From the reviews: "The author presents a sociocultural perspective of medical ethics education, the characteristic feature of which is to consider medical ethics as an aspect of medical education. ... The book is written primarily for those involved in medical ethics education, especially at the undergraduate level. ... the subjects it covers also may be interesting to medical students, medical educators, and teachers and educators in general." (Shahram Ahmadi Nasab Emran, Doody's Book Reviews, February, 2014) "It serves as an overview of the theoretical perspectives one might use to study what medical ethics education is. ... For those of us interested in aligning medical ethics education with the needs and interests of the patients this book is a useful guide to the theories and challenges ahead." (Jonathon Tomlinson, somatosphere.net, February, 2014)

• CHAPTER 1: SOME RELEVANT CONCEPTS.- 1. INTRODUCTION; 1.1 FORMAL AND INFORMAL EDUCATION.- 1.2 ACQUISITION AND PARTICIPATION.- 1.3 SOCIALISATION AND ENCULTURATION.- 1.4 ON REFLECTION.- 1.5 METACOGNITION.- 1.6 LEARNING TO TALK, LEARNING TO THINK: THE DIALOGICAL NATURE OF SOCIO-CULTURAL LOCATED ARGUMENTATION.- 1.7 CONCLUSION.- CHAPTER 2: SOCIOLOGICAL PERSPECTIVES ON MEDICAL EDUCATION.- 2. INTRODUCTION.- 2.1 THE SOCIAL THEORY OF PIERRE BOURDIEU.- 2.2 CRITICAL SOCIOLOGIES OF MEDICAL EDUCATION.- 2.3 THE COGNITIVE (MEDICAL) HABITUS NEEDS (ETHICAL) THINKING DISPOSITIONS.- 2.4 CONCLUSION.- CHAPTER 3: MEDICAL ETHICS AS AN ASPECT OF MEDICAL EDUCATION: A UK PERSPECTIVE.- 3: INTRODUCTION: THE RISE OF MODERN MEDICAL ETHICS IN THE UK.- 3.1: 1993S TOMORROW'S DOCTORS IN CONTEXT.- 3.2 UK MEDICAL ETHICS EDUCATION PRE-TOMORROW'S DOCTORS.- 3.3 UK MEDICAL ETHICS EDUCATION POST- TOMORROW'S DOCTORS.- 3.4 CONCLUSION.- CHAPTER 4: PROF W.G. IRWIN: A CASE STUDY IN THE DEVELOPMENT OF MEDICAL ETHICS EDUCATION IN THE UK.- 4: INTRODUCTION.- 4.1 PROF W.G. IRWIN’S DEVELOPMENT OF ACADEMIC GENERAL PRACTICE.- 4.2 TEACHING TERMINAL CARE: A FIRST FORAY INTO THE ETHICS OF MEDICINE.- 4.3 PROF WG IRWIN AND THE WARNOCK COMMITTEE.- 4.3 THE DEVELOPMENT OF MEDICAL ETHICS EDUCATION BY PROF W.G. IRWIN AND COLLEAGUES.- 4.5 CONCLUSION.- CHAPTER 5: MEDICAL ETHICS EDUCATION FROM A SOCIO-CULTURAL PERSPECTIVE.- 5: INTRODUCTION.- 5.1 THINKING AS PRACTICE: A SOCIO-CULTURAL PERSPECTIVE ON MEDICAL ETHICS EDUCATION.

From the reviews: "The author presents a sociocultural perspective of medical ethics education, the characteristic feature of which is to consider medical ethics as an aspect of medical education. ... The book is written primarily for those involved in medical ethics education, especially at the undergraduate level. ... the subjects it covers also may be interesting to medical students, medical educators, and teachers and educators in general." (Shahram Ahmadi Nasab Emran, Doody's Book Reviews, February, 2014) "It serves as an overview of the theoretical perspectives one might use to study what medical ethics education is. ... For those of us interested in aligning medical ethics education with the needs and interests of the patients this book is a useful guide to the theories and challenges ahead." (Jonathon Tomlinson, somatosphere.net, February, 2014)

