In this paper we (1) define and describe the practice of narrative medicine, (2) reveal the need for narrative medicine by exposing the presuppositions that give rise to its discounting, including a reductive empiricism and a strict dichotomy between scientific fact and narrative value, (3) show evidence of the effects of education in narrative competence in the medical clinic, and (4) present Peircean realism as the proper conceptual model for our argument that the medical school curriculum committees should give space (...) to the employment of the scientific and literary knowledge in medical practice. On account of our argument, we contend that the medical community should tend to latitude and openness with regard to the tools we use to resolve medical problems. These tools include both biomedical and narrative knowledge. (shrink)

Like many philosophy instructors throughout the academy, one of my primary services to the university is teaching 100-level logic, a required course for all undergraduate students. In many ways I relish the responsibility and consider teaching the course one of my more valuable roles at the university. Furthermore, that the university requires logic makes me hopeful that higher education still values the cultivation of critical thinking, which should be a primary function of a logic class. However, required courses at the (...) university follow a mandated assessment process that involves the administration of entry and exit exams, and a comparison of the test results to track teaching effectiveness. Passing the exit .. (shrink)

The Pragmatism and Prejudice of Oliver Wendell Holmes, Jr. examines the varied categories scholars have used to describe the philosophy of Oliver Wendell Holmes, Jr. These include, “Jobbist,” Nihilist, Realist, Social Darwinist, Utilitarian, Positivist, Natural Law Theorist, and Pragmatist.

Sport, Ethics and Philosophy, Volume 6, Issue 1, Page 90-94, February 2012.

In this paper I measure the progressive potentiality of art against Russell Kirk’s notion of “normative art”. Kirk argues that good literature cultivates virtue according to a transcendent norm, a law of nature. I interrogate the extent to which this art can be conservative according to Kirk’s own meaning of conservatism and read his own conservatism against itself in an effort to show which of its tenets detrimentally supersede and contradict its others. The criticism of Kirk’s discussion of normative art (...) makes use of Charles Sanders Peirce’s more sophisticated epistemology, metaphysics, and normative science of aesthetics. Ultimately, Kirk’s conservatism and his position on normative art rely on metaphysical dualism and the gratuitous capacity of intuition. This ends in an unjustified discounting of his principles of variety, imperfectability, prescription, and continuity and their subordination to his principle of transcendence. (shrink)

The utilitarian and consumerist model of higher education undervalues the importance and worth of the liberal arts in higher education, both globally and locally. Globally speaking, it does not take long to flip through a national newspaper or to click through the Chronicle of Higher Education to find either some call for the academy to train students for the current set of jobs available, especially for which there is high demand, low supply, and a national need, or critical responses to (...) such a call. Andy Delbanco wrote in The Chronicle Review of the problem, citing our “need to respond to the public demand for some demonstrable utility in what we teach: literature, history, philosophy, the arts.”1 How many... (shrink)

This essay presents a theoretical construct upon which to base a working - "pragmatic" - definition of the History of Present Illness (HPI). The major thesis of this essay is that analysis of both the logic of hypothesis formation and literary narrative - especially detective stories - facilitates understanding of the diagnostic process. The essay examines three elements necessary to a successful development of a patient's HPI: the logic of hypothesis formation, based upon the work of the philosopher-logician, Charles Sanders (...) Peirce; the organization of knowledge in relation to structures of narrative; and the feedback necessary to the successful physician-interviewer. It concludes with a systematic description of the design of hypothesis formation within diagnoses. (shrink)

Recent studies indicate that mammalian chromosomes contain discretecis‐acting loci that control replication timing, mitotic condensation, and stability of entire chromosomes. Disruption of the large non‐coding RNA gene ASAR6 results in late replication, an under‐condensed appearance during mitosis, and structural instability of human chromosome 6. Similarly, disruption of the mouse Xist gene in adult somatic cells results in a late replication and instability phenotype on the X chromosome. ASAR6 shares many characteristics with Xist, including random mono‐allelic expression and asynchronous replication timing. (...) Additional “chromosome engineering” studies indicate that certain chromosome rearrangements affecting many different chromosomes display this abnormal replication and instability phenotype. These observations suggest that all mammalian chromosomes contain “inactivation/stability centers” that control proper replication, condensation, and stability of individual chromosomes. Therefore, mammalian chromosomes contain four types ofcis‐acting elements, origins, telomeres, centromeres, and “inactivation/stability centers”, all functioning to ensure proper replication, condensation, segregation, and stability of individual chromosomes. (shrink)

