Thoughtful Dialogue Research Articles

A Retrospective Analysis of “Being With” Angela Using Halldorsdottir’s Model

Nurse-patient encounters are rarely witnessed, resulting in minimal opportunities for reflexive practice or thoughtful dialogue. This study used Halldorsdottir’s (1991) “five basic modes of being with another” to guide reflection on the relationship between a nurse and a woman with heart failure during a series of teaching interventions in her home. The overall goal was to test the usefulness of the model for making visible the relational work of nursing. Researchers found using a rubric for organizing thinking about how we are with our patients both challenging and insightful. Suggestions for further use and refinement are made.

Gorbanevskaia and Poland: From Pol’sha to Novaia Pol’sha

Natal’ia Gorbanevskaia is primarily known as a poet and leading human rights activist, as well as for her role as author and editor at Kontinent and Russkaia mysl’. One important and substantial aspect of her life that is not well known outside of limited circles is the formative influence of Polish culture and thought on her as well as her extensive contribution to Polish culture and its dispersion, and the promotion of mutual understanding between Poles and Russians. This article traces this relationship and situates it within the context of a broader pattern of Polish influence on Russian culture beginning in the mid-1950s as well as connecting Gorbanevskaia to the seminal figure of Giedroyc, both directly and by virtue of shared concerns and interests. The period beginning with her emigration to Paris in 1976 sees her fully committed to expanding access for Russians, in exile and at home, to cultural, political, social and other texts and information about Poland. Chronologically, the nominal limits of this narrative are the popular interest journal Pol’sha which had a huge appeal for many Soviets beginning from 1956, and the journal Novaia Pol’sha of which she is a member of the editorial board, and which has been published in Russian in Warsaw since 1999 with the goal of establishing thoughtful dialogue between Poles and Russians.

Mock trials and role-playing in computer ethics courses

Mock trials are an effective and fun way of eliciting thoughtful dialogue from students, and encouraging them to produce incisive analyses of current ethical dilemmas related to computers and society. This paper describes our experience using mock trials in two computer ethics courses. Each trial was centered on a specific controversial and ethically or legally ambiguous topic related to current computer usage in society. Students participated in a series of mock trials during the term, alternating their role in each trial between jury, proponent, and opponent. Class participation was nearly 100% for every trial, with many students electing to define their own sub-role within their assigned major role. The logistics of the trials were initially difficult to administer and monitor; however, they quickly became manageable as we gained more experience with the opportunities and pitfalls associated with the mock-trial system, and as students volunteered suggestions for improvements.

“If I were AASM President I would…”

“If I were AASM President I would…”

Book Review: Couples Therapy: Integrating Theory and Technique (2nd ed.)

In their introduction, the editors state that the aims of this book are “to give voice to and provide space for couples whose relationships have all too often been silenced or over-looked” and to “provide a space to focus on these [racial] differences without contributing to further stereotyping and marginalization” (pp. 1-2). This book does, indeed, provide space for thoughtful dialogue about the experiences of being in an interracial relationship. As this text was originally published as an issue of the Journal of Couple and Relationship Therapy (Vol. 2, No. 2/3, 2003), it is a collection of articles on the topic of clinical work with interracial couples rather than a cohesive guidebook. Because of the wide range of clinical issues and the diversity of the topics addressed, it is a useful reference tool and sourcebook for clinicians whose practice involves working with interracial couples. As many of the authors discuss, interracial couples are becoming increasingly common. Therefore, nearly all clinicians will benefit from an in-depth understanding of the needs and experiences of this population. Clinical Issues with Interracial Couples: Theories and Research provides a foundation for this understanding.

