Hodges' model: Is it a virus: or a universal vaccine?

The arrival of 'imposter syndrome' well-over a decade ago(?), from the speaker's podium was an interesting surprise. A case of lived experience, as I'd felt this in trying (and failing) to grapple with the ever-growing, morphing development stack of a software program. Long gone are the days of Sinclair and BBC BASIC. The mountain and learning cliff, was CMS content management system: Drupal. 

What contributed to that feeling back then? Well there was the people I was sat by and sharing time at various European DrupalCons. It was I who was the 'con'. A hobbyist, from pre-PC days. Seeing and hearing what they were creating and the great community. Fascinating also, to see web design fashions come-and-go.

I've written before about Hodges' model being an over-valued idea to me. As a mind-mapping meme it infected me decades ago. Is it a virus? If it is I clearly had no resistance, no immunity. I've always tried to acknowledge, reminded myself that the model is not the be-all-and-end-all.

While the specific mathematical is complex, it is worth trying to grasp some of the intent and meaning (even at the risk of exacerbating imposter reactions). Hestenes provides a paper (and several others):

'ABSTRACT. The discovery of Mathematical Viruses is announced here for the first
time. Such viruses are a serious threat to the general mental health of the mathematical
community. Several viruses inimical to the unity of mathematics are identified, and their
deleterious characteristics are described. A strong dose of geometric algebra and calculus
is the best medicine for both prevention and cure.'

Hestenes, D. (1992). Mathematical Viruses. In: Micali, A., Boudet, R., Helmstetter, J. (eds) Clifford Algebras and their Applications in Mathematical Physics. Fundamental Theories of Physics, vol 47. Springer, Dordrecht. https://doi.org/10.1007/978-94-015-8090-8_1

'The computer virus (CV) owes its name and perhaps its genesis to the biological virus
(BV). Like a BV, a CV cannot function by itself, but when attached to a host it replicates
repeatedly until it impairs the functioning of the host, sometimes to the point of disabling
the host altogether. ...

My purpose here is to call your attention to another kind of virus - one which can
infect the mind - the mind of anyone doing mathematics, from young student to professional
mathematician. As I believe this is the first published paper to explicitly identify
such viruses, I take the liberty of naming and describing them as follows: A mathematical
virus (MV) is a preconception about the structure, function or method of mathematics
which impairs one's ability to do mathematics. Just as a CV is program which impairs the
operating system of a computer, an MV is an idea which impairs the conceptualization of
mathematics in the mind. Indeed, as one definition of "virus," Webster gives "something that
corrupts the mind or soul." Since the identification and classification of MVs has only
just begun, it would be premature to attempt a more precise definition. The better course
is to examine some specific viruses to form a form empirical base for further study.
My first example is an easily recognized MV which is extremely virulent and as common
as the common cold. I call it the coordinate virus, designating it by MV/C to denote genesis
and type, and characterizing it as follows:' pp.1-2. (online copy)

Hestenes' biohistory is an interesting conceptual and interdisciplinary bridge. Another construct to add to our  collection. Is there a virus in the models deployed within medicine and healthcare to date? You know, the bed-round of the medical, biomedical, bio-psycho-social? The round were you don't need to count the number of beds, except in the event of a pandemic. Is the omission of the political, even as the socio-economic reality is now a constant point of reference a symptom of a centuries-long infection? 

For a long time now* the legacies that successive cohorts of students, and newly qualified professionals encounter have stood out. Another question is, just how far back in time do we need to travel to find can the origin of this situation? Was there an initial crisis involving the overt expression of 'power'? Can this be found the as the Hippocratic oath butted up - literally - against triage on the battlefield?

Now: Time won't tell (or will it?). Now that - is some virus.

Gaps and Legacy Issues in Health and Education

 ... and across the Professions and Disciplines

I've just revised what may be table 1 of an exploratory paper. The table's role is to inform the motivation, scope and overall purpose within the introduction. The aim is to outline the gaps and legacies in health and education. Is this the combined inheritance of life chances, health and work career: gaps?

1. Theory-Practice gap

   A. Research in Practice – Translational Research;
    B. Education/Training: University – Apprenticeship (see 4.B);

2. There is no research-based conceptual framework taught and applied across health and social care systems and services.

