Institutional Philosophy Research Articles

A CALL TO BUILDING RESILIENT MEDICAL EDUCATION SYSTEMS IN AFRICA, NOW AND BEYOND COVID-19

Background Certain factors have affected medical education significantly most recently. One is the rapidly evolving landscape of medical education, globally. This has created a spectrum of impacts on not just how medical education is being delivered but, on the definitions, and characterizations of competencies required of trained medical practitioners across the globe. The second factor is the event of the Covid-19 pandemic, which has not only affected the methods of delivery of medical education but that has also affected resource allocations. Proposition The impacts of these two factors have in most recent time created dynamics that will influence the quality of delivery of medical education in African institutions. Building resilient systems, therefore, becomes vital to sustainability. Resilience becomes associated with not just efforts to keep medical schools open and running but also the extent to which quality can be sustained, with quality prospects for continuous improvement so that Africa can leapfrog in the attempts to increase the quality of medical education. This will translate to improvements in the quality of delivery of care. Conclusion This commentary, therefore, considers three major themes that stakeholders must focus on in their efforts to build resilient medical education systems that can withstand the impact of the two main forces that are largely responsible for the current dynamics. The first theme centers on pedagogy and assessment. The second theme emphasizes infrastructure and resources. The third theme considers critically institutional philosophy, the cultures of teaching and learning, and the need to critically rethink medical education on the continent.

Training of Doctors of Philosophy in the Kyrgyz Republic in the Context of Modern Trends

The paper deals with the problems of implementing the training of Doctors of Philosophy in higher education institutions of the Kyrgyz Republic (KR) in the context of modern trends. A study was conducted to investigate the readiness of teachers, master's, and bachelor students to implement the PhD programme in pedagogical areas in higher education institutions of the Kyrgyz Republic. The essence of the research of the scientific project is to determine the features of scientific and methodological support for the training of Doctors of Philosophy (PhD) in pedagogical areas and to develop ways to train Doctors of Philosophy in pedagogical areas in the educational process of the university. A questionnaire was developed to study the issues of preparing a PhD programme in pedagogical areas. It is necessary to create a domestic equivalent of the training of PhD in the field of "Pedagogy" while maintaining the existing experience of training scientific and pedagogical personnel, which meets the requirements of synchronisation of educational programmes.

Soviet and Post-Soviet Generations of Russian Philosophers: Framing the Problem

ABSTRACT This article proposes a generational approach to the study of the formation of the philosophical tradition. A philosophical generation is a powerful intellectual pattern with its own optics, sets of problems, and methods of research. The author distinguishes six generations of philosophers living and working in Russia today. The specific nature of each philosophical generation is determined by its existential contribution to the philosophy of those close to each other in terms of their experience of discipleship and integration into formal and informal philosophical institutions, and by the commonality of their intellectual foundations. In the case of philosophical generations, this refers not only to the age of those “doing philosophy” but also to the emergence of a new attitude toward philosophy itself, to the production or mastery of new ideas and meanings, to new trends in the discussion of already familiar issues and phenomena, to a new social and cultural role for philosophy, to new general understanding of the world and of man, to a change in what is called “the philosophical way of life.” Studying philosophical generations is important for restoring the human context of philosophical development. The path of cognition from generational type to texts is no less important than the usual path from texts. Reading the history of philosophy as the history of generations of philosophy focuses scholars’ attention on personal connections within the philosophical community (both horizontal and vertical), which clarifies both the individual contribution of thinkers and the mutual influences that determine the birth and development of philosophical ideas.

INTERNALIZATION OF CHARACTER VALUES BASED ON SPIRITUAL INTELLIGENCE AT SD ISLAM BANI HASYIM MALANG REGENCY

SD Islam Bani Hasyim was an educational institution with a concentration on cultivating character values in students. It could be proven through heterogeneous input without selection with a quota system producing input with a diversity of learners’ intelligence and behavior. SD Islam Bani Hasyim was able to process heterogeneous input through a process based on a program-based curriculum. The program-based curriculum had relevance to the inculcation of character values in shaping spiritual intelligence was the Islamic study program and submission. This research used a descriptive qualitative approach with a case study research. The data collection technique was carried out by in-depth interviews with school leaders, participatory observation, and recorded documentation of the work of SD Islam Bani Hasyim. Analysis of research data using interactive data analysis. The research results were as follows: First, planning for value planting through understanding the institution’s philosophy, compiling relevant programs with the institutional philosophy, and socialization. Second, the implementation of value planting through Islamic programs and submission to intracurricular, extracurricular and co-curricular activities in all subjects. Third, program evaluation through open and closed surveys as well as project and product-based assignments.

