Preparing the Next Generation of Oral Historians is an invaluable resource to educators seeking to bring history alive for students at all levels. Filled with insightful reflections on teaching oral history, it offers practical suggestions for educators seeking to create curricula, engage students, gather community support, and meet educational standards. By the close of the book, readers will be able to successfully incorporate oral history projects in their own classrooms.

ABSTRACTThis article examines accounts of the moral basis of compensatory duties that explain such duties as the continuation, in some way, of the pre-wrong normative situation. I identify, contrast, and assess three versions of this view—duty continuity, right continuity, and reasons continuity. I argue that each version is defensible, once properly articulated. The article responds to a range of objections to these views that have not received much critical attention by their proponents.

The concept of cultural safety offers a unique approach to nursing practice, based on recognition of the power differentials inherent in any interaction. It is from within the context of nursing in Aoteaoroa/New Zealand (A/NZ) that the concept developed and was subsequently integrated into nursing education. Cultural safety is based within a framework of biculturalism, and is congruent with the tenets of the nation's founding document, the Treaty of Waitangi. Clarification of the concept is offered, together with a review of (...) the historical shift in nursing attitudes that has led to the emergence of ‘cultural safety’ as a viable and valued component of nursing practice.The argument is made that cultural safety has allowed for a more reflective, critical understanding of the actions of nursing to develop. This includes recognition that nurses’ attitudes and values have inevitably been influenced by social and political forces, and as such are in part reflective of those within the wider community. Comparison between the support given by nurses in the early 1900s to the theory of eugenics and the current acceptance of cultural safety is used to highlight this point. An examination of the literature identifies that ideological and conceptual changes have occurred in the approach of A/NZ nurses to issues with cultural implications for practice. A review of background factors relating to Maori health status and the Treaty of Waitangi is presented as a necessary context to the overall discussion.The discussion concludes with an acknowledgement that while the rhetoric of cultural safety is now part of nursing culture in New Zealand, there is no firm evidence to evaluate its impact in practice. Issues identified as impacting on the ability to assess/research a concept, such as cultural safety, are discussed. For cultural safety to become recognised as a credible (and indispensable) tool, it is necessary to further examine the ‘end-point’ or ‘outcomes’ of the process. (shrink)

This volume brings together a collection of essays on the history and philosophy of probability and statistics by one of the eminent scholars in these subjects. Written over the last fifteen years, they fall into three broad categories. The first deals with the use of symmetry arguments in inductive probability, in particular, their use in deriving rules of succession. The second group deals with four outstanding individuals who made lasting contributions to probability and statistics in very different ways: Frank Ramsey, (...) R. A. Fisher, Alan Turing, and Abraham de Moivre. The last group of essays deals with the problem of 'predicting the unpredictable' - making predictions when the range of possible outcomes is unknown in advance. The essays weave together the history and philosophy of these subjects and document the fascination that they have exercised for more than three centuries. (shrink)

We propose an "explanation scheme" for why the Gibbs phase average technique in classical equilibrium statistical mechanics works. Our account emphasizes the importance of the Khinchin-Lanford dispersion theorems. We suggest that ergodicity does play a role, but not the one usually assigned to it.

What can nurse scientists learn from Rorty in the development of a philosophical foundation? Indeed, Rorty in his 1989 text entitled Contingency, Irony, and Solidarity tantalizes the reader with debates of reason 'against' philosophizing. Forget truth seeking; move on to what matters. Rorty would rather the 'high brow' thinking go to those that do the work in order to make the effort useful. Nursing as an applied science, has something real that is worth looking at, and that nurse researchers need (...) to think about. And as a profession built upon relationships, we should be thinking of the exchanges we have with those around us, of the contrasts in vocabularies used and of the contingencies involved, letting this launch us into our imaginings and areas of enquiry. The business of nurse researchers is to study what nurses do – how we care; Rorty would have us care. But, not to dismiss the reflective thinker as Rorty advocates for the self-doubting ironist to continue to seek the final vocabulary, the ideal of what 'this' means, accepting this as the best to be offered at the time. As a science struggling to find foundation, we need only to look at what we do and value – as antifoundational as Rorty portrays himself, Rorty 'ironically' may have revealed a foundation for nursing science that is consistent with its path. (shrink)

This paper has the aim of making Johannes von Kries’s masterpiece, Die Principien der Wahrscheinlichkeitsrechnung of 1886, a little more accessible to the modern reader in three modest ways: first, it discusses the historical background to the book ; next, it summarizes the basic elements of von Kries’s approach ; and finally, it examines the so-called “principle of cogent reason” with which von Kries’s name is often identified in the English literature.