3. Individual – Collective (Population) Health

4. Legacies of:
     A. Integrated care (global: funding / philosophy / location / disciplines / academic …);
     B. Parity of Esteem
          i   Mind - Body – Cartesian dualism;
          ii  Funding of Health Services [mental health - general];
          iii Research funding; Policy & Education);

C. Person-Centred Care – Service-Centred Care;

D. NHS - Social care;

5. (Ill-Health-Disease, see 4.B.ii) Treatment versus Prevention first 

6. Long-term policy Vs Short-termism

7. Personal, Local, Global: Developed – Developing Health Systems & Services 

8. Determinants of Health (Schrecker and Bambra, 2025)
   
   

Any thoughts, key sources ... are most welcome, e.g. should there be a place for sustainability, self-care, the literacies and the basis of funding public, private, or charitable (mixed)? h2cmng AT yahoo.co.uk
 

Schrecker, T., Bambra, C. (2025). ‘Lethal But Legal’: The Corporate Connections (Commercial Determinants of Health). In: How Politics Makes Us Sick. Palgrave Macmillan, London. 
https://doi.org/10.1057/978-1-349-96127-6_7

'Compositionality' - Journal

'Compositionality is a diamond open-access journal for research using compositional ideas, most notably of a category-theoretic origin, in any discipline. Compositionality describes and quantifies how complex things can be assembled out of simpler parts. Topics may concern foundational structures, an organizing principle, or a powerful tool. Example areas include but are not limited to: mathematics, computation, logic, physics, chemistry, engineering, linguistics, and cognition.

Compositionality is free of cost for both readers and authors (diamond open access). You can find our editorial policies here. Our first issue was published, under ISSN 2631-4444, in December 2019.'

Continued ... 

Philosophical Counselling Reading Group [and Hodges' model]

The discovery of a reading group on philosophical counselling (PC), through University of Liverpool, continues to prove helpful; to utilise professional experience, that included counselling, family therapy, cognitive therapy in psychoses, and practical experience as a mental health nurse (in-patient and community). There is overlap with Hodges' model, but it's fascinating and rewarding to listen and learn from practitioners of PC. As noted before, I was aware of PC through two popular philosophy magazines. This time around we read:

Ran Lahav, “Philosophical Counseling and Self-Transformation,” in Philosophy, Counseling, and Psychotherapy, eds. Elliot D. Cohen & S. Samuel Zinaich, Jr. (Newcastle upon Tyne: Cambridge Scholars Publishing, 2013), 82.

Abstract

This paper presents my approach to philosophical counseling, which is geared towards self-transformation, and is inspired by important thinkers throughout the history of Western philosophy whom I call transformational thinkers. I take from these thinkers the realization that our daily life is normally confined to rigid and superficial attitudes towards ourselves and our world. This is because individuals’ everyday attitudes are based on limited understandings of life, which form what I call the person’s perimeter, or perimetral worldview. The goal of philosophical counseling, as I see it, is to help counselees transcend their constricted perimetral worldview, or in the language of Plato – to realize that they are imprisoned in a “cave,” and then to step out of it towards a fuller reality. A case study is presented to illustrate the two main stages of the counseling process. 

I know there is the (biblical) phrase 'Seek and you will find'; but there is also the notion of seeing only what you seek, and missing other content - contexts. This is marked in beliefs and the development of delusional ideas. 

Of interest to me, Lahav discusses (as indicated above) a person’s perimeter, or perimetral worldview. 

We still hear how difficult it is for people to access help. I wondered (again) about referral pathways for PC? The nature of the person's problems that prompts them to seek help? Lahav acknowledges the complexity here. Speaking of 'prompt', of course now there is AI in the mix. Lahav points out how PC does not quite have the foundation and hence theoretical impetus (and rigour?) that Freud provided to psychoanalysis and psychotherapy. 

PC is, however, to some extent a broad field: '... philosophical practice has come to include several different formats in which it is practiced: one-time workshops for the general public, philosophical retreats, long-term self-reflection groups, the philosophical café, and of course philosophical counseling'. 

I wonder if philosophical counsellor's could have a role, post AI / agentic ai interventions. This could provide a step-down assurance, and be rolled into 'treatment / intervention programmes'. This could help retain the humanistic element of duty of care, underscore the person_al in care architectures/systems and provide a step-down - just in-case AI has missed, or upset something? The acknowledged strength of AI in not being subjective is balanced. Although evidence also points to misogynistic responses derived through what can be biased, and prejudiced learning sources: thus a reflection of 'society'.

In the introduction, more encouragement with reference to situated, a general map, and basic - fundamental aspects. There are (at least) two domains: 'the domain of philosophical discourse and the domain of everyday life and predicaments'. 

Hodges' model was created to facilitate the FIRST approach in PC, the Critical Thinking Approach, with an associated subtype of Problem-Solving Approach. 

It was also designed to help with the theory-practice gap. Lahav describes this in the how and what of philosophy and PC itself. I wondered to what extent if the approach of PC 'leave out the more important “what” of great philosophies.' then would a counselee be denied avenues to learning, as we may be drawn to specific philosophical schools of thought, and crucially reasoning?

The SECOND approach to PC is the Edification Approach. The author has adopted this second approach in practice.