Effective Customer Relationship Management: A Key to Success for Banks

Generally, consumers do not change their banks unless serious problems occur. The philosophy, culture and organization of financial institutions were grounded in this assumption and reflected in their marketing policies, which were product and transaction-oriented, reactionary, focused on discrete rather than continuous activities. With the advent of new technologies in the business of bank, such as Internet Banking and ATMs, now customers can freely choose any bank for their transactions. The pressures of competitive and dynamic markets have contributed to the growth of CRM in the Financial Services Sector. Also, before the Internet revolution, consumers largely selected their banks based on how convenient the location of bank's branches was to their homes or offices. With the advent of new technologies in the business of bank, such as Internet banking and ATMs, now customers can freely choose any bank for their transactions. Thus, the customer base of banks has increased, and so has the choices of customers for selecting the banks.

Decolonising Teacher Education Curriculum in South African Higher Education

Calls for the decolonisation of higher education in South Africa gained prominence after the #Rhodesmustfall, #Feesmustfall and series of 2015-2016 students’ protests in South African higher institutions. Visible in the demands of the students during these protests was the need for the decolonisation of higher education curriculum to ensure reflection of diverse realities in South Africa. This led to various conferences in different parts of the Republic. However, while some scholars are clamouring for the need for decolonisation, others consider the desire for decoloniality and glocalization. Thus, the subject of decolonisation remains a debate in South African society. Meanwhile, decolonisation is still very much crucial. Seemingly, in the words of Steve Biko, decolonization should begin from the mind. Hence, this discursive study explores how pre-service teachers’ minds can be decolonised for realities in transforming South African higher education. The study adopts Critical Race Theory as a lens for this phenomenon. South African higher education curriculum has predominantly been Eurocentric and epistemic, reflecting Western dominance in post-apartheid South Africa. The study argues why and how South African higher education institutions can place teacher education at the centre of learning experiences, for students to adapt and maximize the realities in their contexts, and for responsive lived experiences. Thus, adding voices to a curriculum that promotes total rethink, reflections and reconstruction of students' minds in integrating the existing Eurocentrism and epistemic knowledge with African philosophy in higher education institutions.

О ДУХОВНО-НРАВСТВЕННХ АСПЕКТАХ ПРЕПОДАВАНИЯ ФИЛОСОФИИ В ВЫСШИХ УЧЕБНЫХ ЗАВЕДЕНИЯХ

This scientific article deals with the spiritual and moral aspects of teaching philosophy in higher educational institutions. The author identifies and analyzes the main problems most frequently encountered in the process of teaching philosophy. The author drew attention to key issues related to the formation of a worldview, spiritual and moral guidelines and the education of the student's personality. In the course of the research, the author analyzed the spiritual and moral aspects with the involvement of a personal theoretical and practical arsenal and experience of teaching philosophy in higher educational institutions. In this regard, the theoretical and practical significance of scientific research consists in identifying general trends and spiritual and moral aspects of teaching philosophy. In the process of studying this problem, the author used general logical methods of theoretical knowledge and the following methods of scientific research: analysis and synthesis, comparative analysis, generalization, analogy and a systematic approach. The author focused the main emphasis in the research on classical philosophical works, on modern studies of philosophers, as well as socio-philosophical, pedagogical research in the field of teaching philosophy. An important point of this scientific research is the question of the spiritual and moral significance and the meaning of teaching philosophy in higher educational institutions. The spiritual and moral aspects of teaching philosophy identified, proposed and tested by the author can help to increase students' interest in the study of philosophy.