Evidence-Based Practice: An Examination of Its Ramifications for the Practice of Speech-Language Pathology

The purpose of this article is to consider some of the ramifications that arise when a discipline newly endorses evidence-based practice (EBP) as a primary guiding principle. Although EBP may appear straightforward, events experienced by peer disciplines that have preceded us in the implementation of EBP raise questions about defining acceptable forms of evidence for treatment effectiveness and efficacy, the potential roles of nonspecific or common factors, therapist quality in achieving therapy outcomes, and eventual applications of EBP that may overly confine which treatments are considered acceptable and reimbursable. Through narrative review of the literature, the article examines valuable as well as controversial features of EBP in addition to obstacles that may impede the transition of evidence (research findings) to clinical practice. EBP is a valuable construct in ensuring quality of care. However, bridging between research evidence and clinical practice may require us to confront potentially difficult issues and establish thoughtful dialogue about best practices in fostering EBP itself.

Human Rights Codes: Are They Ready for Today's Challenges?

One of the most challenging aspects of my work with the Nova Scotia Human Rights Commission (NSHRC) is the opportunity to reach new audiences and engage them in a thoughtful dialogue about the importance of human rights issues. Each new audience poses different questions and contexts in which to carry on this dialogue. Amazingly, while the locales may change, the issues themselves are not really all that different. Equality and the freedom to build a future for ourselves and our communities are common values I believe are shared the world over. The groundwork for this article was actually laid some years ago by one of my colleagues from the NSHRC. Viki Samuels, Coordinator of Race Relations and Affirmative Action, was at Queen's University Belfast in November 2000 talking about the work of her division and the challenges and opportunities which a diverse society can bring. I like to call Ms Samuels' work the leading edge of human rights in Nova Scotia. Instead of waiting for issues of discrimination to be brought forward by complainants, her division is reaching out to all the various sectors of Nova Scotian society and encouraging them to protect equity and fairness before discrimination can become an issue. When I came to the NSHRC in August 1999, I knew that I was going to have to roll up my sleeves - a lot of work needed to be done. As Director and CEO, I came with a mandate to create change within the organisation because a cultural shift was needed. We needed to become more customerfocused and more efficient at what we were doing. We needed to expand our gaze beyond reactive work, to work which anticipated the change happening around us. By making that shift we could become agents of positive change for Nova Scotia. The work of Ms Samuels' division is enabling that positive change. One of the first things I did as CEO was to initiate a comprehensive organisational review of the Commission, its first since it was created in the late 1960s. That review meant taking a hard look at our current practices and resources and making sure they matched the external climate. When the Nova Scotia Human Rights Act and the NSHRC were created the intention was to help combat the discrimination which had marginalised communities of people such as African Nova Scotians and aboriginals. Three decades later we need to ask the question, 'Were we doing that job well enough?' A lot has changed in the intervening thirty years. Both complainants and respondents are more aware of their rights, thanks to the advent of the Canadian Charter of Rights and Freedoms ('the Charter') and the reach of the media. And now immigration is a more important factor to counter the ageing of our population. In Nova Scotia, we have one of the highest occurrences of disability in Canada - 17.1 per cent in 2001 (Statistics Canada 2002) - making issues of accessibility of critical importance. These and other factors challenge the NSHRC to evolve and keep pace with change. One thing I believe passionately is that an ounce of prevention is worth a pound of cure. It is far better for the NSHRC to be engaging business and community leaders in a dialogue that promotes positive change instead of waiting for issues to be brought to us requiring investigation of complaints of discrimination. Surely we have become smart enough in this new century to realise that racism, sexism, classism and all those other 'isms' not only are a moral blemish on our societies, but harm all of us by diminishing our well-being on the social and economic level. At the beginning of this article, I mentioned how interconnected our world is. 'Globalisation' is a fashionable phrase used to describe the intricate web of relationships that binds Canada with the United Kingdom and both of us to the rest of the globe. People, money and resources flow in ways which could never have been imagined even fifty years ago. Along with the material aspects of a globalised society, human rights continue to occupy an ever more important role. …

