A scientific community cannot practice its trade without some set of received beliefs. These beliefs form the foundation of the "educational initiation that prepares and licenses the student for professional practice". The nature of the "rigorous and rigid" preparation helps ensure that the received beliefs are firmly fixed in the student's mind. Scientists take great pains to defend the assumption that scientists know what the world is like...To this end, "normal science" will often suppress novelties which undermine its foundations. Research (...) is therefore not about discovering the unknown, but rather "a strenuous and devoted attempt to force nature into the conceptual boxes supplied by professional education". (shrink)

This book is the first to provide a sustained, coherent analysis of Foucault's work as a whole. To demonstrate the sense in which Foucault's work is beyond structuralism and hermeneutics, the authors unfold a careful, analytical exposition of his oeuvre. They argue that during the of Foucault's work became a sustained and largely successful effort to develop a new method - "interpretative analytics" - capable of explaining both the logic of structuralism's claim to be an objective science and the apparent (...) validity of the hermeneutical counterclaim that the human sciences can proceed only by understanding the deepest meaning of the subject and his tradition. (shrink)

In this highly topical book, Agamben ultimately arrives at original ideas about the future of democracy and casts a new light on the hidden relationship that ties law to violence.

Ecologically responsible policies are concerned only in part with pollution and resource depletion. There are deeper concerns which touch upon principles of diversity, complexity, autonomy, decentralization, symbiosis, egalitarianism, and classlessness.

Altruism in Humans takes a hard-science look at the possibility that we humans have the capacity to care for others for their sakes rather than simply for our own. Based on an extensive series of theory-testing laboratory experiments conducted over the past 35 years, this book details a theory of altruistic motivation, offers a comprehensive summary of the research designed to test the empathy-altruism hypothesis, and considers the theoretical and practical implications of this conclusion. Authored by the world's preeminent scholar (...) on altruism, this landmark work is an authoritative scholarly resource on the theory surrounding altruism and its potential contribution to better interpersonal relations and a better society. (shrink)

In this article, I demonstrate that the term ‘ubuntu’ has frequently appeared in writing since at least 1846. I also analyse changes in how ubuntu has been defined in written sources in the period 1846 to 2011. The analysis shows that in written sources published prior to 1950, it appears that ubuntu is always defined as a human quality. At different stages during the second half of the 1900s, some authors began to define ubuntu more broadly: definitions included ubuntu as (...) African humanism, a philosophy, an ethic, and as a worldview. Furthermore, my findings indicate that it was during the period from 1993 to 1995 that the Nguni proverb ‘umuntu ngumuntu ngabantu’ (often translated as ‘a person is a person through other persons’) was used for the first time to describe what ubuntu is. Most authors today refer to the proverb when describing ubuntu, irrespective of whether they consider ubuntu to be a human quality, African humanism, a philosophy, an ethic, or a worldview. (shrink)

In Pakistan, as in many non‐Western cultures, decisions about a patient's health care are often made by the family or the doctor. For doctors educated in the West, the Pakistani approach requires striking a balance between preserving indigenous values and carving out room for patients to participate in their medical decisions.

This book discusses a variety of world views that we can find to describe human relationships with the environment, and the underlying values in them. It reviews existing international legal instruments discussing some of the ethical values that have been agreed among member states of the United Nations.

Traditionally, physicians and parents made decisions about children’s health care based on western practices. More recently, with legal and ethical development of informed consent and recognition for decision making, children are becoming active participants in their care. The extent to which this is happening is however blurred by lack of clarity about what children — of diverse levels of cognitive development — are capable of understanding. Moreover, when there are multiple surrogate decision makers, parental and professional conflict can arise concerning (...) children’s ‘best interest’. Giving children a voice and offering choice promotes their dignity and quality of life. Nevertheless, it also presents with many challenges. Case studies using pseudonyms and changed situational identities are used in this article to illuminate the complexity of ethical challenges facing nurses in end-of-life care with children and families. (shrink)

This paper intends to explain the problem of structural injustice. The Rawlsian theory of justice is problematic due to the reality of positional differences. The assumptions of Rawls are put into question. Oppression, according to Iris Marion Young, is social in character. Fair opportunity is not enough. To elaborate this critique, this study presents the exclusion of individuals with handicap, the problem of global justice, and the situation of women in patriarchal cultures. Some social rules and the behavior of people (...) discriminate the powerless. For instance, particular standards in society promote the high sense of respectability for professionals but not the respect for the equal dignity of persons. Procedures, laws, and policies manifest the prejudice against others. Beyond Rawls, the pursuit of justice and democratic inclusion, it is argued, requires overcoming unjust structures. (shrink)

