Empathy is sometimes –for unfathomable reasons– a surprisingly evasive emotion. It is indeed a problem open to discussion. It can be particularly problematic since, for one thing, it is in appearance the emotion responsible for stitching together a shared experience with our common fellow. It is the emotion essential to bridging the gap between subjects – to making a community. Some answers in this volume have their place of reference in the welcoming chambers of Mansfield College, at the University of Oxford (UK). The Empathy Project held its third Global Meeting within the premises of ye olde constituent college at Mansfield Road from Thursday 14th to Saturday 16th of July 2016. This volume looks for the common ground between both the results of the conducted research and our experiences: Digital Media ideas on the subject worked just fine elbow to elbow with those proposed by fields like Nursing or Health and Social Care; and Psychiatry, Psychology and Philosophy got along quite well with the lines of inquiry of Education, Literature and Dramatic Performance. Contributors are Victoria Aizkalna, Rosa Elena Belvedresi, Giovanna Costantini, Ricardo Gutiérrez Aguilar, Irina Ionita, Nina Lex, Gerardo López Sastre, Barış Mete, Paulus Pimomo, Johannes Rohbeck, Judy Rollins, Josefa Ros Velasco and Christopher J. Staley.

The History and Bioethics of Medical Education: "You’ve Got to Be Carefully Taught" continues the Routledge Advances in the History of Bioethics series by exploring approaches to the teaching of bioethics from disparate disciplines, geographies, and contexts. Van Rensselaer Potter coined the phrase "Global Bioethics" to define human relationships with their contexts. This and subsequent volumes return to Potter’s founding vision from historical perspectives and asks, how did we get here from then? The patient-practitioner relationship has come to the fore in bioethics; this volume asks: is there an ideal bioethical curriculum? Are the students being carefully taught and, in turn, are they carefully learning? This volume will appeal to those working in both clinical medicine and the medical humanities, as vibrant connections are drawn between various ways of knowing.

Literature and Character Education in Universities presents the potential of literary and philosophical texts for character education in modern universities. The book engages with theoretical and practical aspects of character development in higher education, combining conceptual discussion of the role of literature in character education with applied case studies from university classrooms. Character education within the academic context of the university presents unique challenges and opportunities. Literature and Character Education in Universities presents perspectives from academics in Europe, the USA and Asia, offering unique insights into the ways that engaged reading and discussion of core texts can promote the development of intellectual and moral virtues. Chapters draw on a wide range of texts from Confucius’ Analects to J. D. Salinger’s The Catcher in the Rye, focusing on themes such as truthfulness, self-knowledge, prudence, tolerance, friendship, and humility. Literature and Character Education in Universities will be of real use to researchers, academics and postgraduates in the fields of higher education, philosophy, and literature. It should be essential reading for university educators interested in character development and advocates of literary education in modern universities.

Academic conferences: Management, Economics, Business and Marketing (IAC-MEBM) Engineering, Robotics, IT and Nanotechnology (IAC-ERITN) Global Education, Teaching and Learning (IAC-GETL)

This open access book is a result of an extensive, ambitious and wide-ranging pan-European project focusing on the development of children and young people’s cultural literacy and what it means to be European in the 21st century prioritising intercultural dialogue and mutual understanding. The Horizon 2020 funded, 3-year DIalogue and Argumentation for cultural Literacy Learning (DIALLS) project included ten partners from countries in and around Europe with the aim to centralise co-constructive dialogue as a main cultural literacy value and to promote tolerance, empathy and inclusion. This is achieved through teaching children in schools from a young age to engage together in discussions where they may have differing viewpoints or perspectives, to enable a growing awareness of their own cultural identities, and those of others. Central to the project is children’s engagement with wordless picture books and films, which are used as stimuli for discussions around core cultural themes such as social responsibility, living together and sustainable development. In order to enable intercultural dialogue in action, the project developed an online platform as a tool for engagement across classes, and which this book elaborates on. The book explores themes underpinning this unique interdisciplinary project, drawing together scholars from cultural studies, civics education and linguistics, psychologists, socio-cultural literacy researchers, teacher educators and digital learning experts. Each chapter of the book explores a theme that is common to the project, and celebrates its interdisciplinarity by exploring these themes through different lenses.