Guess what? Yes, you've got it. Hodges' model can actually close a circle here. Or, more accurately help sustain the reflective, reflexive, recursive ... reasoning loop as needed. Another objective of Hodges' model is to produce reflective practitioners, critical thinkers and lifelong learners.

A take-away for me is the 'perimeter and the perimetral worldview'. A search for 'perimeter' here on W2tQ is null.^ I'm also wondering about transformation (in the title) and throughout the paper.

There may be an example here were a domain of Hodges' model can itself reflect the model, as in the Intra- Interpersonal domain below.

Lahav employs a case study to illustrate his thought and practice. The discussion really helped improve my reading and understanding of this.

individual

|
INTERPERSONAL : SCIENCES             

humanistic ------------------------------- mechanistic

SOCIOLOGY : POLITICAL   

|

group

Psychology   | Philosophy(-isms) ________________________________ Psycho-Social|  Psychotherapies	basic - fundamental general map
case study	referral pathways

^'Peripheral' does feature in posts.

"Hey Jonesy: Where's the book?"

This prompt from yesterday is far from new. There are outlines for papers on W2tQ.

Seriously though, what would a book outline look like - now?

The introduction is probably already written, it just needs to be pulled-together. But, in truth it (desperately) needs a new perspective. The question of how to update the explanation - short of running a workshop? The model's original purposes 1-4 are a statement of fact. The intro figures that invariably show how the axes 'create' the model's care, or knowledge domains? What if...? Could we also present the inverse? That would be a new slant. Does the model still 'work'? 

Details aside, here is a quick outline:

Part 1

Introduction and Background 

1.1 Brian E. Hodges and Post-Registration Nurse Education

1.2 Peter Jones - Primed to mind-map

1.3 Web presence: Initial website 1998-2015 - Blog 'Welcome to the QUAD' 2006 ...

1.4 Brian's original lecture notes

1.5 Looking back and forward: Models of care for the 21^st Century

1.6 Confessions: So, where is the new site / platform? 

Part 2

 The Four (Five) Care Domains 

2.1 Science

2.2 Interpersonal (& Intrapersonal)

2.3 Sociology

2.4 Political

2.5 Spiritual

Part 3

Hodges' model in Practice - Applications

3.1 Self care

3.2 Clinical

3.3 Social Care - Community 

3.4 Management

3.5 Informatics

3.6 Policy 

3.7 Education

3.8 Workforce: Local - Global 

Part 4

The Legacies (still) in Our Midst

4.1 Person-centredness

4.2 Integrated Care

4.3 Holistic Care

4.4 Parity of Esteem

4.5 The Theory-Practice Gap

4.6 Change - Transformation: When? Disease to Prevention

Part 5

It's Tomorrow Now

5.1 Health Promotion

5.2 Public (Mental) Health & Protection

5.3 Citizenship

5.4 Global Health

5.5 Planetary Health

Part 6

Research

6.1 Hodges' model as a Research Tool

6.2 Climate change

6.3 Planetary Health

6.4 Beyond the Bio-Psycho-Social Model: The Political Domain

6.5 The Literacies 

6.6 InterDisciplinary, Multi- and Transdisciplinary

6.7 Hodges' model as a Mathematical Object?

Part 7

Philosophy

 

7.1 Revisiting the Original Purposes

 

7.2 AI - The Elephant in Mind

 

7.3 Value & Values  

...?

Much to add, revise ... 'Education as Part X'. Political and Literacy too - a specific part - and with AI (in every part!)?

STOP!!

OK. It's a minefield. Even a proposal is a 'non-trivial' task.

Who's writing this? Not me! Not all of it, and for me; not AI either.

It would be marvellous to be one of several editors: one day? 

Clearly, a great project for students and early career researchers and current practitioners. 

An inoculation to help new cohorts deal with the realities, ravages and rewards of 'care' in its entirety*. 

P.S. With the start of a title right there? PJ

Call for Papers: Bioethics and Philosophical Health - JECP

Submission Deadline: Thursday, 31 December 2026

Contemporary bioethics has developed sophisticated tools for ethical decision-making. Yet it often operates within assumptions that reduce life to physiological viability. Ethical questions are frequently treated as matters of procedure and consent. Meanwhile, patients and clinicians face questions that exceed these frameworks. What makes a life worth living? How does illness disrupt or reveal meaning? What forms of care support not just survival but existential coherence? These questions call for a deeper engagement between bioethics and the philosophy of existence.

Despite growing interest in person-centred care, conceptual tools for clinical evaluation remain limited. Frameworks for assessing philosophical sense-making and existential orientation are underdeveloped. The Philosophical Health perspective addresses this gap by going beyond physical and psychological health. It asks how we cultivate meaningful lives through bodily experience, self-understanding, relational belonging, engagement with possibility, purposeful action, and philosophical reflection. The concept draws on the ancient tradition of bios philosophikos. It proposes that healthcare should attend not only to pathology but to the philosophical dimensions of human existence.

