Why the Philosopher Kings will believe the Noble Lie

One puzzle about the so-called “Noble Lie” is how, if at all, the rulers in the ideal state (so-called “philosopher kings and queens”) could be brought to believe it. In this paper I show that the story that they are to endorse is hard to believe not because it is false but because it conveys a message that is challenging to both aristocratic and democratic ideologies. It is also couched in imagery that will make sense to the philosopher first and above all, particularly once she or he has emerged from the Cave and discovered the truth

A realist synthesis of educational outreach visiting and integrated academic detailing to influence prescribing in ambulatory care: why relationships and dialogue matter

Background Many quality improvement initiatives in healthcare employ educational outreach visits, integrating academic detailing to bridge evidence-practice gaps and accelerate knowledge translation. Replicability of their outcomes in different contexts varies, and what makes some visiting programmes more successful than others is unclear. Objective We conducted a realist synthesis to develop theories of what makes educational outreach visiting integrating academic detailing work, for whom, under which circumstances and why, focusing on the clinician-visitor interaction when influencing prescribing of medicines in ambulatory care settings. Methods The realist review was performed in accordance with RAMESES standards. An initial programme theory was generated, academic databases and grey literature were screened for documents with detail on contexts, intervention and outcomes. Using realist logic of analysis, data from 43 documents were synthesised in the generation of a refined programme theory, supported by additional theoretical frameworks of learning and communication. Results Twenty-seven interdependent context-mechanism-outcome configurations explain how clinicians engage with educational outreach visits integrating academic detailing through programme design, what matters in programme design and the educational visitor-clinician interaction and how influence extends beyond the visit. They suggest that in addition to relevance, credibility and trustworthiness of a visit’s contents, communication and clinical skills of educational visitors, the relationship between the educational visitor and clinician, built on a dialogue of learning from and sense-making with each other, creates conditions of critical thinking which are conducive to facilitating prescribing practice change when necessary. Conclusion This realist synthesis elucidates that the quality of clinician-educational visitor interactions is pivotal to educational outreach visiting programmes. Building and sustaining relationships, and establishing an open dialogue are important; neglecting these undermines the impact of visits. Educational visitors can facilitate clinicians’ reflection on practice and influence their prescribing. Clinicians value the discussion of individualised, tailored information and advice they can translate into their practice. PROSPERO registration number CRD42021258199

Transformation and Renewal: A Sharing Circle of Co-Researchers

*Abstract not required as this is for the special issue of AEGSC conference proceedings

II-Ownership, property and belonging: Some lessons to learn from thinkers of antiquity about economics and success

I explore some enlightening alternative economic theories in Plato's Republic which help to cast doubt on standard models of rationality in economics. Starting from Socrates' suggestion that things work best if everyone says 'mine' about the same things, I discuss a kind of 'belonging' which merits more attention in political and economic theory. This kind of belonging is not about owning property, but it can (better) explain the desire to do things for others and for the collective good. But did Socrates forget to invoke it when addressing the puzzle about why the philosopher would willingly return to the cave

Applicant Reactions to a Situational Judgment Test used for Selection into Initial Teacher Training

We considered applicants’ perceptions of the use of a pilot situational judgment test (SJT) designed for selection into primary and secondary teacher training programs in the UK. Quantitative and qualitative data were collected from 304 applicants (73% female) to two postgraduate (PGCE) training programs in the 2013-2014 application cycle. Participants were asked to provide feedback on the content of the SJTs and on the appropriateness of the tests for selection into teacher training. Results from the rating scales showed that most of the applicants (76.7%) found the content and format of the pilot selection tool favourable. Results from open-ended questions suggested that applicants were aware of issues of procedural justice and fairness in selection for teacher training, with a recommendation that separate selection tests should be created for primary and secondary applicants