This text explores the use of commissioned artwork in hospitals through the dual lens of an artist and healthcare professional, identifying 15 distinct 'purposes' of art in hospitals and arguing for the need for greater variety in art offerings that serve the diverse needs of patients, families, visitors and hospital staff.

ONE OF THE GUARDIAN'S BOOKS TO WATCH IN 2024 Twelve amazing species of trees that can teach us about our past, present and future. In Twelve Trees, professor Daniel Lewis takes us around the world – from Australia to the United States, from Easter Island and Mexico to Cameroon – and introduces us to twelve tree species that epitomise the many threats faced by our planet, from climate change, poachers and parasites, to fungi and even elephants. He celebrates their many strengths in the face of adversity, and their enduring abilities to survive – and even thrive – in an increasingly dangerous planet. Trees are essential to all of our lives – and they need our help. In this incredible tribute to the noble tree, Lewis dives deep into the cutting-edge science and inspiring community efforts helping to keep them alive. Saving the tree, as he argues, means the saving of humanity. Beautifully written and informative, Twelve Trees is a heartwarming and enlightening guide to some of our most fascinating trees – and why we should be working harder to protect them.

Does empathy help us to be moral? The author argues that empathy is often instrumental to meeting the demands of morality as defined by various ethical theories. This multi-faceted work links psychological research on empathy with ethical theory and contemporary trends in moral education.

The Routledge Companion to Philosophy of Literature is an in-depth examination of literature through a philosophical lens, written by distinguished figures across the major divisions of philosophy. Its 40 newly-commissioned essays are divided into six sections: historical foundations what is literature? aesthetics & appreciation meaning & interpretation metaphysics & epistemology ethics & political theory The Companion opens with a comprehensive historical overview of the philosophy of literature, including chapters on the study’s ancient origins up to the 18th-20th centuries. The second part defines literature and its different categories. The third part covers the aesthetics of literature. The fourth and fifth sections discuss the meaning and consequences of philosophical interpretation of literature, as well as epistemological and metaphysical issues such as literary cognitivism and imaginative resistance. The sixth section contextualizes the place of philosophy of literature in the "real world" with essays on topics such as morality, politics, race and gender. Fully indexed, with helpful further reading sections at the end of each chapter, this Companion is an ideal starting point for those coming to philosophy of literature for the first time as well as a valuable reference for readers more familiar with the subject.

This volume explores the connections between emotions and care-understood here as a practice, an ethical ideal and a moral disposition. Ever since its origins in the early 1980s, the ethics of care has been built on the presupposition that there are intimate links between our emotional lives and care. Nonetheless, relatively little scholarship has been devoted to the close study of these connections or to an exploration of the 'darker' emotions that can often accompany care. This edited volume hopes to address this relative neglect in the literature by offering interdisciplinary perspectives on the matter. Penned by scholars from different parts of the world, the essays in this volume seek to bring greater conceptual articulacy into our discussions of the ways emotions can motivate or thwart care. Some contributors also offer critical assessments of care ethics scholarship-discussing, for instance, the feminist stakes in the debate over the significance of emotions for care. Other contributions propose novel ways of exploring the ties between emotions and care by bringing new voices and authors into the debate-mostly from phenomenological, literary and anthropological circles. This collection includes contributions from: Monika Betzler, Caterina Botti, Sophie Bourgault, Fabienne Brugere, Guido Cusinato, Luigina Mortari, Inge van Nistelrooij, Patricia Paperman, Elena Pulcini, Vincenzo Sorrentino, and Rossana Trifiletti.