This special issue creates space for exploring how philosophical health can deepen bioethical inquiry as an embodied ethics of the good life. It challenges reductive assumptions and fosters practices that support purpose and meaning in lives, even when disrupted by health challenges. We welcome transdisciplinary contributions from philosophers, bioethicists, clinicians, medical humanists, and social scientists. Topics include how philosophical frameworks enrich clinical practice, how healthcare shapes existential experience, how the 4E cognitive approach may inform bioethical theory, and how dialogical methodologies can be integrated into institutional contexts. The issue aims to rediscover bioethics as a genuinely philosophical and existential enterprise, that is as bios ethikos.

Topics of interest for this call for papers include but are not restricted to:

• Philosophical frameworks for enriching or transforming bioethical practice and clinical evaluation;
• Philosophical dimensions of clinical encounters: embodiment, selfhood, temporality, and meaning-making;
• Critiques of the reduction of ethical deliberation to procedure, regulation, or risk management;
• How healthcare practices shape or constrain the philosophical dimensions of human existence;
• The 4E cognitive approach (embodied, extended, enactive, embedded) applied to bioethical theory and practice;
• Integration of philosophical inquiry and dialogical methods into clinical or institutional contexts;
• Empirical and conceptual engagement with the Philosophical Health methodology, including SMILE_PH;
• Cross-cultural and planetary perspectives on philosophical health and the good life;
• Methodological innovations in clinical philosophy, philosophical counselling, and reflective practice.

More details here: https://onlinelibrary.wiley.com/page/journal/13652753/call-for-papers/si-2026-000772

_______

Dr Luis de Miranda

Associate Professor (Docent) in Bioethics, Uppsala University

Marie Skłodowska-Curie Fellow, Turku Institute for Advanced Studies
Associated Researcher, Centre for Research Ethics and Bioethics,

Department of Public Health and Caring Sciences, Uppsala University

https://www.luisdemiranda.com/

My source: Philos-L "The Liverpool List" is run by the Department of Philosophy, University of Liverpool https://www.liverpool.ac.uk/philosophy/philos-l/ Messages to the list are archived at http://listserv.liv.ac.uk/archives/philos-l.html. Follow the list on Twitter @PhilosL. Follow the Department of Philosophy @LiverpoolPhilos

Philosophical Counselling - Reading group: Taylor 2002 'Central Value of Philosophical Counseling'

In addition to Kantian Desert (this p.m.) it is proving helpful to join a reading group on Philosophical Counselling. Being able to combine clinical and therapy experience* with philosophy is a welcome and rather overdue development. The reading for tomorrow (online for me I hope) is: 

Taylor J.S. (2002) The Central Value of Philosophical Counseling. International Journal of Philosophical Practice. 1 (2):1-9.

ABSTRACT: The title of this paper is deliberately ambiguous. It could refer either to the central value that philosophical counseling has for philosophy in general, or else it could refer to something (such as personal autonomy, or personal well-being) that philosophical counselors believe to be of value, and that they are able to help their clients pursue. In fact, this paper will be addressing both of these topics in order to demonstrate
the links that hold between them, and, in so doing, will attempt to further elucidate the nature of philosophical counseling itself.

Taylor (and related papers) also joins the dot (object?) that is Hodges' model, for example (with my emphasis):

'In this vein philosophical counseling is viewed as a Socratic drawing out of the knowledge that the client already possess, and that may be revealed through the careful questioning of a well-trained practitioner of the elenchic method.' pp.1-2.

I've long used guided discovery, by which the students (usually)/audience co-produce the model through a discussion.

'However, the difference between Socrates as a seeker after truth and the philosophical counselor as a professional who helps his or her client map out his or her own world-view in order to address particular problems that he or she is concerned with should not be overstated.' p.2.

'Furthermore—and perhaps most galling of all to philosophical counselors—academic philosophers often seem to view philosophical counseling as not being “real” philosophy at all, but more perhaps a species of social work, or an unsophisticated variant ofpsychotherapy.' p.4.

'Again, this information may be used by the counselor to help the client reflect more acutely upon her own views concerning the morality of abortion.' p.6.

'Given these two senses of “autonomy” it appears that the philosophical counselor is most concerned with enhancing autonomy in the second, Millian, sense of this concept. This is because philosophical counselors often try to aid persons in making decisions (or discoveries) about what it is that they really want to do, what their personal value-system or world-view really consists of.' p.11. 
(A contribution to person-centredness? Critical thinking is also noted by Taylor.)

 See also: https://www.igpp.org/english

 *Including, counselling, family, cognitive and behavioral therapies, plus psychosocial intervention.