The Struggle That Never Ends: Reforming U.S. Health Care

From the Editor-In-Chief Health AffairsVol. 24, No. 6: Rethinking Health Reform The Struggle That Never Ends: Reforming U.S. Health CareJohn K. IglehartPUBLISHED:November/December 2005Free Accesshttps://doi.org/10.1377/hlthaff.24.6.1396AboutSectionsView PDFPermissions ShareShare onFacebookTwitterLinked InRedditEmail ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsDownload Exhibits TOPICSSystems of careUninsuredMore than a decade has passed since the ambitious effort of Bill and Hillary Clinton to reform health care went down to a humiliating defeat without so much as a House or Senate floor vote. Many of the same issues that bedeviled America’s troubled health care system in the 1990s and well before remain unaddressed: an uninsured population that numbers some forty-five million people and, by most accounts, is very likely to increase; high expenditures that continue to grow at two to three times the overall economy; and accumulating evidence that the quality of care delivered in many instances is well below optimal. Of course, there are two sides to these issues, given the reality that one man’s expense is another man’s income. In spite of these unresolved issues, societal interest in addressing them remains modest, given their magnitude in economic and human terms. Hurricane Katrina highlighted some of the shortcomings and will provide another test for the American appetite for reform. In this thematic issue we offer a variety of papers that revisit the subject of reform from many angles and also take measure of the role of market-based competition in today’s medical economy. The issue was supported by grants from the Robert Wood Johnson Foundation (RWJF) and the Kaiser Permanente Medical Care Program. The RWJF is a private philanthropy that since 1972 has sought to expand coverage as an integral part of its mission to improve health and health care for all Americans. Kaiser Permanente is the nation’s leading model of how group medical practice and prepayment can combine to provide high-quality care to an enrolled population. Over the past three years, during the designated “Cover the Uninsured Week,” the RWJF sponsored or collaborated in some 6,000 local events all fifty states and the District of Columbia in its ongoing efforts to expand coverage. The events generated extensive national and local media coverage and attracted more than one million visitors to www.CoverTheUninsuredWeek.org . This year the weeklong event brought together a wide array of organizations to organize activities that raised awareness about the need for affordable coverage for all Americans. The most tangible achievement of the RWJF and its partners has been to enroll some two million already eligible children and adults in existing public programs that offer coverage, particularly the State Children’s Health Insurance Program (SCHIP) and Medicaid. But that still leaves forty-five million people without insurance. As a rigorously nonpartisan policy journal, Health Affairs cannot be a cheerleader for reform. Instead, the journal’s role is to foster and facilitate informed and thoughtful dialogue. In this issue, part of our strategy for doing that has been to invite papers that explore the foundations of various competing theories of how the health care system might be improved—rather than asking authors to repeat again the familiar arguments for why their vision is the best one. We are grateful to those who have put aside their rhetorical cudgels and answered this call, and we hope that the results will be helpful to readers as they face the challenge of improving the system’s performance in a tense and polarized environment. Along the same lines, we present a group of papers on the subject of competition that do not center on the ideological debate over whether competition is or is not the key to reform. Most of these papers, too, seek to explore and explain, not to exhort. The illuminating result of this approach is that several of these papers focus on the way that consumerism—the linchpin of competitive theory in this decade—could combine and coalesce with traditional insurance and managed care instead of replacing them. The papers on competition include a retrospective look at market changes during the past ten years by Paul Ginsburg, whose services as editorial adviser enhanced this special issue above and beyond the paper he contributed. Loading Comments... Please enable JavaScript to view the comments powered by Disqus. DetailsExhibitsReferencesRelated Article Metrics History Published online 1 November 2005 InformationCopyright 2005 by Project HOPE - The People-to-People Health Foundation, Inc.PDF download

Sebastian's arrows: letters and mementos of Salvador Dali and Federico Garcia Lorca