International scientific associations of the History of Science and Technology: formation and development (part III)

The activity of international organizations on the history and philosophy of science and technology is a remarkable phenomenon in the world scientific and sociocultural sphere. Such centers influence and contribute to the scientific communication of scientists from different countries and the comprehensive development of numerous aspects of the history and phylosiphy of science and technology, carry out scientific congresses. That is why the analysis of the acquired experience and the obtained results of these groups are important.
 The history of the formation and development, task, structure, background and directions of the activities of some international organizations in the field of history and philosophy of science and technology, including The European Philosophy of Science Association (EPSA), The International Society for the History of Philosophy of Science (HOPOS), The International Federation of Philosophical Societies (FISP) and The International council for philosophy and human sciences (ICPHS) have been shown.
 The European Philosophy of Science Association (EPSA) was established in 2007 to promote and advance the investigations and teaching the philosophy of science in Europe. EPSA edits the European Journal for Philosophy of Science (EJPS), which publishes articles in all areas of philosophy of science. The International Society for the History of Philosophy of Science (HOPOS) promotes serious, scholarly research on the history of the philosophy of science and gathers scholars who share an interest in promoting research on the history of the philosophy of science and related topics in the history of the natural and social sciences, logic, philosophy and mathematics. The scholarly journal HOPOS is published by University of Chicago Press.
 The International Federation of Philosophical Societies (FISP) is the highest nongovernmental world organization for philosophy, whose members-societies represent every country where there is significant academic philosophy. It was established in Amsterdam in 1948. FISP’s first seat was located at the the Sorbonne in Paris. FISP includes approximately one hundred members. It does not include individual members, but only «societies» in a broad sense, that is, philosophical institutions of different kinds, such as associations, societies, institutes, centres and academies at national, regional and international levels. The International council for philosophy and human sciences (ICPHS) is a non-governmental organisation within UNESCO, which federates hundreds of different learned societies in the field of philosophy, human sciences and related subjects. It was conceived as the intermediary between UNESCO on one hand, and learned societies and national academies on the other. Its aim was to extend UNESCO's action in the domain of humanistic studies.

THE SOURCES OF OUTCOMES IN OUTCOMES BASED EDUCATION CURRICULUM DEVELOPMENT: A CLOSER LOOK

Outcomes Based Education, widely known as OBE, has become a curriculum byword across the disciplinary spectrum in higher education. However, despite the growing scholarly effort to account for the processes undertaken in developing a curriculum that is hinged on the outcomes, a functional synthesis of the sources of outcomes has not been made. This paper attempted to synthesize the sources of outcomes drawn from the field. Following the systematic review method, relevant studies were searched, collected, and analyzed. It emerged in the result that multiple sources were considered in making decisions about the outcomes. These sources of outcomes include regulatory bodies, institutional philosophy, industry demands, subject matter experts, curriculum benchmarks, and learning frameworks. It further found out that, in considering particular sources of outcomes in curriculum development, the unique contexts play an essential role. Thus, it is recommended that an examination of the experiences, resources, and demands should be carefully made, so that appropriate sources of outcomes may be considered. The implications to theory, practice, and research are discussed in the paper.

Generic Competencies and Specific Competencies among Teacher Education Institutions in Indonesia

The aim of this paper is to discuss and clarify the general framework of teachers’ competencies, especially on generic and specific competencies that shall be mastered by prospective TEIs in Indonesia. This study presents some empirical base data from selected Teacher Education Institutions (TEIs) in Indonesia concerning with generic competencies and specific competencies that shall be achieved by prospective teachers. In addition, the purpose of study also to have relationship between competencies and teaching philosophies implemented by individual lectures. Descriptive research is one in which information is collected without changing the environment/setting of study. Instruments used were questioners, interview, focus group discussion, and documentation study. Result shows that generic and specific competencies will be influenced by individual teaching philosophies of lecturers. They are strongly influenced and inspired by institutional teaching philosophy. Teaching philosophy is obviously translated in daily teaching learning activities in campus environment. Results also show that teacher competencies affect their values, behaviors, communication, aims and practices in school and also they support professional development and curricular studies. Thus, teachers’ competencies that will improve the teaching-learning process in school is of great importance.

