Teaching ethics in public health programmes is not routine everywhere – at least not in most schools of public health in the European region. Yet empirical evidence shows that schools of public health are more and more interested in the integration of ethics in their curricula, since public health professionals often have to face difficult ethical decisions.

I describe the general structure of most infinite regress arguments; introduce some basic vocabulary; present a working hypothesis of the nature and derivation of an infinite regress; apply this working hypothesis to various infinite regress arguments to explain why they fail to entail an infinite regress; describe a common mistake in attempting to derive certain infinite regresses; and examine how infinite regresses function as a premise.

Ethical disputes arise over differences in the content of the ethical beliefs people hold on either side of an issue. One person may believe that it is wrong to have an abortion for financial reasons, whereas another may believe it to be permissible. But, the magnitude and difficulty of such disputes may also depend on other properties of the ethical beliefs in question—in particular, how objective they are perceived to be. As a psychological property of moral belief, objectivity is relatively (...) unexplored, and we argue that it merits more attention. We review recent psychological evidence which demonstrates that individuals differ in the extent to which they perceive ethical beliefs to be objective, that some ethical beliefs are perceived to be more objective than others, and that both these sources of variance are somewhat systematic. This evidence also shows that differences in perceptions of objectivity underpin quite different psychological reactions to ethical disagreement. Apart from reviewing this evidence, our aim in this paper is to draw attention to unanswered psychological questions about moral objectivity, and to discuss the relevance of moral objectivity to two issues of public policy. (shrink)

In this article, I am intent on rehabilitating Strawson's overall anti-sceptical strategy. First, I focus on his earlier attempt, which ignited the debate about the adequacy of transcendental arguments against the sceptic. I present Stroud's main reservation that Strawson's viewpoint is unworkable because it does not take into consideration the view of the external world upon which the sceptic is based in order to challenge our knowledge claims. I then focus on Strawson's later attempt, which is based upon a Humean-like (...) naturalistic strategy. I show that his naturalism is intractable for two reasons: first because it reproduces the proof structure of transcendental arguments and ends up employing a rational proof to counter rational proofs; and second, because it matches the sceptic's advice that we should live according to our natural inclinations without ever trying to justify our beliefs. In the last section, I claim that it is possible to rehabilitate transcendental arguments as sound anti-sceptical proofs if we argue for the senselessness of the idea of thing in itself completely apart from our powers of conceptualisation. (shrink)

The triplet model treats a concept as complex structure that expresses three kinds of information. The first is about entities subsumed under a concept,their properties and relations. The second is about means and ways of representing the first information in intelligent systems. The third is about linkage between the first and second ones and methods of its constructing. The application of triplet models to generalization and development of concept models in philosophy, logic, cognitive psychology, cognitive science, linguistics, artificial intelligence has (...) been demonstrated. The componential structure of the triplet model and extended concept classification have been given. Theoretical considerations are combined with historical case-studies of concept history. For scientists and students with an interest in problems of knowledge structure and representation. Abstract and Extended Summary in English. (shrink)

In this contribution, I comment on Raffaella Campaner’s defense of explanatory pluralism in psychiatry (in this volume). In her paper, Campaner focuses primarily on explanatory pluralism in contrast to explanatory reductionism. Furthermore, she distinguishes between pluralists who consider pluralism to be a temporary state on the one hand and pluralists who consider it to be a persisting state on the other hand. I suggest that it would be helpful to distinguish more than those two versions of pluralism – different understandings (...) of explanatory pluralism both within philosophy of science and psychiatry – namely moderate/temporary pluralism, anything goes pluralism, isolationist pluralism, integrative pluralism and interactive pluralism. Next, I discuss the pros and cons of these different understandings of explanatory pluralism. Finally, I raise the question of how to implement or operationalize explanatory pluralism in scientific practice; how to structure the “genuine dialogue” or shape “the pluralistic attitude” Campaner is referring to. As tentative answers, I explore a question-based framework for explanatory pluralism as well as social-epistemological procedures for interaction among competing approaches and explanations. (shrink)

This study examines the piano teaching methodologies used to train final-year undergraduate performance students at four tertiary institutions in Hong Kong. As there is a hierarchical relationship among the philosophies, principles, and methodologies of teaching, this study discusses two chief areas of philosophy, five principles, and six aspects of teaching methodologies that were identified in the literature as being important in the teaching of piano performance. The philosophies include both philosophical ideas and philosophies that are derived from practical experience. The (...) philosophical ideas investigated include rationalism, empiricism, and pragmatism, and the philosophies derived from practical experience cover the issues of inculcating in students an abiding enjoyment and love of music; acknowledgement of the place of aesthetic education in the teaching of piano; recognition of the teacher’s and performer’s roles in transmitting to others musical knowledge, personal insights, and a significant expression of culture; ideally, the need for pianists to be well-balanced intellectually and emotionally and not narrowly focused; the importance of instilling in students a sense of humanity that goes beyond their role as a mere pianist and, ideally, gives them a world perspective. The five principles identified relating to the teaching of piano performance majors include: the need to nurture in students an ability to express emotions and ideas; the importance of pianists producing a considered and appropriate tonal quality; the importance of developing the imagination and nurturing creativity; recognizing the need for encouragement and stimulation in teaching; and committing to quality teaching. These ideas provide the foundation for the discussion of the methodologies of teaching piano performance, which is divided into the six aspects of technique, style, memorization, practicing, acute listening skills (or extending aural ability), and devising solutions to stage fright. The information in this research was collected from the four tertiary institutions in Hong Kong that offer a Bachelor degree in music. The participants included the heads of department, the teachers of final-year undergraduate piano performance students, and undergraduate students of piano. Case studies of the ten teachers’ are presented that include their philosophies, their principles, and the teaching methodologies that they used to teach technique, style, memorization, practice, and the development of aural ability, and to solve the problem of stage fright. The data from the heads of department, teachers, and students were analyzed, and the findings from this analysis are presented. Models of philosophies, principles, and methodologies of piano teaching are proposed, and recommendations are offered for teachers, students, and institutions to improve the quality of piano performance teaching. (shrink)

In this article, we address fallacious analogical reasoning and the Metaphoric Fallacy to a Deductive Inference (MFDI), recently discussed by B. Lightbody and M. Berman (2010). We claim that the authors’ proposal to introduce a new fallacy is only partly justified. We also argue that, in some relevant cases, fallacious analogical reasoning involving metaphors is only affected by the use of quaternio terminorum.