and perhaps more eco-friendly values. (shrink)

In "the first person" chisholm argues that the primary form of belief is non-Propositional belief about oneself. Belief about others is essentially indirect, Mediated by the attribution of a property to oneself. In this paper I argue that chisholm's account cannot give a non-Circular explanation of various plausible examples of "de re" belief.

On getting a clear view -- Belief and proof -- The role of ethics in learning and teaching -- Learning, teaching and thinking for oneself -- The problem of life and the problems of life -- Studying oneself.

This paper raises a slightly uncomfortable question: are some delusional subjects responsible for their delusions? This question is uncomfortable because we typically think that the answer is pretty clearly just ‘no’. However, we also accept that self-deception is paradigmatically intentional behavior for which the self-deceiver is prima facie blameworthy. Thus, if there is overlap between self-deception and delusion, this will put pressure on our initial answer. This paper argues that there is indeed such overlap by offering a novel philosophical account (...) of self-deception. The account offered is independently plausible and avoids the main problems that plague other views. It also yields the result that some delusional subjects are self-deceived. The conclusion is not, however, that those subjects are blameworthy. Rather, a distinction is made between blameworthiness and ‘attributability’. States or actions can be significantly attributable to a subject—in the sense that they are expressions of their wills—without it being the case that the subject is blameworthy, if the subject has an appropriate excuse. Understanding delusions within this framework of responsibility and excuses not only illuminates the ways in which the processes of delusional belief formation and maintenance are continuous with ‘ordinary’ processes of belief formation and maintenance, it also provides a way of understanding the innocence of the delusional subject that does not involve the denial of agency. (shrink)

Each book covers all the necessary information a beginner needs to know about a particular topic, providing an index for easy reference and using the series' ...