КОНФЛІКТ НЕІНСТИТУЦІОНАЛЬНОЇ УКРАЇНСЬКОЇ ФІЛОСОФІЇ З ОФІЦІЙНОЮ ІДЕОЛОГІЄЮ СРСР (1960-1980-ті)

The article examines the phenomenon of non-institutional Ukrainian philosophy of the 60-80s of the twentieth century and the existence of a conflict between it and the official Soviet ideology. In Ukraine at the beginning of the XXI century, there is a tendency to attribute the beginning of Ukrainian philosophy to about the 90s of the last century. This is incorrect for many reasons, in particular: 1) already in the 20s of the twentieth century. Ukrainian professional philosophy existed as a completely independent and quite original phenomenon; 2) institutional philosophy in Ukraine after the mid-50's is actively revived and reaches a serious level, often commensurate with European and world philosophical thought of the time in general; 3) in the country after the "Khrushchev thaw" there is an interesting phenomenon - non-institutional philosophy, which presents a conflict with both institutionalized professional philosophy and the official Soviet ideology, which brings its representatives to new frontiers of thought, which failed to rise to official representatives philosophy due to caution or inability to rise to such a level of philosophizing. Non-institutional philosophy in Ukraine often reached the level of dissent, manifesting itself through samizdat and foreign publications. The main conflict of non-institutional philosophy in the USSR at that time was with the state Soviet ideology and propaganda. It is concluded that the Ukrainian philosophy of the period 1960-80s developed in two directions: as an institutional and as a non-institutional philosophy. Non-institutional non-academic philosophy is characterized by the richness and diversity of individual pursuits of a number of prominent representatives of Ukrainian culture and is an original and integral part of modern Ukrainian philosophy, deserving of attention and special research.

The Rise and Fall of Torah U’Madda*

Abstract Rabbi Norman Lamm, who assumed the presidency of Yeshiva University in 1976, sought to clarify the mission of the institution by using as its tagline the phrase Torah U'’Madda–denoting the dual aim of providing traditional Jewish study (Torah) along with a standard college curriculum (Madda, meaning knowledge). It would replace the word “Synthesis,” which generations of students, including Lamm himself, had found vague and confusing. Lamm launched what he called the Torah U'Madda Project, which ultimately included a campus lecture series, an annual journal, and a book entitled: Torah Umadda: The Encounter of Religious Learning and Worldly Knowledge in the Jewish Tradition. While denying any intention to construct a hard-and-fast institutional philosophy on how to integrate Orthodox Judaism and secular higher education, Lamm insisted that serious exposure to both Torah knowledge and the arts and sciences fulfilled the Torah's mandate to understand and appreciate all aspects of God's world. Lamm's initiative failed, however, because economic conditions induced many students to forsake the liberal arts for vocational and pre-professional courses, and the trend to the right in American Orthodoxy–expressed by rabbis at Yeshiva itself and abetted by the year or more spent at Israeli yeshivot before college–stressed single–minded concentration on Torah study and justified secular education only for the purpose of making a living.

A Filosofia no fogo cruzado de direita e esquerda

Neste trabalho, tento mostrar que o fato de que o atual projeto institucional da filosofia seja defendido por intelectuais de esquerda é uma contingência. O dualismo: esquerda /direita não coincide com o dualismo filosofia autoral/filosofia institucional. Tento acenar para uma ontologia do dualismo esquerda/direita com o intuito de mostrar como essa dicotomia está norteada pela carga emocional dos conteúdos, mais do que pelos conteúdos mesmos. Nesse viés, pode mostrar-se que esse conflito não tem nenhuma solução positiva porque os próprios componentes do conflito precisam dele e o alimentam constantemente. Se estivermos interessados em filosofia autoral, teríamos que tentar liberar a filosofia do conflito interminável entre esquerda e direita, sendo capazes de reconhecer boa filosofia mesmo no campo político que rejeitamos. Entretanto, o artigo termina com uma sensação de desesperança de que tal projeto pluralista seja sequer possível num momento de polarizações acirradas como o presente.

The EU’s Response to the COVID-19 Crisis and the Trajectory of Fiscal Integration in Europe: Between Continuity and Rupture

This article offers a first analysis of the EU’s fiscal response to the COVID-19 crisis. Beyond an account of the main initiatives of which it is comprised (the suspension of the Stability and Growth Pact, the Support to mitigate Unemployment Risks in an Emergency (SURE) instrument and the recovery plan), it provides an assessment of this response’s position in, and likely influence on, the long-term trajectory of economic and fiscal integration in Europe. Analysing its main features and the core issues and challenges it raises, it identifies the elements of continuity and rupture which characterize this response, the legacies on which it builds, and the shifts and changes that it embodies. The article shows that, as a policy initiative which in many regards breaks away from past practices and orientations, the EU’s fiscal response to COVID-19 presents novel, disruptive features, which raise new legal questions, and open new avenues for exploration. It also reveals that next to clear elements of rupture, this response is also largely embedded into the wider, pre-existing policy framework of EU economic governance which we inherited from the Eurozone crisis. In many regards, it continues the institutional philosophy of that system, and perpetuates the main constitutional challenges that it raises. European Union, COVID-19, fiscal response, recovery plan, transformations, legacies