Let us agree, Federico Garcia Lorca wrote, one of man's most beautiful postures is that of St. In my 'Saint Sebastian' I remember you, Salvador Dali replied to Garcia Lorca, referring to the essay on aesthetics that Dali had just written, sometimes I think he is Let's see whether Saint Sebastian turns out to be you. This lively and intense exchange is but a glimpse into the complex relationship between two renowned and highly influential twentieth-century artists. On the centennial of Dali's birth, Sebastian's Arrows presents a never-before-published collection of their letters, lectures, and mementos. Written between 1925 and 1936, the letters and lectures bring to life a passionate friendship marked by a thoughtful dialogue on aesthetics and the constant interaction between poetry and painting. From their student days in Madrid's Residencia de Estudiantes, where the two waged war against cultural putrefaction and mocked the sacred cows of Spanish art, Dali and Garcia Lorca exchanged thoughts on the act of creation, modernity, and the meaning of their art. The volume chronicles how in their poetic skirmishes they sharpened and shaped each other's work - Garcia Lorca defending his verses of absence and elegy and his love of tradition while Dali argued for his theories of Clarity and Holy Objectivity and the unsettling logic of Surrealism. Christopher Maurer's masterful prologue and selection of letters, texts, and images (many generously provided by the Fundacion Gala-Salvador Dali and the Fundacion Federico Garcia Lorca) offer compelling and intimate insights into the lives and work of two iconic artists. The two men had a tragic, passionate relationship, Dali once wrote - a friendship pierced by the arrows of Saint Sebastian.

Outreach Soothes Opposition To Group Homes

Outreach Soothes Opposition To Group Homes

An Ongoing Conversation

The increasing polarization of the public's views on public education serves us poorly; we need to revive the skill and will to engage in more thoughtful dialogue, Mr. Bacchetti points out. WE DON'T look at the big issues of the principles and purposes of public schools often or carefully enough. Sadly, the political and philosophical conversation seems increasingly polarized. In Venn diagram terms, the two circles -- labeled right/left, basics/constructivist, academic/child-centered, etc. -- reveal at best a vanishingly thin region of overlap. When the true believers on either side look in the mirror, they see Dumbledore. Over their shoulders and gaining, they see Voldemort. Frederick Hess' beefy rhetoric stakes out a position that reflects a more conservative world view than my own. In essence, he argues that the purposes of public education will be better served if we narrow the number of principles that define its publicness and expand the number of ways those principles can be implemented. In that expanded universe, religious schools, vouchers, for-profit ventures, and other alternatives would be welcome. The principles advertised in Hess' title are woven through his essay, making difficult to distinguish his main point from his subsidiary concerns. Here is what I take to be the core of his definition of what makes a school public. In addition to teaching skills and content, public schools should: * prepare students to be productive members of the social order; * enable students to become aware of their responsibilities, including the principles, habits, and of citizenship; and * educate students to be respectful of constitutional strictures, including laws, process, and rights. In carrying out these functions, public school systems should also: * not deny access to students for reasons unrelated to [a school's] educational focus; and * provide an appropriate placement for each student in every community. Asserting by implication that the meanings of his key terms are inherently obvious, Hess goes on to argue that the terms others might use to set forth other principles are not. For example, he observes that diversity and tolerance are umbrella terms with multiple interpretations. Therefore, they lie outside his cluster of principles because, when we try to define them more precisely, it becomes clear that we must privilege some values at the expense of others. If he believes that a similar privileging of certain values might color his own key terms, such as obligations of citizenship, productive members of the social order, societal responsibilities, individual rights, and the like, he gives no indication. Hess seems to arrive at his position partly for affirmative reasons (e.g., an emphasis on academic learning) and partly because of a surprisingly bitter view of educators (some of whom he names, but most of whom he only characterizes). In his view, these educators * explicitly a particular world view and endorse a particular social ethos; * promote partisan attitudes toward American foreign policy, the propriety of affirmative action, or the morality of redistributive social policies; * teach students to accept teen pregnancy or homosexuality as normal and morally unobjectionable; * attempt to stamp out familial views and impress children with socially approved beliefs; and * treat public institutions as their personal playthings. To illustrate his more general points, Hess portrays the meaningful questions asked in the classrooms of the Coalition of Essential Schools as a herd of Trojan ponies surreptitiously unloading the teachers' agendas. It's not clear what meaningful questions might be in the classrooms he approves of, though readers might infer that they would be limited to the rational analysis of topics that arise from well-developed and authoritatively taught subject matter. …