Reading group: Kantian Justice - KantianDESERT

Dear all,

The KantianDESERT project's reading group will return on Tuesday 11th August, from 12-1:30 UK time. We will be starting to read Joseph de la Torre Dwyer's 2020 book 'Chance, Merit, and Economic Inequality'. The first session will focus on the Introduction and chapter 2.

The reading group will take place both in-person in Liverpool, and online via Teams. All are welcome. Please email: erc.kantiandesert.ukri AT liverpool.ac.uk if you'd like to attend and we can send you the room details/invite/reading.

My source: Kantian DESERT list and Philos-L "The Liverpool List". Messages to the Philos-L are archived at 
http://listserv.liv.ac.uk/archives/philos-l.html. Follow the list on Twitter @PhilosL. Follow the Department of Philosophy @LiverpoolPhilos

[n.b. With apologies for short-notice. PJ ].

"It's an equation Jim, but not as we know it!"

Silver (2013) in “The Signal and the Noise” refers to Drake’s equation, which has fascinated me since my teens. It is a formula that provides a framework for predicting the number of intelligent extraterrestrial species in the galaxy. Due to the high number of parameters and uncertainties that make up Drake's equation, Silver describes how the extreme range of results depend on the initial ‘inputs’. Given the variables presented they are estimates. I made a connection to Drake's work through BBC BASIC programming:

'The Nursing Process'
'Computer-Aided Patient Assessment'
'Blood Groups'
'Shades of Grey'

As time went on the simplicity of 'The NP' gave way to DIM arrays, which can provide data structures, and DEF PROC and DEF FN with parameters. 

The evidence for the elements of Drake's equation has made great strides since the 1990s. Despite the remaining uncertainties, Silver notes that Drake's equation has provided a useful lens for astronomers, plus - philosophers and the lay-person to think about life, the universe and everything.

Is there an implicit theory – an equation – in Hodges’ model?

See also: BBC BASIC

Previously: 'Sagan' : 'SETI' ; 'math' : 'Publication list (2024)'

Nate Silver (2013). “The Signal and the Noise”, Notes 89, London: Penguin. p.488.

Title Ack. the original is often misattributed: https://www.youtube.com/watch?v=FCARADb9asE

vi WCCS26: World Conference on Complex Systems 20-22nd April

April and WCCS26 seems an age ago, but the motivational impetus provided by this experience has been ongoing.

Luis Comolli - Best Paper Award 
for Emergence in Designed Agroecosystems:
Collective Dynamics in a Perennial Multi-Species 
Agroforestry Network

At the closing ceremony there was an award for the best paper which was awarded to Luis Comolli for:

Emergence in Designed Agroecosystems: 
Collective Dynamics in a Perennial Multi-Species Agroforestry Network

Sat by Luis, I offered to take his photo to which he agreed - so better late than never! And: Well done Luis!

My presentation on the 21st April was part of:

Parallel Session 2
Track 1 - Agent-Based and Social Complexity
Session chair: Helena Knyazeva

    ▪ Peter Jones
Presenting a Universal and Simple Conceptual Workbench to Situate and Encompass Complexity

    ▪ Nisrine Jarmoune and Bouchra Lebzar
The Ontology of Behavior: Formalizing the Institutional Project as a Complex System
    
    ▪ Lionel Scotto d’Apollonia, Florian Charvolin, Lise Verlaet, Deborah Nourrit, Dominique Deveaux, Elisabeth Sénégas and Nourdine Bara
Participatory Action Research with and for Society: The Case of “Oasis of Fraternity”

▪ Harvey Spencer Sánchez-Restrepo, Jorge Louçã, Martha Belén Carmona-Soto and Sofialeticia Morales-Garza
Topological Patterns of Academic Success: Insights from Complex Network Analysis

To be clear there was a great deal in all the sessions (see below!). I noticed in Nisrine Jarmoune's presentation, however, more specific conceptual overlap in terms of the individual, collective - groups, behaviour and institutions, with reference to ontology and philosophy. Several mathematical concepts also arose and since April online discussion has proved very interesting. In the near future I hope to report on how ideas develop and may be taken further, both for Nisrine's PhD studies and my work on Hodges' model.

We are considering, especially with the options to participate available -

https://www.measuringbehavior.org/

'The next Measuring Behavior conference will take place from 28 to 30 April, 2027, in Düsseldorf, Germany. Düsseldorf is in a region with a high concentration of behavioral research across a variety of fields both in universities and industry. It is easy to reach by international trains and flights. It is a city combining innovative modern architecture with a historic city centre. The conference will take place in the Clayton Hotel, which is in the Little Tokyo region of Düsseldorf, with its distinctive Japanese flavor. We will be hosted by the Heinrich Heine Medical University and the location is within easy walking distance of the central station.'

https://www.measuringbehavior.org/call-for-symposia-mb2027-2/

Going back to the Monday, the closing Keynote Speaker: Abdelmajid Ibenrissoul 

Public Decision-Making and Complexity: What Rationality for Evaluation?

