Personal Value, Biographical Identity, and Retrospective Attitudes

We all could have had better lives, yet often do not wish that our lives had gone differently, especially when we contemplate alternatives that vastly diverge from our actual life course. What, if anything, accounts for such conservative retrospective attitudes? I argue that the right answer involves the significance of our personal attachments and our biographical identity. I also examine other options, such as the absence of self-to-self connections across possible worlds and a general conservatism about value

Economics, Agency, and Causal Explanation

The paper considers three questions. First, what is the connection between economics and agency? It is argued that causation and explanation in economics fundamentally depend on agency. So a philosophical understanding of economic explanation must be sensitive to an understanding of agency. Second, what is the connection between agency and causation? A causal view of agency-involving explanation is defended against a number of arguments from the resurgent noncausalist tradition in the literature on agency and action-explanation. If agency is fundamental to economic explanation, it is argued, then so is causation. Third, what is the connection between causal explanation and the natural sciences? It is argued that, though the explanations given in economics and other social sciences are causal explanations, they are different in kind from the causal explanations of the natural sciences. On the one hand, then, the causal explanations of the social sciences are irreducible to those found in the natural sciences. On the other hand, the causal relations described by the social sciences are not completely autonomous; they do not float free of, or operate independently from, the causal relations charted by the natural sciences

Promotionalism, motivationalism and reasons to perform physically impossible actions

In this paper I grant the Humean premise that some reasons for action are grounded in the desires of the agents whose reasons they are. I then consider the question of the relation between the reasons and the desires that ground them. According to promotionalism, a desire that p grounds a reason to φ insofar as A’s φing helps promote p. According to motivationalism a desire that p grounds a reason to φ insofar as it explains why, in certain circumstances, A would be motivated to φ. I then give an argument favouring motivationalism, namely that promotionalism entails that agents have reasons to perform physically impossible actions, whereas motivationalism entails that there are no such reasons. Although this is a version of the ‘Too Many Reasons’ objection to promotionalism, I show that existing responses to that problem do not transfer to the case of reasons to perform physically impossible actions. In the penultimate section I consider and reject some objections to motivationalism made by promotionalists. The conclusion is that Humeans about reasons for action should prefer motivationalism

FAKTOR-FAKTOR YANG MEMPENGARUHI TERCAPAINYA LEARNING OBJECTIVE PADA DISKUSI TUTORIAL DI FAKULTAS KEDOKTERAN UNSWAGATI CIREBON

Background: Problem based learning (PBL) is a student-centered approach to active learning, originated from Mc Master University (Norman & Schmidt 2001). Student is given a case scenario, then students are asked to perform active discussion to achieve expected learning goals / learning objectives. During discussion, students are guided by a tutor who served as facilitator. . Objective: Identifying factors that influence the achievement of learning goals in tutorial discussions. Methods: All students of the Faculty of Medicine Unswagati Cirebon who participate in the tutorial, consists of students batch 2008, 2009 and 2010, in total of 109 students. Tutor performance scale developed by Dolman & Ginns (2005) and the scale of case quality developed by Mushi et.al. (2008) we adapted. The study was conducted using quantitative method and the results were analyzed by using correlation and multiple regression. Results: Subjects participated in the study was 109 students and from the model summary table, the value of adjusted R square was 0.931, which means that the PBL variable can be influenced by the quality of tutors, quality problems and prior knowledge amounting to 93.1%, and the rest is influenced by other variables. From the Annova table, sig value of 0.000 < 0.05 means that simultaneously the quality of tutors, quality of cases and prior knowledge variables affect significantly and positively to PBL. Conclusion: The achievement of learning goals / learning objectives in the tutorial process is strongly influenced by: performance of tutors, quality of case / problem, and students� prior knowledge before tutorial. Key words: tutor performance, quality of case / scenario, prior knowledge, learning targets 1. Faculty of Medicine, Swadaya Gunungjati University ,Cirebon 2. Faculty of Medicine, Gadjah Mada University, Yogyakart

FAKTOR-FAKTOR YANG MEMPENGARUHI TERCAPAINYA LEARNING OBJECTIVE PADA DISKUSI TUTORIAL DI FAKULTAS KEDOKTERAN UNSWAGATI CIREBON

Background: Problem based learning (PBL) is a student-centered approach to active learning, originated from Mc Master University (Norman & Schmidt 2001). Student is given a case scenario, then students are asked to perform active discussion to achieve expected learning goals / learning objectives. During discussion, students are guided by a tutor who served as facilitator. . Objective: Identifying factors that influence the achievement of learning goals in tutorial discussions. Methods: All students of the Faculty of Medicine Unswagati Cirebon who participate in the tutorial, consists of students batch 2008, 2009 and 2010, in total of 109 students. Tutor performance scale developed by Dolman & Ginns (2005) and the scale of case quality developed by Mushi et.al. (2008) we adapted. The study was conducted using quantitative method and the results were analyzed by using correlation and multiple regression. Results: Subjects participated in the study was 109 students and from the model summary table, the value of adjusted R square was 0.931, which means that the PBL variable can be influenced by the quality of tutors, quality problems and prior knowledge amounting to 93.1%, and the rest is influenced by other variables. From the Annova table, sig value of 0.000 < 0.05 means that simultaneously the quality of tutors, quality of cases and prior knowledge variables affect significantly and positively to PBL. Conclusion: The achievement of learning goals / learning objectives in the tutorial process is strongly influenced by: performance of tutors, quality of case / problem, and students� prior knowledge before tutorial. Key words: tutor performance, quality of case / scenario, prior knowledge, learning targets 1. Faculty of Medicine, Swadaya Gunungjati University ,Cirebon 2. Faculty of Medicine, Gadjah Mada University, Yogyakart