Photo by Thought Catalog on Unsplash INTRODUCTION The coronavirus pandemic is a challenge to educators, policy makers, and ordinary people. In facing the threat from COVID-19, school systems and global institutions need “to address the essential matter of each human being and how they are interacting with, and affected by, a much wider set of biological and technical conditions.”[1] Educators must grapple with the societal issues that come with the intent of ensuring the safety of the public. To some, “these (...) are actually as important as the biological concerns of people.”[2] The current global crisis shows that “scientifically, socially, and politically the economy and technosphere are not just related, they are integral to a comprehensive response to major challenges.”[3] In developing these responses, scientists, government leaders, and policy makers need to consider the vulnerabilities of people, especially those in “thrown away” groups.[4] Jerome Ravetz explains that “microscopic viral predators cull our populations, as ever, but with a selection that is not natural but social and political.”[5] Educators must address the underlying vulnerabilities and evaluate the virus as a threat to academic experiences and access to a fair education. ANALYSIS • Critical Pedagogy By definition, the critical approach to teaching is about the problem-posing method of education developed by Paolo Freire. In his Pedagogy of the Oppressed, he proposed a paradigm shift away from the banking method of learning wherein teachers deposit knowledge into the minds of students. Critical pedagogy is an educational approach that challenges students to develop the ability to recognize and criticize dominating theories and evaluate them in their social context. Teachers press students to recognize oppression and try to remedy oppression in their culture.[6] Despite the lack of in-person interaction between the teacher and the students, the effort to use innovative teaching techniques like critical pedagogy should continue. Online learning is not just about the use of technology, although the internet is crucial in the delivery of content. Since human beings are creators of value, they determine the meaning and purpose of technology. In this way, the set of values people have will influence online learning. Teachers cannot be more concerned about outcomes than about the process itself. The process is crucial since the ability of the student to think critically is developed in the exchange between the student and the teacher. The teacher cannot simply dump loads of information (deposit knowledge) but must pose problems to test the analytical and critical skills of students.[7] Education is about how people humanize the world. Policy makers miss the point when they focus on the delivery but do not pay attention to the substantive aspect of learning, which is human empowerment. Education is meant to expand the freedom of people. Education should be seen as an integrative activity. Learning is a formative process that aims to develop the human person. Without the face-to-face encounter between teacher and students, the challenge is finding ways to make learning an effective means to mold the values of young people. • Online Critical Pedagogy & the Role of Technology Physical distance appears to be an impediment in realizing the ideals of learning. The lack of contact between the teacher and the students may prevent a more meaningful interaction since online instruction is impersonal. It can be argued that there is no alternative to some classroom activities, especially laboratory experiments in science courses. The total classroom environment naturally influences the behavior of students when it comes to academic work: the look in the eyes of the professor, the caring ways of a teacher, or the pressure while taking exams contribute to an experience that only a classroom setting can provide. If implemented properly, technology can facilitate the personal relationships between teachers and students while providing meaningful experiences. With the current need for online learning during the COVID-19 pandemic, gadgets are indispensable. Some would even consider gadgets an extension of the human body. A mobile phone is not just any instrument; it has evolved into a novel way of being in the world. Our gadgets are a means of seeing how the outside world unfolds. Modern technological tools allow the interface of people in many fields of experience in a globalized environment. Computers and other digital devices extend the meaning and value of human freedom. For example, a laptop provided to a poor child can redefine the meaning of and what the future might hold for that child. The device is crucial to the whole learning process. Modern tools are critical to self-discovery and greater freedom. The values that people embrace will matter in the new normal. The internet has provided a new democratic space that empowers groups and individuals to express themselves and to understand the world.[8] In an online class, students and teachers alike need to analyze big picture questions and layers of information. For example, the student in an ethics or philosophy class can reflect on the realities of life. With the proper guidance, online education should help define the meaning of moral commitment and human responsibility. CONCLUSION Before the pandemic, policy makers had been pursuing the goals of a globalized economy. They had been fashioning and promoting programs that cater to the interests of a consumer-driven world that has deprived the poor of opportunity. When the pandemic struck, globalization suddenly came to a halt and people realized the things that truly matter in life – family, love, and life itself. The new normal must now emphasize the role of education as a source of inner strength that can empower the person to live well reinforcing values based on a social consciousness. Critical pedagogy is possible under the new normal. The distance between the teacher and student does not make the educational process less real and in the absence of a vaccine, online learning is the safest strategy. Governments cannot freeze an entire school year since education is the only way out from poverty for millions. The COVID-19 pandemic provides a reason to re-imagine teaching using technology to encourage all students to question systems of oppression or greed, as the persistent pursuit of the truth is what education is all about. [1] Hartsell, Layne, Krabbe, Alexander, & Pastreich, Emmanuel. “Covid-19, Global Justice, and a New Biopolitics of the Anthropocene.” Social Ethics Society Journal of Applied Philosophy 6, no. 2 (2020), 3. [2] Ravetz, Jerome. “Science for a Proper Recovery: Post-Normal, not New Normal.” Issues in Science and Technology [Internet] July 15, 2020. https://issues.org/post-normal-science-for-pandemic-recovery/ [3] Hartsell, et al. “Covid-19, Global Justice, and a New Biopolitics of the Anthropocene,” 6. [4] Ravetz, “Science for a Proper Recovery: Post-Normal, not New Normal.” [5] Ibid. [6] Freire, Paolo. Pedagogy of the Oppressed. (New York: Continuum Books, 1993). [7] Freire writes that in such a situation “instead of communicating, the teacher issues communiqués and makes deposits which the students patiently receive, memorize, and repeat.” See his Pedagogy of the Oppressed. [8] Bakardjieva, Maria. Internet Society. (London: Sage Publications, 2005). (shrink)