The ethics of innovation

![][1] Last summer, researchers from the Veterans Affairs Medical Center (Houston, TX, USA) published the startling results of a placebo‐controlled study of arthroscopic surgery. At no point, they reported, did the patients in the surgery group report less pain or better functioning of the knee than the patients who received placebo surgery—just cutting the knee without further intervention—according to lead investigator J. Bruce Moseley (Moseley et al ., 2002). Scientists have long known about the placebo effects of medical treatments, so the outcome of the study is not necessarily a revelation. What is more surprising is that this type of arthroscopic surgery has never been tested before in a placebo‐controlled study to determine its merits, as is the case for many other forms of surgery and surgical techniques. It raises new and serious questions about the ethics and efficiency of surgical practice and other forms of medical intervention, which, unlike new drugs and medical devices, are not subject to rigorous clinical trials. “Historically, surgical research has not been held to the same scientific, regulatory and ethical standards as other medical research,” said Dorothy Vawter, a bioethicist at the University of Minnesota's Center for Bioethics (Minneapolis, MN, USA). There is a growing debate about whether more control is needed over new surgical innovations. At present, only ∼7% of surgical investigators use a randomized‐study design of any type, according to a report in The Lancet (1999). Another study found that, during the previous four decades, only 10–20% of surgical techniques have undergone any clinical trials (Salzman, 1985). “An increasing emphasis on technological innovation and the practice of describing ’new‘ surgeries to the newspapers before they are formally tested, makes the need for more thoughtful dialogue about what constitutes human research and how to best protect patients’ rights even more urgent,” commented ophthalmologist and … [1]: /embed/graphic-1.gif