From salvation to inquiry: Preservice teachers’ conceptions of race

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

El pensamiento franciscano en los procesos de autoevaluación institucional

Este artículo analiza desde una perspectiva fenomenológica-hermenéutica los aportes del pensamiento franciscano en los procesos de autoevaluación institucional de la Universidad de San Buenaventura, Bogotá. En primera instancia, se abordará el pensamiento franciscano como elemento que transversa las funciones sustantivas y todas aquellas actividades que propenden por el aseguramiento de la calidad y el mejoramiento continuo de la educación superior. En segundo lugar, se describen los significados y opiniones sobre el sistema de autoevaluación institucional en los diferentes agentes de la comunidad académica Bonaventuriana en la sede Bogotá. Finalmente, se reconocerá cómo la filosofía institucional se materializa en los procesos de autoevaluación en el marco de los procesos de acreditación con el propósito de aportar elementos significativos para los planes de mejoramiento.

Impulso de habilidades y capacidades de innovación y creatividad en estudiantes universitarios

El emprendimiento es una cualidad y capacidad que tiene una persona para preparar un pensamiento de hacer algo nuevo e innovador y/o un proyecto empresarial, mediante ideas y oportunidades. El emprendimiento es un vocablo inmensamente utilizado en el ambiente empresarial, en virtud de su relacionamiento con la creación de alguna actividad innovadora, empresas, nuevos productos o innovación de los ya existentes.
 En esta parte de nuestra investigación se consideran cuatro micro procesos de emprendimiento desde lo prospectivo y los principios fundacionales que deben estar presentes de manera transversal en todo el proceso, así como la integración de estos métodos en la formación profesional de sus estudiantes, sobre la base de su filosofía institucional, los antecedentes y la contextualización, considerando los cambios en los horizontes epistemológicos del conocimiento, las nuevas tendencias internacionales de la educación superior, así como las actuales exigencias sociales planteadas a las Universidades Ecuatorianas, para garantizar la excelencia y calidad académica de la institución.
 Por lo tanto, es necesario dentro del presente trabajo investigativo la implementación de un modelo de gestión teórico-académico para el desarrollo de políticas y programas de emprendimiento innovador en la Universidad Católica de Cuenca UCACUE, que es parte de la tesis doctoral del autor del presente artículo, que aporte a la formación de nuevos emprendedores en las diferentes carreras en correspondencia con la demanda económico- social del territorio.
 Para tal fin, es importante afianzar la gestión académica de la formación de líderes y emprendedores en la UCACUE, a través de la integración de las actividades y programas curriculares y extracurriculares, ejecutados en las Unidades Académicas dentro de un plan común institucional.
 El propósito es determinar las políticas institucionales para la generación de una cultura de compromiso, colaboración y consenso que se articulan con los ejes de la docencia, la investigación y vinculación durante el próximo quinquenio, que aporte al desarrollo y la competitividad, considerando la estrategia institucional de Investigación, Desarrollo, Innovación e Incubación denominada (I+D+i).
 El modelo genera espacios de aprendizaje con los miembros de la comunidad Universitaria y los actores emprendedores y empresariales de la localidad y el país; para aprovechar la capacidad institucional para la gestión de proyectos de formación continua en el ámbito del emprendimiento innovador, comprometida con el desarrollo sostenible del Ecuador y especialmente de la región 6.