The outbreak of COVID-19 pandemic in the Philippines reveals three things: Firstly, it reveals the government’s lack of preparation to Tight a pandemic because of the ill state of the healthcare system in the country as evidenced in its lack of budget, healthcare personnel and poor healthcare facilities. Secondly, it also reveals the centurylong moral antagonism that had polarized the country into the “moral we” who project themselves in good moral standing by following laws and policies and the “immoral them” (...) who are judged to be hard headed, deTiant to policies and guidelines imposed by the government and therefore, a threat to the security of the public. Thirdly, there is a movement toward agonism, a kind of space that brings the different voices and sentiments together in an atmosphere of respect and openness regardless of class standing, ideologies and morality in order to respond to the challenge of COVID-19. This paper will argue that the ethics of care as shown by President Duterte in his latest address to the nation rather than moral politics advanced by the elite members of the society can provide a solid base for social solidarity as the country struggles to Tight the imminent threats of COVID-19. (shrink)

The COVID-19 outbreak is affecting not only the way people live but also the way people die, the way people handle their dead as well as their different “death” experiences. The different governments throughout the world have their own guidelines to follow in terms of management of dead bodies. But these guidelines are mostly focused on protecting the living from being contaminated with the virus. In many cases during emergency situations, dead bodies are no longer considered sacred and treated with (...) utmost respect. On the contrary, they can even be a source of worry and fear for the government and also for some people. However, for the families and loved ones of the deceased, paying their last respect for the dead is an important part of the process of grieving, saying goodbye and accepting the fact that life here on earth is just temporary. This paper argues that in any corpse and “death” management even during emergency situations, a dialogue with culture, spirituality, faith and belief systems of the people as well as insights from psycho-therapists such as Joyce Rupp, Elizabeth Kubler-Ross, Victor Frankl and even the teachings of Jesus Himself, can be an important resource in helping the people cope with the loss of their loved ones and in dealing with their dead members of the family as well as their own “death” experiences during this pandemic. (shrink)

Hospital ethics committees help clinicians deal with the ethical challenges which have been raised during clinical practice. A comprehensive literature review was conducted to provide a historical background of the development of HECs internationally and describe their functions and practical challenges of their day to day work. This is the first part of a comprehensive literature review conducted between February 2014 and August 2016 by searching through scientific databases. The keyword ethics committee, combined with hospital, clinic, and institution, was used (...) without a time limitation. All original and discussion articles, as well as other scientific documents were included. Of all the articles and theses found using these keywords, only 56 were consistent with the objectives of the study. Based on the review goals, the findings were divided into three main categories; the inception of HECs in the world, the function of HECs, and the challenges of HECs. According to the results, the Americas Region and European Region countries have been the most prominent considering the establishment of HECs. However, the majority of the Eastern Mediterranean Region and South-East Asia Region countries are only beginning to establish these committees in their hospitals. The results highlight the status and functions of HECs in different countries and may be used as a guide by health policymakers and managers who are at the inception of establishing these committees in their hospitals. (shrink)

Air pollution causes millions of deaths globally every year. The cause is largely, but not solely, from fossil fuel combustion in the electricity generation and transport sectors as well as various agricultural and waste management practices. This pollution in the form of ground level ozone, particulate matter and acidic gases such as nitrogen oxides and sulfur dioxide causes respiratory, cardiovascular and neurological problems in humans. These health concerns tend to have a greater impact on more vulnerable sectors of societies, including (...) street vendors, agricultural workers and school children. There is a growing body of evidence that the pollution has equally devastating impacts on other organisms including plants, which may harm whole ecosystems. As humans are integral to rather than independent of nature, then this will have further reciprocal effects on us. A survey of people in rural central Thailand indicates that people are largely unaware of the main causes of and, to some extent ambivalent of, the risks associated with air pollution. An absence of policy to address this through mechanisms such as taxation akin to tobacco, alcohol or the UK 2017 sugar tax and compulsory environmental education programmes could be viewed as evidence of moral blindness. In light of some events of the Covid-19 pandemic, the importance of developing united policies to cope with worldwide air pollution is never been more apparent. There is good news in that data on local air quality is becoming increasing available in user friendly apps, which creates an opportunity to develop participatory education programmes that could emphasise personal responsibility, to address both the twin pandemics of air pollution and environmental moral blindness. (shrink)