• CHAPTER 1: SOME RELEVANT CONCEPTS.- 1. INTRODUCTION; 1.1 FORMAL AND INFORMAL EDUCATION.- 1.2 ACQUISITION AND PARTICIPATION.- 1.3 SOCIALISATION AND ENCULTURATION.- 1.4 ON REFLECTION.- 1.5 METACOGNITION.- 1.6 LEARNING TO TALK, LEARNING TO THINK: THE DIALOGICAL NATURE OF SOCIO-CULTURAL LOCATED ARGUMENTATION.- 1.7 CONCLUSION.- CHAPTER 2: SOCIOLOGICAL PERSPECTIVES ON MEDICAL EDUCATION.- 2. INTRODUCTION.- 2.1 THE SOCIAL THEORY OF PIERRE BOURDIEU.- 2.2 CRITICAL SOCIOLOGIES OF MEDICAL EDUCATION.- 2.3 THE COGNITIVE (MEDICAL) HABITUS NEEDS (ETHICAL) THINKING DISPOSITIONS.- 2.4 CONCLUSION.- CHAPTER 3: MEDICAL ETHICS AS AN ASPECT OF MEDICAL EDUCATION: A UK PERSPECTIVE.- 3: INTRODUCTION: THE RISE OF MODERN MEDICAL ETHICS IN THE UK.- 3.1: 1993S TOMORROW'S DOCTORS IN CONTEXT.- 3.2 UK MEDICAL ETHICS EDUCATION PRE-TOMORROW'S DOCTORS.- 3.3 UK MEDICAL ETHICS EDUCATION POST- TOMORROW'S DOCTORS.- 3.4 CONCLUSION.- CHAPTER 4: PROF W.G. IRWIN: A CASE STUDY IN THE DEVELOPMENT OF MEDICAL ETHICS EDUCATION IN THE UK.- 4: INTRODUCTION.- 4.1 PROF W.G. IRWIN’S DEVELOPMENT OF ACADEMIC GENERAL PRACTICE.- 4.2 TEACHING TERMINAL CARE: A FIRST FORAY INTO THE ETHICS OF MEDICINE.- 4.3 PROF WG IRWIN AND THE WARNOCK COMMITTEE.- 4.3 THE DEVELOPMENT OF MEDICAL ETHICS EDUCATION BY PROF W.G. IRWIN AND COLLEAGUES.- 4.5 CONCLUSION.- CHAPTER 5: MEDICAL ETHICS EDUCATION FROM A SOCIO-CULTURAL PERSPECTIVE.- 5: INTRODUCTION.- 5.1 THINKING AS PRACTICE: A SOCIO-CULTURAL PERSPECTIVE ON MEDICAL ETHICS EDUCATION.

From the reviews: "The author presents a sociocultural perspective of medical ethics education, the characteristic feature of which is to consider medical ethics as an aspect of medical education. ... The book is written primarily for those involved in medical ethics education, especially at the undergraduate level. ... the subjects it covers also may be interesting to medical students, medical educators, and teachers and educators in general." (Shahram Ahmadi Nasab Emran, Doody's Book Reviews, February, 2014) "It serves as an overview of the theoretical perspectives one might use to study what medical ethics education is. ... For those of us interested in aligning medical ethics education with the needs and interests of the patients this book is a useful guide to the theories and challenges ahead." (Jonathon Tomlinson, somatosphere.net, February, 2014)

• CHAPTER 1: SOME RELEVANT CONCEPTS.- 1. INTRODUCTION; 1.1 FORMAL AND INFORMAL EDUCATION.- 1.2 ACQUISITION AND PARTICIPATION.- 1.3 SOCIALISATION AND ENCULTURATION.- 1.4 ON REFLECTION.- 1.5 METACOGNITION.- 1.6 LEARNING TO TALK, LEARNING TO THINK: THE DIALOGICAL NATURE OF SOCIO-CULTURAL LOCATED ARGUMENTATION.- 1.7 CONCLUSION.- CHAPTER 2: SOCIOLOGICAL PERSPECTIVES ON MEDICAL EDUCATION.- 2. INTRODUCTION.- 2.1 THE SOCIAL THEORY OF PIERRE BOURDIEU.- 2.2 CRITICAL SOCIOLOGIES OF MEDICAL EDUCATION.- 2.3 THE COGNITIVE (MEDICAL) HABITUS NEEDS (ETHICAL) THINKING DISPOSITIONS.- 2.4 CONCLUSION.- CHAPTER 3: MEDICAL ETHICS AS AN ASPECT OF MEDICAL EDUCATION: A UK PERSPECTIVE.- 3: INTRODUCTION: THE RISE OF MODERN MEDICAL ETHICS IN THE UK.- 3.1: 1993S TOMORROW'S DOCTORS IN CONTEXT.- 3.2 UK MEDICAL ETHICS EDUCATION PRE-TOMORROW'S DOCTORS.- 3.3 UK MEDICAL ETHICS EDUCATION POST- TOMORROW'S DOCTORS.- 3.4 CONCLUSION.- CHAPTER 4: PROF W.G. IRWIN: A CASE STUDY IN THE DEVELOPMENT OF MEDICAL ETHICS EDUCATION IN THE UK.- 4: INTRODUCTION.- 4.1 PROF W.G. IRWIN’S DEVELOPMENT OF ACADEMIC GENERAL PRACTICE.- 4.2 TEACHING TERMINAL CARE: A FIRST FORAY INTO THE ETHICS OF MEDICINE.- 4.3 PROF WG IRWIN AND THE WARNOCK COMMITTEE.- 4.3 THE DEVELOPMENT OF MEDICAL ETHICS EDUCATION BY PROF W.G. IRWIN AND COLLEAGUES.- 4.5 CONCLUSION.- CHAPTER 5: MEDICAL ETHICS EDUCATION FROM A SOCIO-CULTURAL PERSPECTIVE.- 5: INTRODUCTION.- 5.1 THINKING AS PRACTICE: A SOCIO-CULTURAL PERSPECTIVE ON MEDICAL ETHICS EDUCATION.