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At least 19 recordsLinked to original sources

PubMed2005

Philosophy, self-knowledge, and personality in Iranian teachers and students of philosophy.

Like psychology, philosophy apparently operates from a commitment to the belief that self-knowledge should be a goal of disciplinary and personal development. Iranian teachers and students of philosophy responded to a Philosophical Orientations Scale created for this study that assessed the possible content of a high school philosophy course, along with instruments measuring self-knowledge, need for cognition, the five-factor model, anxiety, depression, and perceived stress. As the authors hypothesized, self-knowledge predicted higher levels of a philosophical orientation, even after controlling for the variance explained by need for cognition and openness to experience. Philosophical orientations and self-knowledge were also correlated with psychological adjustment, and teachers scored higher than students on these two sets of constructs. These data supported the hypothesis that personal and disciplinary interests in an adaptive self-knowledge converge in philosophy.

Adolescent↗

PubMed1999

Role of history and philosophy of medicine in the professional formation of a physician: writings of Polish school of philosophy of medicine.

Polish physicians-philosophers tried to find a compromise between medicine as a science and medicine as a healing art. They stated that clinical practice should be transformed into science, bearing in mind that there would be no medicine without the existence of the sick. A perfect physician is a good and wise person and not exclusively a proficient expert. Polish physicians exercised a science that they called philosophy of medicine. It included logic, psychology, and medical ethics. The Polish school claimed that the history of medicine and philosophy of medicine are necessary for future doctors. The historical and philosophical approach makes it possible to recognize the subject of medicine (health, disease, and the sick) and its aim (treatment, restoration of health or just alleviation of suffering). The ethics teaches what values are pursued by medicine, what moral duties a doctor has, and what role model to follow to become a good physician. Placing the sick in the focus of medical interest, the Polish school taught future physicians to see in them suffering fellow men who should be embraced with care, compassion, and Christian charity. Such an approach to the ethical aspect of medical philosophy became incorporated into an education towards humane values, responsibility for ones' life and health in the spirit of the ethics of care.

Education, Medical↗

PubMed2002

Moral education for the elite of democracy: the classe de philosophie between sociology and philosophy.

In this article, I address the issues at stake in the relationship between sociology and philosophy in the second half of the nineteenth century by focusing on a debate between two parties: Emile Durkheim, who was attempting to found an independent scientific sociology, and the editors and collaborators of the Revue de métaphysique et de morale (RMM), one of the central philosophical journals of the period. This debate focused on the role of philosophy in secondary school education, but at its heart, this was a struggle between two disciplines over which ought to direct the formation of good citizens for Third Republic France.

Democracy↗

PubMed1986

Exemplar reasoning about biological models and diseases: a relation between the philosophy of medicine and philosophy of science.

This paper discusses the structure of medical science with a special focus on the role of generalizations and universals in medicine, and philosophy of medicine's relation with the philosophy of science. I argue that a usually overlooked aspect of Kuhnian paradigms, namely, their characteristic of being "exemplars", is of considerable significance in the biomedical sciences. This significance rests on certain important differences from the physical sciences in the nature of theories in the basic and the clinical medical sciences. I describe those differences and maintain that they are these differentiating features that require the use of more comparative and analogical reasoning in medicine. I suggest that Kitcher's recent introduction of the notion of a 'practice' may have similar implications if it is construed to contain more analogical elements than he appears to recognize in his initial formulation. Finally I argue that though Gorovitz and MacIntyre's characterization of medicine as a "science of particulars" bears some similarities with my thesis, I maintain that such a position without careful qualification can lead to ignoring both the nature of generalizations in these sciences and their role as positive analogies tying together a family of overlapping models.

Humans↗

PubMed1959