Being a burden to others and wishes to die: The importance of the sociopolitical context

All articles in May 2019’s special issue of Bioethics offer profound insights into the issue of “being a burden to others” in relation to wishes to die, which are highly relevant for ethical debates about end-of-life care and physician-assisted dying. In this reply, we wish to stress the importance of acknowledging and analyzing the sociopolitical context of the phenomenon “being a burden” in relation to wishes to die and we will show how this analysis could benefit from a care ethical approach. As discussions in care ethics have made clear, caring practices are both social and political practices. An empirical and ethical analysis of “being a burden” therefore needs to take institutional and societal norms and structures into account, in addition to first-person experiences and concepts such as caring needs, relational autonomy, and interdependency. Besides the relevance of the sociopolitical context for the phenomenon “being a burden” as such, the sociopolitical context also seems relevant for the investigation of the phenomenon, which we will illustrate by reflecting on “being a burden” in relation to the practice of physician-assisted dying in the Netherlands.     

Attitudes toward Animals of Students at Three European Veterinary Medicine Schools in Italy and Spain

The European Veterinary Code of Conduct recognizes the crucial role of veterinarians in improving animal welfare and maintaining its standards. However, several studies have claimed that veterinary students’ attitudes toward animals may worsen as they progress through their academic training. This study aimed to investigate students’ attitudes toward nonhuman animal use in three European veterinary medicine schools (Italy and Spain). For this purpose, 565 veterinary students completed a questionnaire consisting of a range of items grouped into four animal-use categories: “Research,” “Entertainment,” “Utilitarianism,” and “Veterinary Issues.” Items were scored on a 5-point Likert-type scale, with higher scores indicative of higher concern regarding animal welfare. Results showed that the use of animals for “Entertainment” and questions related to “Veterinary Issues” raised the most concern among the veterinary students, while the use of animals for “Research” was of least concern. Moreover, we also examined some potentially confounding factors: age, academic year (first to fifth), gender, previous experience with pets, and university. Female students had a higher concern for animal welfare compared with their male counterparts. Students in their earlier stages of training as veterinarians also exhibited a greater concern for animal welfare compared with those of later academic years. Other factors affecting students’ attitudes toward animal use were the age of the students and the university they were enrolled at. The findings of this study confirm that attitudes toward animal use are not homogeneous and are associated with students’ demographic, educational, and personal characteristics.     

New racisms,new racial subjects? The neo-liberal moment and the racial landscape of contemporary Britain

Abstract

The articles in this volume reflect upon a very specific moment in the social architecture of British society: a moment that brings financial meltdown together with some sizeable shifts in the racial and ethnic landscape of the UK. As a ‘neo-liberal revolution’ heralds the end of public services and the end of the welfare state, it proclaims ‘the end of race’ as well. But cultural retrenchment and coded xenophobia have also been sweeping the political terrain, accompanied by ‘new racisms’ and ‘new racial subjects’ that only close contextual analysis can unpick. Against those who suggest that we live in a post-racial time, the research presented offers friction. By focusing on particular locations in Britain at a particular moment, the articles explore local stories of ‘race’ and racism across changing sociopolitical ground.     

Welfare micropublics and inequality: urban super-diversity in a time of austerity

This article argues for the importance of the role of the national and local state, and of increasing socio-economic inequality for understanding urban super-diversity in a time of austerity. Using a methodology and conceptualization that avoids the methodological ethnicism and “methodological neighbourhoodism” inherent in some diversity research, we draw on quantitative analysis and ethnographically produced material from south London to ask what differences make a difference. Examining interactions in “welfare micropublics”, including maternity services, schools, and elderly social care, we show that residents and service providers, often following an “ethos of inclusion”, routinely engage with difference in encounters, allowing the potential for conviviality to emerge. We argue that only by considering diversity together with inequality, can we develop more textured and nuanced accounts of super-diverse urban areas, including a fuller understanding of the social production of difference and indifference.     

Women’s empowerment and rural revolution: rethinking “failed development”

One of the most frequently advanced explanations of the Maoists’ popularity in rural Nepal links dissatisfaction with the State to forms of consciousness and changes in expectations that are products and processes of development. Such theories often attribute popular support for the insurrection to frustrated desires stemming from “failed” or “incomplete” development. Against this, others suggest that it was the very “success” of empowerment programs which aimed to raise participants’ consciousness of oppression and its roots that inspired villagers to embrace revolutionary action. This paper argues that, despite their differences, both hypotheses reflect assumptions about gendered selfhood and political action that limit their recognition of what motivates Maoist sympathies. Extended research with women in Gorkha—a district where female support for the rebels is said to be especially strong—reveals that Gorkhali women’s support for the rebels is not inspired primarily by the desire for greater autonomy, choice or absolute liberation from social constraints, all of which ideals valorize a culturally specific vision of individual agency. Rather, women there report a sense of self that defines itself through social relations and commitments and which values the common good over individual self-interest, which they associate with an unjust state. The disjuncture between Gorkhali women’s own understandings of self and society and prevailing theories of what motivates people to rebel highlights the modernist assumptions that underlie—and potentially distort—otherwise diverse scholarly perspectives. Likewise, it implies that rebellions may be less about consciousness and more about morality than either “failed” or “successful” theories presume.     