The Chaco Mission Frontier: The Guaycurúan Experience

The Chaco Mission Frontier is a welcome addition to the growing corpus of anthropologically informed, documented histories of missions in the Americas. James Saeger’s expertise focuses on the interior lowlands of South America, in particular, the riverine and plains environment of the Chaco, lying in the modern nations of Paraguay, Argentina, and a small portion of southeastern Bolivia. The Guaycurúan ethnic bands who people Saeger’s story, unlike their better-known Guaraní cousins, were principally hunter-gatherers who managed and derived their subsistence from the semiarid environment of the Chaco. Throughout the detailed, descriptive chapters that focus both thematically and chronologically on economy, society, politics, and religion, Saeger reveals his thorough knowledge of the region, its geography, and its archives. This book is an attempt to evaluate the mission as an institution as much as it is an ethnohistory of the Guaycurúan peoples and cultures that provide the substance of Saeger’s study.The Chaco Mission Frontier presents two parallel, central arguments: first, it addresses the issue of change and continuity in the Guaycurúan’s colonial experience before and after entering mission reductions; secondly, it enters the debate on whether the missions were oppressive of the indigenous peoples who lived in them and destructive of their cultures, or vehicles for the survival of native communities and for new cultural formations. On the first point, Saeger argues cogently for continuity, stressing that the Guaycurúans who settled in Jesuit missions during the second quarter of the eighteenth century had already experienced gradual but irreversible changes in their material culture and environment, due mainly to the introduction of European livestock and to their own hunting for trade. Thus, mission communities provided a setting for Mocobis, Abipones, Mbayás, Tobas and other groups to sustain their already altered cultural practices. His examination of the economic life crafted by missionaries and Guaycurúans systematically considers different skills and types of labor performed by both men and women in terms of the points of continuity with pre-mission lifeways. Guaycurúan raiding and warfare never ceased and, together with native mobility, conditioned the mission experience.Saeger built the concluding chapter of the book around a thoughtful dialogue with David Sweet’s essay, “The Ibero-American Frontier Mission in Native American History” published in E. Langer and R. Jackson, eds., The New Latin American Mission History (1995). Sweet raised a forceful challenge to traditional epic treatments of missions as civilizing institutions, emphasizing more recent findings of demographic decline, “infantilization,” “deculturation,” and separation of indigenous peoples from their natural environment. Saeger argues cogently that conquest and missionization should not be conflated, and revisits Sweet’s revisionist salvo with a point-by-point comparison with his findings specifically on the Chaco missions of the Guaycurú, noting that a number of Sweet’s arguments are not factually or interpretively applicable to his case. This raises the question of Guaycurúan exceptionalism in reference, for example, to the relatively late periodization of these missions and the physical mobility of their neophytes. Saeger does not, however, engage the wider historiographical context established by the substantial literature published during the last two decades on missions throughout the Americas, nor does he draw comparisons with histories of colonial missions in other areas of the world on such issues as conversion and ethnic identity.Saeger frequently raises descriptive comparisons with, for example, Plains Indians of North America, in terms of trading and raiding patterns, or nineteeth-century governmental policies of assimilation or containment. These particular references, while informative, do not constitute a comparative matrix nor are they geographically or thematically consistent. Frontier, despite its prominent place in the book’s title, is not treated analytically in this study, in reference either to the intersecting boundaries of Spanish and Portuguese imperialism or to the transitional ecological and cultural zones of the Gran Chaco. Saeger’s findings will contribute, however, to future synthetic treatments of frontiers and borderlands in the Americas.

View from the top: Henry Mintzberg on strategy and management

Executive Overview This is the second contribution to our Crosstalk series, a collaboration between The Executive and European Management Journal created to encourage dialogue and exchange of ideas among leading management scholars in North America and Europe. Crosstalk spans the two journals, and the content of each journal complements, rather than duplicates, that of the other. In this Crosstalk, Henry Mintzberg from Canada and Constantinos Markides from England discuss their work in strategy and management, including their current thinking on major ideas that have shaped these fields and emerging concepts. An interview with Henry Mintzberg appears in The Executive, followed by a commentary from Dr. Markides and a reply by Dr. Mintzberg. The August 2000 issue of European Management Journal uses the same format and includes an interview with Dr. Markides, a commentary by Mintzberg, and Markides's reply. Abstracts of the interviews and biographical sketches are published in each journal. To gain a full perspective of the in-depth interviews, thoughtful dialogue, and lively exchange of ideas, readers are encouraged to read the Crosstalk in both journals. We plan to feature Crosstalk periodically, with the next one scheduled for February 2001. Henry Mintzberg, who has been a prolific and provocative authority on management and strategy for more than three decades, is the recipient of the Academy of Management's Distinguished Scholar award for 2000. He is seldom content to accept the doctrines of others without testing them in real-world settings, and he develops many of his theories from interviewing and observing managers and other leaders in action. Born in Canada, where he obtained degrees in mechanical engineering and general arts, he continued his studies in the U.S. at the Sloan School of Management at MIT, receiving master's and doctoral degrees in management. Currently the Cleghorn Professor of Management Studies at McGill University in Montreal, he is fluent in French, and is also professor of organization at INSEAD in France. In 1998, Dr. Mintzberg was named an Officer of the Order of Canada, the country's highest award for its citizens. He is also a fellow of the Royal Society of Canada, the Academy of Management, the International Academy of Management, and the World Academy of Productivity Sciences. He also holds honorary degrees from nine universities in Europe and Canada. Among his more than 130 publications are numerous boots, beginning with The Nature of Managerial Work, published in 1973, and most recently. Strategy Safari: A Guided Tour Through the Wilds of Strategic Management. He is currently wor&ing on Developing Managers, Not MBAs, a book that criticizes current approaches to the education of MBAs and proposes new ways of developing managers. The following interview focuses on Dr. Mintzberg's views of organizational purposes, managerial work, strategy, and rethinking management education.