- provided fascinating insights and economic history:

Abdelmajid Ibenrissoul - Public Decision-Making and Complexity: What Rationality for Evaluation?

There remains much to follow up, seek understanding and see how this relates to Hodges' model.

More details to follow.

I have noticed the main website for WCCS appears to be unavailable? I will check.

Hodges' conceptual framework: A model for Narrative Medicine ...

Abstract

The effective practice of medicine requires narrative competence, that is, the ability to acknowledge, absorb, interpret, and act on the stories and plights of others. Medicine practiced with narrative competence, called narrative medicine, is proposed as a model for humane and effective medical practice. Adopting methods such as close reading of literature and reflective writing allows narrative medicine to examine and illuminate 4 of medicine's central narrative situations: physician and patient, physician and self, physician and colleagues, and physicians and society. With narrative competence, physicians can reach and join their patients in illness, recognize their own personal journeys through medicine, acknowledge kinship with and duties toward other health care professionals, and inaugurate consequential discourse with the public about health care. By bridging the divides that separate physicians from patients, themselves, colleagues, and society, narrative medicine offers fresh opportunities for respectful, empathic, and nourishing medical care. ...

 

Charon R. Narrative Medicine: A Model for Empathy, Reflection, Profession, and Trust. JAMA. 2001;286(15):1897–1902. doi:10.1001/jama.286.15.1897 

With my emphasis.

#Identity #Group #Individual #Collective #Mind #Body #TheOdysseyHasBegun

Leapspace iii - References ii

Regards the two other references listed by Leapspace in the previous post:

Jones, P. (2009) Socio-technical structures, 4Ps and hodges' model. Nursing and Clinical Informatics: Socio-Technical Approaches. https://doi.org/10.4018/978-1-60566-234-3.ch011 

Jones, P. (2011) Socio-technical structures, 4Ps and hodges' model. Clinical Technologies: Concepts, Methodologies, Tools and Applications. https://doi.org/10.4018/978-1-60960-561-2.ch215 

The doi links above lead to a page where to read the 'View Full Text HTML', or 'PDF' you need a login. This suggests a paywall(?), but the paper can be found here:

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1842543&rec=1&srcabs=886584&alg=7&pos=3

These are not the original reference or title:

Jones, P. (2009) Socio-Technical Structures, the Scope of Informatics and Hodges’ model, IN, Staudinger, R., Ostermann, H., Bettina Staudinger, B. (Eds.), Handbook of Research in Nursing Informatics and Socio-Technical Structures, Idea Group Publishing, Inc. Chap. 11, pp. 160-174.

I am unable to check fully, but it appears in 2011, the paper was republished in another collection. It is nice to have a 'bovine' experience, with a lesson about copyright, open access, and predatory publishing. Alteration of titles is bound to result in repetition, confounding the accuracy of publication metrics and indices?

I am not going to add the second reference to the blog's bibliography.

Leapspace ii - References

Of the references listed by LEAPSPACE #6 stood out:

Merritt, M.K., Procter, N. (2010) Conceptualising the functional role of mental health consultation-liaison nurse in multi-morbidity, using Peplau's nursing theory. Contemporary Nurse. https://doi.org/10.5172/conu.2010.34.2.158 

Had I missed this? When I hear (read) of new citation for Hodges' model, it is added to the blog's bibliography. So, what about this one?

I could not access the full-paper initially, but did so at:

https://lmscontent.embanet.com/MVU/NURS600/Readings/W3_Peplau.pdf

I can see that Merrit and Proctor reference the following [#16 of 1-46]:

Jones, P. (1998). Hodges’ health career – Care domains – Model, nursing – Art or science? Retrieved October 4, 2009, from http://www.pjones.demon.co.uk/holsci.html

This additional cognitive and motivational nourishment is welcome. They are spot on with '1998', the year the former website (p-jones.demon.co.uk) went live. 

Pre-2015 and indicative of (what will increasingly follow) from AI, LLMs, agentic ai - LEAPSPACE found a page on the now archived website:

https://web.archive.org/web/20150409004111/http://www.p-jones.demon.co.uk/index.htm

While a positive, perhaps (again) we should worry about regurgitation? Although on another level perhaps the definition of 'grey literature' is also being (has been) redefined?

There is a positive in the author's acknowledgement of Hodges' model on several counts, being associated with:

• Highlighting the need for inclusion of mental health/illness (parity of esteem);
• Peplau's seminal work;
• A search to link mental health with other specialities (emergency, liaison, burns);
• Recognition of the inverse (psychological care within medicine); 
• The fact of being listed with Phil Barker (Tidal Model). 