This paper introduces an innovative curricular approach—the Health Humanities Portrait Approach —and its pedagogical tool—the Health Humanities Portrait. Both enable health professions learners to examine pressing social issues that shape, and are shaped by, experiences of health and illness. The Portrait Approach is grounded in a set of “critical portraiture” principles that foster humanities-driven analytical skills. The HHP’s architecture is distinctively framed around a pressing social theme and utilizes a first-person narrative and scholarship to explore how the dimensions of the (...) personal and the structural are mutually constituted. We argue that when creator-educators adopt the Portrait Approach and its critical portraiture principles to design and teach the HHP, they enable learners to become proficient in synthesizing and analyzing—with both depth and breadth—the human and social dimensions of patients’ lives. This inventive curricular intervention provides a needed contribution to health professions education in that it utilizes health humanities methodologies to elucidate the multiple aspects of health, illness, disability, and healthcare. (shrink)

L’espace parents dans la séparation ( eps ) de Mons (Belgique) est un dispositif d’accueil des parents en situation de séparation hautement conflictuelle. Le travail s’élabore autour de la réflexion commune avec les parents sur la qualité de la relation coparentale dans l’intérêt des enfants. Cet article vise à expliciter les processus et les outils utilisés dans le cadre de l’ eps. Après avoir développé les ancrages épistémologiques et le dispositif en lui-même, les auteurs proposent de montrer, au travers d’une (...) illustration clinique, les processus en place dans la construction de « l’équipe parentale ». (shrink)

In this paper I formulate the thesis of the Division of Epistemic Labor as a thesis of epistemic dependence, illustrate several ways in which individual subjects are epistemically dependent on one or more of the members of their community in the process of knowledge acquisition, and draw conclusions about the cognitively distributed nature of some knowledge acquisition.

How old is God? Who created Him? Why does bad stuff happen? Questions like these and more are answered through interactive fill in the blanks, activities, and illustrations. For kids ages 6-10.

Since van Fraassen first put forward the suggestive idea that many philosophical positions should be construed as ‘stances’ rather than factual beliefs, there have been various attempts to spell out precisely what a philosophical stance might be, and on what basis one should be adopted. In this paper I defend a particular account of stances, the view that they are pragmatically justified perspectives or ways of seeing the world, and compare it to some other accounts that have been offered. In (...) Sect. 2 I consider van Fraassen’s argument for construing empiricism as a stance, and look at some responses to it. In Sect. 3 I outline my conception of stances as perspectives or ways of seeing, and explain how stances so understood may be justified. I illustrate this conception by way of a discussion of the model pluralist position with respect to the units of selection debate in biology, and suggest that on the model pluralist view different perspectives on the units of selection, such as the gene’s eye view, are in fact van Fraassian stances. In Sect. 4 I discuss the view put forward by Teller and Chakravartty among others that stances should be understood as epistemic policies, and argue that it is consistent with the conception of stances as perspectives. In the final section I criticise Rowbottom’s attempt to assimilate stances to Kuhnian paradigms. I argue that he has overlooked some important disanalogies between stances and paradigms, so that the comparison obscures more than it reveals. (shrink)

Recent years have seen a high increase in the teaching of Philosophy in schools. Programs such as Pathways Schools in Australia International Society for Philosophers, since 2003), 'Philosophy in Schools' in the UK (Royal Institute of Philosophy, since 1999), and 'Philosophy for Children' in the USA, Australia, and the UK (International Council for Philosophical Inquiry since 1985 & Society for Advancing Philosophical Enquiry and Reflection in Education since 1993) are spreading around the world. Within a decade of its introduction Philosophy (...) (AS/A2) has become one of the most popular standard subjects taught across UK secondary.. (shrink)