‘I don't want to see it’: decoupling ethnicity and class from social structure in Jewish Israeli high schools

Social inequality in Israel's education system has often been analysed with top-down structural models. This study inquires, instead, how students understand their position in the stratified structure of opportunities at school. Our quantitative and qualitative data, gathered in Jewish high schools in Israel, indicate that, despite clear ethno-class distribution in academic tracking, students reject the logic of identity politics and consider ‘free will’ to be the main factor determining tracking. In light of the Jewish-Israeli national identity, which rejects class and ethnic divides, the reference point for the system of classification at school shifts to the autonomous individual. Our findings show that students use consumerist and psychological discourses to dismantle ethno-class identities and depoliticize the classification system at school.     

Teachers’ civic socialization practices and children’s civic engagement

We examined the degree to which civic learning activities and civic discussion in the classroom were associated with children’s civic engagement in the upper elementary grades. We also explored the types of civic activities used by teachers during middle childhood. Survey data were collected from 359 ethnically and economically diverse 4th–6th grade students (M age?=?10.56, 56% female), their parents, and teachers (n?=?20) from six public schools in Southern California. The results of path analyses showed that teachers’ greater use of civic learning activities was associated with higher levels of social responsibility to people and civic values in students. However, general civic discussion was not associated with any indicators of children’s civic engagement. Additionally, teachers reported using numerous types of civic activities, thus showing the diversity in “civic learning” across classrooms. Practical implications for elementary civic education are discussed.     

Sociopolitical Effects of Bow and Arrow Technology in Prehistoric Coastal California

Bow and arrow technology spread across California between ～AD 250 and 1200, first appearing in the intermountain deserts of the Great Basin and later spreading to the coast. We critically evaluate the available data for the initial spread in bow and arrow technology and examine its societal effects on the well‐studied Northern Channel Islands off the coast of Southern California. The introduction of this technology to these islands between AD 650 and 900 appears to predate the appearance of hereditary inequality between AD 900 and 1300. We conclude, based on the available data, that this technology did not immediately trigger intergroup warfare. We argue that the introduction of the bow and arrow contributed to sociopolitical instabilities that were on the rise within the context of increasing population levels and unstable climatic conditions, which stimulated intergroup conflict and favored the development of hereditary inequality. Population aggregation and economic intensification did occur with the introduction of the bow and arrow. This observation is consistent with the hypothesis that social coercion via intra‐group “law enforcement” contributed to changes in societal scale that ultimately resulted in larger groups that were favored in inter‐group conflict. We argue that the interplay between intra‐group “law enforcement” and inter‐group warfare were both essential for the ultimate emergence of social inequality between AD 900 and 1300.     

Disability and <Emphasis Type="Italic">Depression</Emphasis>

Here, Ann Cvetkovich, interviewed by Abby Wilkerson, brings Cvetkovich’s influential cultural studies analysis of depression explicitly into conversation with disability studies. Cvetkovich understands “feeling bad” (a term she prefers to “depression”) as a defining affective state under neoliberalism. Drawing on a distinctive historical/cultural archive, she challenges the atomism of the neoliberal medical model that frames depression and affective distress more generally as the result of faulty brain chemistry—individual organisms gone awry. Instead, she traces these common experiences to sociopolitical phenomena ranging from current neoliberal demands for productivity as exemplified in university life, to histories of colonization, slavery, and displacement. The conversation considers the value of disability frameworks for understanding mental health diagnoses and the intersections of social institutions, bodily practices, and everyday affective life.     

Doctors on Status and Respect: A Qualitative Study

While doctors generally enjoy considerable status, some believe that this is increasingly threatened by consumerism, managerialism, and competition from other health professions. Research into doctors’ perceptions of the changes occurring in medicine has provided some insights into how they perceive and respond to these changes but has generally failed to distinguish clearly between concerns about “status,” related to the entitlements associated with one’s position in a social hierarchy, and concerns about “respect,” related to being held in high regard for one’s moral qualities. In this article we explore doctors’ perceptions of the degree to which they are respected and their explanations for, and responses to, instances of perceived lack of respect. We conclude that doctors’ concerns about loss of respect need to be clearly distinguished from concerns about loss of status and that medical students need to be prepared for a changing social field in which others’ respect cannot be taken for granted.     