Seeking Thoughtful Dialogue on Character Education: A Rejoinder to Singer

Seeking Thoughtful Dialogue on Character Education: A Rejoinder to Singer

What does it Take to Change Minds? Intellectual Development of Preservice Teachers

In this article, I describe a teacher education program in educational psychology at an Australian university and its success in promoting elementary and secondary preservice teachers' intellectual functioning in terms of developing their critical and reflective judgment; tolerance of doubt, ambiguity, and complexity; awareness of self-agency; and so forth. The findings are relevant to teacher educators generally because the intellectual functioning of preservice teachers is a determining factor in the quality of their learning and teaching in all areas. Programs resulting in gains in intellectual functioning are significant because traditional instruction rarely achieves such gains (Shearn & Davidson, 1989). In visiting perhaps 100 elementary classrooms over more than a decade in Australia, I have witnessed innumerable interactions between teachers and children in which the teacher appears not to have grasped the meaning or consequence of a child's intellectual offering. I speak not of the inevitable moments when distraction or preoccupation interferes with a teacher's ability to listen and respond adequately to a child, nor of situations when the child's meaning is unclear, but of interactions in which a child's expression of thinking is clear, unambiguous, and significant, yet falls into the void, uncomprehended, unacknowledged, and unused. That particular opportunity to engage the child in further learning is lost. In the short term, the child may not appreciate his or her own achievement; in the longer term, the child may question whether the effort required to engage intellectually with a teacher is worthwhile. I do not believe that these teachers deliberately neglect children's interests. We do not educate our teachers to engage with children intellectually. Like Splitter and Sharp (1995, p. 65), I distinguish between schooling and education. Unlike education, schooling is not renowned for its attention to inculcating reflective and critical thinking and judgment in its learners. Most teachers, I hazard, are more schooled than educated. Consequently, most are not practiced at joining in thoughtful dialogue about substantive issues. Sadly, many appear disinclined toward it. Schooling has left its mark. Intellectual development is a journey requiring effort; it is not an inherent gift one does or does not possess. One chooses whether or not to embark on the journey and applies one's intelligence, among many other personal qualities, to the journeying. Teachers must embark on that journey with reclaimed intrepidity and gusto if they are to meet their learners in genuine intellectual endeavour. If we want teachers to be educators, then we must educate them. We must provide them with opportunities, support, and challenge to become reflective, critical, and creative thinkers, to grow intellectually, to engage in a process of constant transformation. I use the term intellectual development to mean that process of adult post-formal-operational development theorists including Perry (1981); Belenky, Clinchy, Goldberger, and Tarule (1986); and King and Kitchener (1994) describe. The above developmental models describe adult intellectual development as a process of growth from a state of relative psychological rigidity toward increasing flexibility. Perry (1988) describes adult intellectual development as a visible, even explicit broadening of the mind (p. 150). It is a reorganization of intellectual structures stimulated by cognitive disequilibrium resulting in increasing awareness, comprehension, and ability to deal with the complexities, uncertainties, and ambiguities of one's intellectual and social life (Hofer & Pintrich, 1997). Models of intellectual development describe how the capacity for reflective judgment develops. Although there is a substantial body of work concerning the nature of reflective teaching (e.g., Schon, 1991), there are relatively few attempts to explore and monitor intervention programs designed to enhance reflective judgment in preservice teachers. …