This article derives from a doctoral thesis in which a particular discourse was used as a ‘paradigm case’. From this discourse an ethic set within a South African culture arose. Using many cultural ‘voices’ to aid the understanding of this narrative, the ethic shows that one can build on both a ‘justice’ and a ‘care’ ethic. With further development based on African culture one can take the ethic of care deeper and reveal ‘layers of understanding’. Care, together with compassion, forms (...) the foundation of morality. Nursing ethics has followed particular western moral philosophers. Often nursing ethics has been taught along the lines of Kohlberg’s theory of morality, with its emphasis on rules, rights, duties and general obligations. These principles were universalistic, masculine and noncontextual. However, there is a new ethical movement among Thomist philosophers along the lines to be expounded in this article. Nurses such as Benner, Bevis, Dunlop, Fry and Gadow - to name but a few - have welcomed the concept of an ‘ethic of care’. Gilligan’s work gave a feminist view and situated ethics in the everyday aspects of responsiveness, responsibility, context and concern. Shutte’s search for a ‘philosophy for Africa’ has resulted in finding similarities in Setiloane and in Senghor with those of Thomist philosophers. Using this African philosophy and a research participant’s narrative, an African ethic evolves out of the African proverb: ‘A person is a person through other persons’, or its alternative rendering: ‘I am because we are: we are because I am.’ This hermeneutic narrative reveals ‘the way affect imbues activity with ethical meaning’ within the context of a black nursing sister in a rural South African hospital. It expands upon the above proverb and incorporates the South African constitutional idea of ‘Ubuntu’ (compassion and justice or humanness). (shrink)

This volume focuses on Hegel's philosophy of action in connection to current concerns. Including key papers by Charles Taylor, Alasdair MacIntyre, and John McDowell, as well as eleven especially commissioned contributions by leading scholars in the field, it aims to readdress the dialogue between Hegel and contemporary philosophy of action. Topics include: the nature of action, reasons and causes; explanation and justification of action; social and narrative aspects of agency; the inner and the outer; the relation between intention, planning, and (...) purposeful behaviour; freedom and responsibility; and self-actualisation. This book will appeal alike to Hegel scholars and philosophers of action. -/- List of Contributors: Katerina Deligiorgi, Stephen Houlgate, Dudley Knowles, Arto Laitinen, Alasdair MacIntyre, John Mcdowell, Francesca Menegoni, Dean Moyar, Terry Pinkard, Robert B. Pippin, Michael Quante, Constantine Sandis, Hans-Christoph Schmidt Am Busch, Allen Speight, Charles Taylor, Allen W. Wood. (shrink)

This article is in two parts. The first part critically examines the foundations of Weinrib’s theory of corrective justice. It casts doubt upon his claim that private law faces incoherence if it is not entirely based upon corrective justice and questions the normative appeal of that view. The second part makes a variety of critical observations in relation to Weinrib’s corrective-justice-based treatment of particular areas of private law.

The aim of this paper is to defend a novel characterization of epistemic luck. Helping myself to the notions of epistemic entitlement and adequate explanation, I propose that a true belief suffers from epistemic luck iff an adequate explanation of the fact that the belief acquired is true must appeal to propositions to which the subject herself is not epistemically entitled. The burden of the argument is to show that there is a plausible construal of the notions of epistemic entitlement (...) and adequate explanation on which the resulting characterization of epistemic luck, though admittedly programmatic, has several important virtues. It avoids difficulties which plague modal accounts of epistemic luck; it can explain the conflicting temptations one can feel in certain alleged cases of epistemic luck; it offers a novel account of the value of knowledge, without committing itself to any particular analysis of knowledge; and it illuminates the significance for epistemology of the phenomenon of epistemic luck itself. (shrink)

I explore Mandeville’s account of moral judgement and its implications for the understanding of hypocrisy. According to Mandeville, we have a psychological need to like ourselves sufficiently, so as to carry on with our lives. Because our self-liking necessarily depends on the opinions others form of us, we are extraordinarily sensitive to praise and condemnation. The practice of moral judgement exploits this sensitivity. Hypocrisy is an intrinsic element of this practice.