Diagnóstico Lean Six Sigma en el proceso de impresión offset. Un aporte a la productividad de las pequeñas empresas del sector industrial por parte de estudiantes de ingeniería

Este documento estructura y propone los pasos para mejorar los procesos internos de impresión en la compañía Graficas Jaiber Ltda., dedicada a la impresión offset y especializada en la producción de cajas plegadizas y etiquetas desde 1976. El artículo se enfoca en la mejora de los índices de calidad en impresión offset de la compañía desde la metodología Lean Six Sigma y tiene como objetivo principal aplicar un modelo de mejora continua que permita aumentar la productividad; esto mediante la reducción de la variabilidad en los procesos para garantizar así mayor calidad. En el propósito de mejorar este proceso se recolectó y analizó información, y se recomiendan acciones de control y mejora. Se emplearon herramientas de diagnóstico tales como las 5w —las cinco preguntas—, Pareto, y diagrama causa y efecto, que luego de ser analizadas, permitieron encontrar las causas asignables de las problemáticas en los procesos de impresión offset. Finalmente, el análisis permitió a los ingenieros industriales de la Uniminuto, quienes buscan y tienen como filosofía institucional mejorar la productividad de las pequeñas y medianas empresas, otorgar recomendaciones dirigidas a la mejora continua con la metodología DMAIC; mediante acciones que me impacten de manera positiva los procesos internos y la productividad de esta empresa colombiana.

«Why» and «how» philosophy is needed today : methodological and ppsychological aspects

The article reflects some approaches of methodological and psychological nature to the teaching of philosophy in institutions of both high and general secondary education. The question of the introduction of effective methods of teaching philosophy was examined. It is actually from the point of persuasion of a modern complicated cultural situation in Ukraine and the world. This is equally important for the formation of spiritually developed personality, which is characterized by dialectical, systemic, strategic thought, the desire to create and develop oneself. The analysis of modern distance learning methods and the possibility of their application in the teaching process with the justification of the criterion of maximum usefulness and appropriate practical application, considering the skills required of a highly professional modern specialist. Among the latter, in particular, emphasis is placed on the development of some that are considered key and are a direct subject of reflection in the field of philosophy, such as "critical thinking" and "analytical thinking and innovation." The expediency of using such a type of work as an essay is considered and proposed as the most effective development of these qualities. There is a separate opinion that philosophy can be called with some caution a discipline, the study of which sometimes goes hand in hand with both psychological problems and serious mental illnesses, as well as the mental health of the individual. On the basis of the author's experience of teaching philosophical disciplines, future specialists of the relevant specialty-teachers of secondary education institutions are invited to show the beauty of a harmonious (dialectical) combination of opposites on examples from the field of their profile. Thus, in particular, the beauty of the construction of the oxymoron - philologists, the fight against Aikido - specialists in physical education, "psychological Aikido" - psychologists, so-called techniques. "TOSIP" (theories of solving inventive problems) - students of natural sciences, etc. The conclusions, in particular, state that teaching will thus be able to develop the above-mentioned certain qualities in future teachers of general secondary education, and they, in turn, will be able to develop them in their students.

Impact of brain metastasis velocity on neurologic death for brain metastasis patients experiencing distant brain failure after initial stereotactic radiosurgery

Patients with high rates of developing new brain metastases have an increased likelihood of dying of neurologic death. It is unclear, however, whether this risk is affected by treatment choice following failure of primary stereotactic radiosurgery (SRS). From July 2000 to March 2017, 440 patients with brain metastasis were treated with SRS and progressed to have a distant brain failure (DBF). Eighty-seven patients were treated within the immunotherapy era. Brain metastasis velocity (BMV) was calculated for each patient. In general, the institutional philosophy for use of salvage SRS vs whole brain radiotherapy (WBRT) was to postpone the use of WBRT for as long as possible and to treat with salvage SRS when feasible. No further treatment was reserved for patients with poor life expectancy and who were not expected to benefit from salvage treatment. Two hundred and eighty-five patients were treated with repeat SRS, 91 patients were treated with salvage WBRT, and 64 patients received no salvage radiation therapy. One-year cumulative incidence of neurologic death after salvage SRS vs WBRT was 15% vs 23% for the low- (p = 0.06), 30% vs 37% for the intermediate- (p <0.01), and 31% vs 48% (p <0.01) for the high-BMV group. Salvage WBRT was associated with increased incidence of neurologic death on multivariate analysis (HR 1.64, 95% CI 1.13-2.39, p = 0.01) when compared to repeat SRS. One-year cumulative incidence of neurologic death for patients treated within the immunotherapy era was 9%, 38%, and 38% for low-, intermediate-, and high-BMV groups, respectively (p = 0.01). Intermediate and high risk BMV groups are predictive of neurologic death. The association between BMV and neurologic death remains strong for patients treated within the immunotherapy era.