School start times matter,eveningness does not

ABSTRACT

Morningness–Eveningness (M–E) has been associated with school performance when school activities are arranged early in the morning. This study aims to evaluate this association in 224 adolescents of a secondary school in Montevideo, Uruguay, attending either morning or afternoon shifts. Students’ socio-demographic characteristics and performance indicators were similar across shifts, while afternoon-shift students exhibited later circadian preferences. After controlling for socio-demographic and other educational variables, eveningness was associated with lower grades only in morning-shift students. Our study suggests that eveningness influence on school performance is contingent on the temporal arrangement of scholar activities.     

Income inequality and depression: a systematic review and meta‐analysis of the association and a scoping review of mechanisms

Most countries have witnessed a dramatic increase of income inequality in the past three decades. This paper addresses the question of whether income inequality is associated with the population prevalence of depression and, if so, the potential mechanisms and pathways which may explain this association. Our systematic review included 26 studies, mostly from high‐income countries. Nearly two‐thirds of all studies and five out of six longitudinal studies reported a statistically significant positive relationship between income inequality and risk of depression; only one study reported a statistically significant negative relationship. Twelve studies were included in a meta‐analysis with dichotomized inequality groupings. The pooled risk ratio was 1.19 (95% CI: 1.07‐1.31), demonstrating greater risk of depression in populations with higher income inequality relative to populations with lower inequality. Multiple studies reported subgroup effects, including greater impacts of income inequality among women and low‐income populations. We propose an ecological framework, with mechanisms operating at the national level (the neo‐material hypothesis), neighbourhood level (the social capital and the social comparison hypotheses) and individual level (psychological stress and social defeat hypotheses) to explain this association. We conclude that policy makers should actively promote actions to reduce income inequality, such as progressive taxation policies and a basic universal income. Mental health professionals should champion such policies, as well as promote the delivery of interventions which target the pathways and proximal determinants, such as building life skills in adolescents and provision of psychological therapies and packages of care with demonstrated effectiveness for settings of poverty and high income inequality.     

Where Empathy in Psychotherapy Originated: C. Rogers,His Psychoanalytic Predecessors and Followers

This article presents a historical-psychological analysis of how the concept of empathy appeared and became established in psychotherapy. It examines in detail the early psychoanalytic approaches of S. Ferenczi and O. Rank and their possible influence on C. Rogers’s laying the groundwork for the role of empathy. For the first time in Russian psychology, the article illuminates certain aspects of the biographies of Rogers and H. Kohut as the founders of new schools in psychotherapy, of which empathy is the paramount feature. Kohut’s self-psychology is analyzed from the standpoint of his postulation of the “threefold” status of empathy as a method of psychology, a tool of the analyst, and the subject of a universal requirement of development. It briefly considers the development of the views of Rogers and Kohut in the latest “experiential” schools in the person-centered approach and intersubjective psychoanalysis.     

Nikolai N. Konstantinov’s Authorial Math Pedagogy for People with Wings

This special issue is dedicated to an innovative pedagogy by Soviet-Russian math educator Nikalai Nikolaevich Konstantinov. Diverse and at times contradictory interviews with Konstantinov, math teachers involved in his pedagogy, and former students, available sources in Russian and English, and my own memoirs as a former student of Konstantinov, I tried to reconstruct, define, analyze, evaluate, and problematize his innovative pedagogy. Konstantinov himself defined his innovative pedagogy as promoting “people with wings” – promoting initiative, creativity, ownership, critical thinking, and self-realization among students in math and other areas. In math instruction, Konstantinov focuses on providing students with choices of math problems, interrogating students’ math solutions, and offering guidance in a direct response to the questions and difficulties that the students experience in their particular math problems. I demonstrate his pedagogical approach is integrative aiming not only at math. Emerging tensions between students’ curricular choice and teacher’s imposition, educational elitism and social equality, and teacher’s authorial freedom and Konstantinov’s support are discussed.     

Friends matter: Ethnic-racial identity and school adjustment among African American and Latino early adolescents

Abstract

The current study investigated the role of ethnic-racial identity (ERI) on early adolescents’ school adjustment, as moderated by their school friends’ aggregate ERI. The study drew data from a longitudinal socioemotional project in a Midwestern U.S. middle school. Surveys were administered twice over a 6-month interval with a sample of 161 African American and Latino sixth through eighth grade students. Results suggested a promotive role of ERI, as three dimensions (public regard, private regard, and resolution) were positively related to students’ school adjustment. Additional results demonstrated the importance of friend group aggregate ERI; participants with high resolution or private regard, or a friend group with high aggregate resolution or private regard, reported higher levels of school adjustment than those with low individual and friend group-levels of these ERI dimensions. The findings provide insights into the role of social contexts and friend group beliefs on adolescents’ ERI development and school experiences.     