The starting point for my reading of the exchanges between Marx and Balzac is the repetition in The Eighteenth Brumaire of a striking image employed in Colonel Chabert to represent the force of ideology as experienced by a man forcibly set outside the conventions it endorses. Balzac first: “The social and judicial world weighted on his breast like a nightmare.”3 Marx’s appropriation occurs in a much-quoted meditation on the past as impediment to the future.Men make their own history, but they (...) do not make it just as they please; they do not make it under circumstances chosen by themselves, but under circumstances directly encountered, given and transmitted from the past. The tradition of all the dead generations weighs like a nightmare on the brains of the living.4What is the weight of an nightmare, and why do Balzac and Marx agree that invoking it is a valid means to express humanity’s relation to its history?5 4. Marx, The Eighteenth Brumaire of Louis Bonaparte, p. 15; my emphasis. Further references to this work, abbreviated EB, will be included in the text.5. In French and German: “Le monde social et judiciare lui pesait sur la poitrine comme un cauchemar”; “Die Tradition aller toten Geschlechter lastet wie ein Alp auf dem Gehirne der Lebenden.” This strikes me as so obvious a borrowing that I have to wonder why it does not seem to be generally known. On contributing factor may be that the standard French translation of The Eighteenth Burmaire gives a fanciful version of the sentence in Marx: “La tradition de toutes les generations mortes pèse d’un poids très lourd sur le cerveau des vivants”. Does this poids très lourd come from a misreading of ein Alp as eine Alp? Sandry Petrey is professor of French and comparative literature at the State University of New York at Stony Brook. The author of History in the Text: Quatrevingt-Treize and the French Revolution, he is completing a book entitled Realism and Revolution. (shrink)

ArgumentThis article focuses on the specific ways in which Zionist scientists studying malaria in Mandatory Palestine presented their work to international scientific circles, moving between the transnational aspects and the local aspects of their work on malaria while suffusing that work with nationalist meanings. This slippery yet seemingly unproblematic movement between the general and the specific, between the colonial world and Palestine, was a necessary mechanism of scientific exchange. In the Zionist case the work on malaria for these scientists was (...) both a marker of their belief in progress and also a sign of their devotion to a specific political and social project. The knowledge imparted by Zionist malariologists and the international reception it received lent scientific legitimacy to the Zionist project while it advanced the goals of settling the land and defining the communal borders within Palestine between the Arab population and the Jewish one. In this way, the Zionist anti-malaria project in Palestine holds a unique place in malaria research of the time. (shrink)

Make happy clients of brand-new parents, and you're on your way to chronicling that baby's entire life with your camera. Sandy Puc' knows the secrets, and shares them in this guide.

In his book, Democratic Autonomy: Public Reasoning about the Ends of Policy, Henry Richardson suggests a process-based objection to bureaucracy – that is, an objection to bureaucracy that does not refer primarily to results, but rather to an ethical flaw that is inherent to bureaucratic procedures. Richardson’s worry is that, while large and complex societies rely on bureaucratic agencies to implement policies, there is a threat of those within bureaucratic institutions having more power than the average citizen when it comes (...) to making specific decisions about how to enact policy, and that this inequality in decision making power may be unjustified because undemocratic. If such inequality in decision making power is indeed a real threat, it will turn out that bureaucratic organisations, while being largely motivated by considerations of procedural fairness, may in fact constitute quite unfair procedures. Richardson proposes some institutional reforms that he thinks will enable us to avoid being dominated by bureaucracies, while retaining bureaucratic agencies, which he believes are necessary in modern societies. In what follows, I illustrate Richardson’s worry about bureaucratic domination and his proposed solution to the problem with a simplified, concrete example. If we compare Richardson’s proposed institutional reforms with Max Weber’s analysis of the concept of bureaucracy, however, I argue that it becomes apparent that bureaucracy is in fact incompatible with the sort of democracy that Richardson favours. If I am correct, this means that to the extent that we adopt Richardson’s proposed reforms, we will be replacing bureaucracies with something else. (shrink)

