Traditional western medical education is often concerned with the absorption of an enormous number of facts, leaving the process of problem-solving to happen naturally. The current trend is to increase the process in medical education, sometimes at the expense of content knowledge. This paper analyses some of the literature pertinent to this dilemma. It concludes that a pluralistic approach to the presentation of the scientific process would enhance the student's motivation to obtain the content knowledge necessary to utilize that scientific process. It also suggests that such an approach to education might benefit all professions which rely on problem-solving as part of their activity.
This essay examines a report by the Anti‐Discrimination Board regarding discriminatory preference for female principals at girls' high schools and male principals at boys' high schools in New South Wales. It analyses some of the ethical issues raised by the criteria of the report and argues that an acceptable educational philosophy demands a form of positive discrimination in order to redress the balance regarding promotion procedures for female teachers in New South Wales. Such discrimination must of necessity be a combination of both compensation and reparation.
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