In this article I present two theories of historical inquiry, which I characterize as conservative and pragmatic. I argue that these two views of history, John Dewey’s and Hans Georg Gadamer’s, provide an excluded middle between the extremes of positivism and relativism. They are pragmatic insofar as they accept the anti-foundationalist critique of positivism; they are conservative insofar as they refuse to reduce historical inquiry to mere discourse or narrative. Both focus on the situatedness of historical inquiry, paying special attention (...) to the culturally emergent conceptual schemes and prejudices of the historian, but they constrain historical inquiry by providing an improved understanding of the relationship between the problems which give rise to our inquiries and the tools which help resolve them. Dewey, in the key of naturalism, and Gadamer, in the key of phenomenology, provide conservative and pragmatic philosophies of historical inquiry, which refuse to pose as science, but do not fall into narrative fiction. Additionally, their approaches to historical inquiry share a concern for the practical application of the study of history. In this concern for application, both Dewey and Gadamer provide a theory of historical inquiry consonant with a conservative and pragmatic judicial theory, which rejects both the formalism of legal positivism and the model of unconstrained judicial radicalism. (shrink)

Conservatism and Pragmatism illustrates the intersections between classical British Conservative thought and classical American Pragmatist philosophy with regard to methodology in politics, ethics, and law.

In a 2001 article entitled “The Classical Conservative Challenge to Dewey,” Shawn O’Dwyer puts John Dewey’s understanding of method to the test of criticisms made by conservative theorist Michael Oakeshott. Oakeshott criticizes the view that technical knowledge is superior to the reliance on custom, tradition, and habit in practical knowledge, that moral intelligence can be taught, and that moral intelligence consists of the application of techniques to resolve problems. O’Dwyer concludes that Dewey’s reflections on moral deliberation pass Oakeshott’s challenge to (...) rationalism “with its central themes intact, if not unscathed.”1 In light of O’Dwyer’s article, we see that the classical conservatives and the .. (shrink)

Social Darwinism covers a set of particulars bearing a family resemblance including, but not limited to the extension of evolutionary biology to social phenomena, a biological explanation for the success of certain more biologically "fit" groups over others, an acceptance of the use of force by the "fit" to succeed over the "unfit" in the life struggle, and a preference for competition in the marketplace and a laissez-faire ideology. The serpent of Social Darwinism leaves a trail of the eugenics movement (...) in its wake. Evidence can be found that Oliver Wendell Holmes's judicial and non-judicial philosophy fits each of these instantiations.This paper first explains the origins of Social... (shrink)

An interactive DVD-ROM that examines the doctor-patient relationship, changing nature of illness, ethics and practice of everyday medicine, and the goals of medical pedagogy; it also features interviews with prominent physicians, caretakers, writers, researchers, and philosophers, and is used at the University of Oklahoma in its continuing education for physicians.

In this paper I argue that Michael Oakeshott’s metaphysics of experience shares significant features with the pragmatism of C.S. Peirce and John Dewey and that these similarities highlight methodological norms guiding inquiry into philosophy’s value fields. Oakeshott, Peirce, and Dewey agree on (1) the primacy of experience in philosophical inquiry, (2) the dismissal of the capacity of intuition as a valid mode of experience contributing to a reliable epistemology, (3) a refusal of metaphysical dualism and a resulting continuity principle, and (...) (4) consonant notions of the conditions and pattern of inquiry. This comparative analysis opens up new possibilities for prudently advancing the value fields in philosophy. Inquiry into legal, moral, and political philosophies, given the insights of Oakeshott, Peirce, and Dewey, can proceed prudently upon these shared premises and the skepticism of rationalism in politics, ethics, and law which ensues from them. (shrink)