Negatively, on the archived homepage (above) many links to content may not work:

The (rather short but referenced) page Merrit and Proctor list is available here:

https://web.archive.org/web/20111018204743/http://www.p-jones.demon.co.uk/holsci.html

I will insert this paper in the bibliographical listing; and revisit this.

Leapspace? Why not ...?

Referred to a paper in an email: https://doi.org/10.1016/j.jclinepi.2026.112401.

- I noticed an invitation to try Leapspace. 

So I leapt (with much editing - for formatting here). ...

 

Copilot steps

Creating a plan to respond to your query

Performing search for foundational documents
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Hodges' health career - care domains - model

Hodges’ Health Career – Care Domains – Model is a generic, practice-based conceptual framework for health and social care that organizes thinking into four knowledge/care domains: science, political, sociology, and interpersonal. It is presented as broadly applicable across healthcare contexts and is used to structure reflection, critical thinking, and care planning. [1] [2] [3]

Core domains

Domain	What it covers	How it is used
Science	Cause and effect, evidence, costs, benefits, and trade-offs	Helps frame the “hard” evidence side of care and service decisions. [1]
Political	Policy, systems, and structural influences on care	Helps connect care to wider health and social policy contexts. [1] [4]
Sociology	Social context, culture, stigma, and relationships	Helps explain how social factors shape health and illness experiences. [1] [5]
Interpersonal	Therapeutic relationships, patient/carer engagement, and human interaction	Supports person-centred and relational practice. [1] [2] [6]

What the model is for

• It is described as universal in structure and adaptable to many healthcare settings, including informatics, dementia/palliative care, forensic mental health, and oral health. [2] [3] [4] [7] [8]

• It helps practitioners map concepts into domains, build a mind-map-like structure, and support reflective practice and critical thinking. [3] [9]

• In forensic mental health nursing, it is proposed as a way to guide assessment, decision-making, and recovery-oriented practice. [2]

Bottom line

Hodges’ model is best understood as a four-domain lens for integrating clinical evidence, policy, social context, and relationships into one framework for care and reflection. Its main value is not in prescribing a single care process, but in helping users think more holistically and systematically about health problems and care systems. [1] [2] [3]

Confidence level: High — multiple sources consistently describe the model’s four domains, generic structure, and broad healthcare applications.

References

1. Fox, Siobhán, FitzGerald, Carol, Harrison Dening, Karen, (...), Timmons, Suzanne (2017) Better palliative care for people with a dementia: summary of interdisciplinary workshop highlighting current gaps and recommendations for future research. BMC Palliative Care. https://doi.org/10.1186/s12904-017-0221-0

2. Doyle, M., Jones, P. (2013) Hodges' Health Career Model and its role and potential application in forensic mental health nursing. Journal of Psychiatric and Mental Health Nursing. https://doi.org/10.1111/j.1365-2850.2012.01961.x

3. Jones, P., Wirnitzer, K. (2022) Hodges' model: The Sustainable Development Goals and public health - Universal health coverage demands a universal framework. BMJ Nutrition, Prevention and Health. https://doi.org/10.1136/bmjnph-2021-000254

4. Bettiol, S., Jones, P., Onyedikachi, H.A., Kernohan, W.G. (2026) Bridging Gaps in Oral Health Frameworks: Mapping With Hodges' Health Career - Care Domains - Model. Journal of Public Health Dentistry. https://doi.org/10.1111/jphd.70034

5. Jones, P. (2008) Exploring serres' atlas, Hodges' knowledge domains and the fusion of informatics and cultural horizons. Social Information Technology: Connecting Society and Cultural Issues. https://doi.org/10.4018/978-1-59904-774-4.ch007

6. Merritt, M.K., Procter, N. (2010) Conceptualising the functional role of mental health consultation-liaison nurse in multi-morbidity, using Peplau's nursing theory. Contemporary Nurse. https://doi.org/10.5172/conu.2010.34.2.158

7. Jones, P. (2009) Socio-technical structures, 4Ps and hodges' model. Nursing and Clinical Informatics: Socio-Technical Approaches. https://doi.org/10.4018/978-1-60566-234-3.ch011

8. Jones, P. (2011) Socio-technical structures, 4Ps and hodges' model. Clinical Technologies: Concepts, Methodologies, Tools and Applications. https://doi.org/10.4018/978-1-60960-561-2.ch215

9. Jones, P. (2025) A Generic Model and Conceptual Framework to Prime Curiosity Across Health and Social Care Disciplines to Facilitate Lifelong Learning. Journal of Evaluation in Clinical Practice. https://doi.org/10.1111/jep.70252

Follow-up Suggestions 

What are the key components of Hodges' health career care domains model?