Consuming “the unfortunate”: the violence of philanthropy in a contemporary Chinese state-run orphanage

Following the Tocquevillian tradition and driven by a neoliberal concern, many China scholars interpret the rise of philanthropy in contemporary China as a sign of the growing “civil society” that will help to democratize the country and improve its citizens’ social well-being. However, this paper shows that philanthropy in the Chinese context works to reproduce social inequalities between philanthropists and the subjects they claim to help. My ethnography focuses on philanthropic activities in a state-run orphanage in southeastern China. In these activities, characterized primarily by donations and volunteer work, middle- and upper-class philanthropists label orphans as “the unfortunate” or even “the abnormal unfortunate” to create a clear-cut “they/unfortunate–we/fortunate” dichotomy that stigmatizes these children. Furthermore, they utilize this dichotomy as a tool to transmit class consciousness to their own children, “touristify” the orphanage, and even exploit the orphans for marketing or commercial purposes. The pragmatic rationale reflected in these representations and practices also provides an alternative to the current anthropological studies on humanitarianism, which have mostly focused on religious, ethical and moral motivations among philanthropic agencies.     

Unsettling intersectional identities: historicizing embodied boundaries and border crossings

At a time when the pace of global change has led to unprecedented shifts in, and unsettling of, identities, Brubaker brings “trans/gender” and “trans/racial” creatively into conversation to theorize the historical location of identity claims and to examine the question of whether identities are optional, self-consciously chosen and subject to political claims rather than biologically pre-given. His main argument is that the distinction between sex and gender allows us to construct gender identity as personal, individual and separate from the (biologically) sexed body. In contrast, other people always have a stake in allowing or challenging identity claims to racial identity. Brubaker’s argument is persuasive. However, he treats both race and sex/gender as solipsistic and neglects the wider social context that has produced the conditions of possibility for the entrenched differences he records. An intersectional approach would have deepened his discussion of the place of categories in “trans” arguments.     

Chailakhyan’s views of the origin of consciousness and mentality

L.M. Chailakhyan’s views of sources of the origin of consciousness and mentality have been analyzed. It is supposed that the information interaction alone is not sufficient for the occurrence of consciousness. Something else is necessary that distinguishes a live system from lifeless and can be transmitted to the progeny and evolve. It is assumed that this something is an “information-physical interaction,” namely, an energy profile of conformational reorganizations of proteins during their interaction. Chailakhyan proves the point of view that this profile during the interaction of proteins cannot be calculated and therefore cannot be cognized. This conclusion is supported by Gödel’s incompleteness theorem.

     

Defining “American” in the context of immigration: a case study of Helping Hands Elementary

Immigration has dramatically changed the face of the nation in the last thirty years, yet it is unclear how children currently define “Americanness” in light of these demographic and cultural shifts. This research explores how elementary students define what it means to be American in the context of immigration-driven diversity. Based on a survey of fourth and fifth graders in an elementary school located in a high-immigrant community, the author shows that despite the diversity of the school and local surroundings, and the multicultural ideology espoused by school staff, students predominately defined “American” in ethnocultural terms – specifically, as white, US-born, and English-speaking. At the same time, a small group of students challenged this narrative and defined Americans in pluralist terms. This study suggests that schools aiming to create inclusive learning communities in an increasingly diverse nation may need more direct approaches to teaching a culturally pluralist model of America.     

Preserving racial hierarchy amidst changing racial demographics: how neighbourhood racial preferences are changing while maintaining segregation

Despite long-term, documented declines in racialized attitudes, racial inequality persists. Scholars have theorized why this dissonance exists but few have empirically demonstrated how views can become more progressive while simultaneously maintaining inequality. The present study uses neighbourhood racial preferences and their influence on racial residential segregation to demonstrate how in a diversifying context residents can become more “accepting” while simultaneously maintaining the racial hierarchy, the opposite of what most of the literature currently assumes. Using data from three distinct sources in the United States, this research finds that U.S. residents are increasingly willing to live amidst diversity yet whites still concentrate in white neighbourhoods. In short, white Americans are more willing to live in diverse neighbourhoods than in the past, but they are not willing to desegregate. We argue this preserves racial inequality. We conclude with a discussion of our findings and their implications for future research and practice.