In this article, I address the question of whether or not the use of instant replay in sports improves the ability of officials to make correct calls. I pay special attention to the use of instant reply in American gridiron football. I first explain the method of static phenomenology, by recourse to Edmund Husserl's work and apply a static phenomenological method to the official's quest for evidence in the analysis of a still frame of video. Second, I expose Husserl's genetic (...) method of phenomenology and apply it to the official's search for evidence and accuracy when assessing a play in a frame-by-frame or super-slow-motion analysis. I then look critically at the intersection of these two methods in instant replay analysis. My conclusion is that in cases calling only for a static analysis, I think that instant replay is beneficial. In other cases, the application of a static, frame-by-frame analysis, abstracted from lived experience, to a context of movement, can disrupt the normality of perception such that it yields problematic evidence. The problems that ensue from employing a static analysis to a situation calling for a genetic analysis cause me to recommend a limited use of instant replay in the types of cases which involve a genetic analysis. Epistemologically, I think that lived-time analysis is the optimal mode of perceiving and judging certain events. Humanistically, my concern is that the use of instant replay can disrupt the life-world of sport. (shrink)

In this review essay, I offer a summary of Brian E. Butler’s The Democratic Constitution: Experimentalism and Interpretation. Butler’s democratic experimentalism offers the thesis that democracy needs to be protected democratically rather than by relying on the judicial supremacy over constitutional interpretation by the Supreme Court. Butler illustrates what democratic experimentalism looks like through a close reading of key cases showing the virtues of an on-going, open-ended, empirical, fallibilist, and collaborative approach to constitutional interpretation against rival formalist and exclusionary theories. (...) Butler relies on Richard Posner’s iconoclastic empirical approach to adjudication in advancing his thesis. However, Posner is skeptical of the Deweyan democracy Butler deploys to illustrate the democratic constitution. Further, Posner dismisses the philosophical pragmatism of Peirce and Dewey that Butler uses to ground his theory. Because of Butler’s reliance on Posner’s judicial practice and his side-stepping of Posner’s views on democracy and philosophical pragmatism, I ask how Butler’s proposal stands in relation to the ways it departs from Posner’s theory, if not his practice. (shrink)

Vaesen infers unique properties of mind from the appearance of specific cultural innovation – a correlation without causal direction. Shifts in habitat, population density, and group dynamics are the only independently verifiable incentives for changes in cultural practices. The transition from Acheulean to Late Stone Age technologies requires that we consider how population and social dynamics affect cultural innovation and mental function.

Orthologic is defined by weakening the axioms and rules of inference of the classical propositional calculus. The resulting Lindenbaum-Tarski quotient algebra is an orthoimplication algebra which generalizes the author's implication algebra. The associated order structure is a semi-orthomodular lattice. The theory of orthomodular lattices is obtained by adjoining a falsity symbol to the underlying orthologic or a least element to the orthoimplication algebra.

The purpose of this text is to draw attention to eight forgotten heroes: William C. Bagley, Charles DeGarmo, David Felmley, William Torrey Harris, Isaac L. Kandel, Charles McMurry, William C. Ruediger, and Edward Austin Sheldon. They have been marginalized from our profession, and drawing upon their legacy is the best hope for restoring the profession of teaching today. This work also includes a chapter at the end of the book entitled "John Dewey's Forgotten Essays." The audience for this book includes: (...) 1) classroom teachers, 2) school administrators, 3) teacher educators, 4) deans and other university administrators, 5) college and university presidents, 6) legislators, 7) historians of education, 8) curriculum specialists, 9) specialists in teacher training, and 10) the general public. (shrink)

This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman (n = 506) and senior students (n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were (...) higher in senior students than in freshman students. Furthermore, more hours of ethics content were associated with higher principled thinking scores of senior students. Nursing education in South Korea may have an impact on developing student moral sensitivity. Planned ethics content in nursing curricula is necessary to improve moral sensitivity and moral reasoning of students. (shrink)

The existential analysis -- The death of dasein -- The timeliness of dasein -- The derivation of time -- The time of being.

The phenomenon of ambivalence is an important one for any philosophy of action. Despite this importance, there is a lack of a fully satisfactory analysis of the phenomenon. Although many contemporary philosophers recognize the phenomenon, and address topics related to it, only Harry Frankfurt has given the phenomenon full treatment in the context of action theory - providing an analysis of how it relates to the structure and freedom of the will. In this paper, I develop objections to Frankfurt's account, (...) all revolving around the charge that his account contains a serious ambiguity between willing and identifying. With such objections in place, I then develop an analysis that avoids the difficulties and ambiguities that Frankfurt's analysis is prey to. I briefly distinguish ambivalence from other types of internal conflict. This paper aims to offer conceptual clarification on the phenomenon of ambivalence, which will then allow for discussions about the normative merits and demerits of ambivalence, the effects of ambivalence on autonomous action, and methods of resolution of ambivalence. (shrink)