Why Medievalists should talk to Theologians

Philosophers regularly debate with their predecessors, historians of philosophy are often astonished at the results, yet the two seldom exchange notes. The Bounds of Sense, published in 1966 by Peter Strawson, is one of the best books by one of the finest Oxford philosophers of our day: an interpretation of Kant’s Critique of Pure Reason, the author allows in the second sentence of the preface that, ‘as any Kantian scholar who may read it will quickly detect, it is by no means a work of historical-philosophical scholarship’. In the other philosophical tradition, Martin Heidegger brought out a study of Kant in 1929 which immediately sold out: in his preface to the second edition (1950), he allowed that the ‘violence’ of his interpretation, deplored by Kantian scholars, could indeed be substantiated from the text, but fended off the criticism by claiming that ‘historical-philosophical research is always justified when it makes this objection against attempts that want to bring about a thoughtful conversation between thinkers’. He goes on: ‘In contrast to the methods of historical philology, which has its own task, a thoughtful dialogue stands under different laws’. In short, students of the history of philosophy have a job to do; but they have no part in the conversation in which philosophical thought takes place. Heidegger, and even Strawson, clearly regard the work of historians of philosophy as less than vital for the advance of philosophy.University students of philosophy, in whichever tradition, learn within their first few weeks to rehearse the objections to Cartesianism; it is not an objection that, historically, Descartes may never have been a Cartesian.

Designing solutions for securing patient privacy--meeting the demands of health care in the 21st century.

To define the issues surrounding patient privacy, examine the political context in which debate is taking place, and present a novel technology model for addressing privacy, confidentiality, and security in 21st century health care. The discussion of privacy addresses one of the basic issues in health care today--the tension between the needs of the individual patient for privacy and confidentiality and the needs of society to effectively manage health care practices and control health care costs. Patient concerns for privacy, confidentiality, and security are legitimate, and can usually be reduced to issues that potentially affect an individual's employment, ability to get and maintain health coverage, and have control over his or her records and care. These concerns, combined with several precipitating events, are forcing the issue of privacy into the political arena, where new health policy decisions will be made. The debate must be framed within a principle-centered approach that focuses on boundaries, security, consumer control, accountability, and public responsibility. A global, distributed electronic health record management model that provides location-independent, secured, authenticated access to relevant patient care records by qualified health care professionals on a need-to-know basis provides solutions. Information asset considerations should be designed to equitably represent the ownership needs of corporate entities, society, and the individual. A secure electronic health record structure that systematically ensures a high level of accountability combined with thoughtful dialogue among key stakeholders in the public policy development process can offer the privacy outcomes we seek.

Allegory Deveiled: A New Theory for Construing Allegory's Two BodiesAllegory and Violence. Gordon Teskey

Previous articleNext article No AccessReview ArticleAllegory Deveiled: A New Theory for Construing Allegory's Two Bodies Allegory and Violence. Gordon Teskey James NohrnbergJames Nohrnberg Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Modern Philology Volume 96, Number 2Nov., 1998 Article DOIhttps://doi.org/10.1086/492740 Views: 5Total views on this site Citations: 1Citations are reported from Crossref Copyright 1998 The University of ChicagoPDF download Crossref reports the following articles citing this article:Sune Borkfelt Anthropomorphism and the Abattoir, (May 2022): 71–110.https://doi.org/10.1007/978-3-030-98915-6_3

Advanced practice in nursing: conceptual issues.

The issue of defining advanced practice nursing roles is increasingly a subject of national discussion and debate. Central to this discussion has been the issue of merging nurse practitioner (NP) and clinical nurse specialist (CNS) roles and the tendency for the term "nurse practitioner" to replace that of "clinical nurse specialist" in denotation of these roles. The authors note the lack of any attempt to use a broader conceptual approach in these discussions. In this article, the development of each role is reviewed, and the strengths and weaknesses of each role in current practice and education are evaluated. The authors conclude that inadequate justification exists for continuing both roles, but that the answer is not in simply replacing the CNS with the NP. Ongoing careful and thoughtful dialogue should be used to guide the merging of these two roles.