An intensification of interest in early childhood by government, parents, and employers, focuses primarily on the provision of private early childhood education services outside of the home. With a focus on New Zealand, the paper argues that the form of early education now promoted is a particular form of care and education that moves children away from family and community narratives embedded in the historical, cultural and humanist intentions of the national curriculum Te Whāriki (Ministry of Education, 1996). It argues (...) that current early childhood policy directions, largely driven by global economic agendas, pay scant regard to the lived experiences of children and families. Working with Ricoeur's narrative identity, Ricoeur's ‘capable subject’ is considered in order to examine the emerging purposes and aims of early childhood education, with a particular focus on just institutions for children and families. (shrink)

An intensification of interest in early childhood by government, parents, and employers, focuses primarily on the provision of private early childhood education services outside of the home. With a focus on New Zealand, the paper argues that the form of early education now promoted is a particular form of care and education that moves children away from family and community narratives embedded in the historical, cultural and humanist intentions of the national curriculum Te Whāriki (Ministry of Education, 1996). It argues (...) that current early childhood policy directions, largely driven by global economic agendas, pay scant regard to the lived experiences of children and families. Working with Ricoeur's narrative identity, Ricoeur's ‘capable subject’ is considered in order to examine the emerging purposes and aims of early childhood education, with a particular focus on just institutions for children and families. (shrink)

Philosophy of Early Childhood Education: Transforming Narratives provides an insightful reflection on some contemporary issues and theories underpinning early childhood education. The essays in this volume penned by an international group of educators are both critical and transformative, offering new insights on the practices and policies within early childhood education. Provides a critical reflection on some current issues within early childhood education Offers perspectives outside traditional narratives of early childhood Encourages the emergence of new paradigms for early childhood education Promotes (...) the value of difference, perspective, and “otherness” Features an international field of contributors from diverse geographical boundaries. (shrink)

Name der Zeitschrift: Semiotica Jahrgang: 2016 Heft: 212 Seiten: 97-110.

I consider the broad perspectives in biology known as ‘functionalism’ and ‘structuralism’, as well as a modern version of functionalism, ‘adaptationism’. I do not take a position on which of these perspectives is preferable; my concern is with the prior question, how should they be understood? Adapting van Fraassen’s argument for treating materialism as a stance, rather than a factual belief with propositional content, in the first part of the paper I offer an argument for construing functionalism and structuralism as (...) stances also. The argument draws especially on Gould’s insights concerning functionalism and structuralism, in particular their apparent historical continuity from the pre-Darwinian period through to today. In the second part of the paper I consider Godfrey-Smith’s distinction between empirical and explanatory adaptationism, and suggest that while the former is an empirical scientific hypothesis, the latter is closely related to the functionalist stance. (shrink)

This chapter describes the logic of inductive inference as seen through the eyes of the modern theory of personal probability, including a number of its recent refinements and extensions. The structure of the chapter is as follows. After a brief discussion of mathematical probability, to establish notation and terminology, it recounts the gradual evolution of the probabilistic explication of induction from Bayes to the present. The focus is not in this history per se, but in its use to highlight the (...) key assumptions, criticisms, refinements, and achievements of that theory. Along the way, the structure of the modern theory is presented, and its relation to the problem of induction discussed. (shrink)

Clinical practice and research are governed by distinct rules and regulations and have different approaches to, for example, consent and providing results. However, genomics is an example of where research and clinical practice have become codependent. The 100 000 genomes project is a hybrid venture where a person can obtain a clinical investigation only if he or she agrees to also participate in ongoing research—including research by industry and commercial companies. In this paper, which draws on 20 interviews with professional (...) stakeholders involved in 100kGP, we investigate the ethical issues raised by this project’s hybrid nature. While some interviewees thought the hybrid nature of 100kGP was its vanguard, interviewees identified several tensions around hybrid practice: how to decide who should be able to participate; how to determine whether offering results might unduly influence participation into wide-ranging but often as yet unknown research and how to ensure that patients/families do not develop false expectations about receiving results. These areas require further debate as 100kGP moves into routine healthcare in the form of the national genomic medicine service. To address the tensions identified, we explore the appropriateness of Faden et al.’s framework of ethical obligations for when research and clinical care are completely integrated. We also argue that enabling ongoing transparent and trustworthy communication between patients/families and professionals around the kinds of research that should be permitted in 100kGP will help to understand and ensure that expectations remain realistic. Our paper aims to encourage a focused discussion about these issues and to inform a new ‘social contract’ for research and clinical care in the health service. (shrink)