How does Hodges' model apply to interdisciplinary health care practices?

What are the implications of Hodges' health career care domains model for patient-centered care?

Tricotyledons, systems and social problems

'If scientists and engineers are to be able to attack social problems with the same validity and effectiveness with which physical problems have been attacked, then a much more sophisticated and rigorous system design methodology is needed.

Such methodology, called the tricotyledon theory of system design, has been developed as a synthesis of: empirical and speculative approaches to system design [2], the methodology of operations research [10], classical optimization techniques [18], results in specialized branches of mathematical system theory [1,4,6,7], and the constructs of general mathematical system theory [12,13,14].

Experimental applications of the tricotyledon theory of system design to several problems in widely differing contexts [3,4,8,9,16,17] indicate that the methodology holds great promise for validity and effectiveness in attacking any large-scale, complex, man/machine system design problem with precision and rigor. There are no theoretical limitations (such as differentiability, linearity, finiteness, or discreteness) for the problems that can be attacked within the tricotyledon theory of system design.

In this short abstract the theory is only described in terms of set and system theoretic concepts as presented in Reference [12), [13], or [14]; no exploitation of the theory, either theoretical or practical is attempted here.' ..' p.224-225.

'The task of defining a large-scale, complex, man/machine system design problem P=(S,T,α,β,γ,D) often requires an interdisciplinary team in practice. An interdisciplinary team requires, in turn, that the above definitions be translated into non-mathematical methodology. This has been done in Reference [15].' p.229.

15. Wymore, A.W., Systems Engineering Methodology for Interdisciplinary Teams, unpublished manuscript. (Another loss?)

Wymore, A.W. (1975) The Tricotyledon Theory of  System Design. In. Category Theory Applied to Computation and Control: Proceedings of the First International Symposium, San Francisco, February 25-26, 1974 (Lecture Notes in Computer Science, 25) by E.G. Manes (Editor).

See also: 

https://en.wikipedia.org/wiki/A._Wayne_Wymore

http://sysengr.engr.arizona.edu/wymore/bookreview.html 

https://lockywolf.wordpress.com/2019/02/16/a-mathematical-theory-of-systems-engineering-the-elements-by-a-wayne-wymore/ 

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Typologies in nursing - Macduff (2007)

This paper was brought to my attention by the author Colin Macduff (now retired) who was Principal Investigator in a project [2018-2020] RIPEN. This included a series of workshops to which I was able to contribute. I knew this would be useful and must find the paper (in 14,1) also mentioned.

"What are typologies?

In relation to this initial question. Patton (2002) offers a useful definition and  distinction: 'Typologies are classification systems made up of categories that divide some aspect of the world into parts along a continuum. They differ from taxonomies, which completely classify a phenomenon through mutually exclusive and exhaustive categories, like the biological system for classifying species. Typologies, in contrast, are built on ideal types or illustrative  endpoints rather than a complete and discrete set of categories'." p.41.

'Most commonly, typology constructors such as Roberts-Davis et al  (1998) and Nolan et al (1995) present them as ways of clarifying thinking  rather than as rigid structures that are universally applicable. The difficulty  here is that within nursing discourse a number of other devices such as conceptual frameworks and models are also commonly used to this end.' p.42.

individual

|
INTERPERSONAL : SCIENCES             

humanistic ------------------------------- mechanistic

SOCIOLOGY : POLITICAL   

|

group

Box 1: Typology of family care (Nolan et al 1995) Anticipatory care Preventive care   Supervisory care   Instrumental care   Protective care   Preservative care   (Re)constructive care   Reciprocal care p.44.

If you can obtain a copy^, do check out Box 2 and Figure 1, plus the discussion and conclusion.

Macduff, C. (2007). Typologies in nursing: A review of the literature. Nurse Researcher, 14(2), Article 2.  https://doi.org/10.7748/nr2007.01.14.2.40.c6020 (^Paywall)

Call for Participants: Survey on Trauma-Informed Archival Practice

Dear all,

My name is Emily Hill, I am a current master's student at the University of Glasgow completing my dissertation titled: 

 

To what extent is Trauma-Informed Archival Practice understood and used within the Archival Sector? How effective are the methods of support available to Archivists? 

The aim of this dissertation is to explore the breadth of knowledge within the Archival sector surrounding Trauma-Informed Archival Practice, where professionals have learned about Trauma theory and if the mental health and secondary trauma support available is accessible and effective. There is no prior knowledge of Trauma-Informed Practice needed to participate, as these concepts are explained within the Participant information forms. 

Participation in this survey will take approximately 15 minutes, including the Participant Information and Agreement forms which should be viewed and signed before participation in the survey questions. 

All survey responses are received anonymised, with the data being analysed in correlation with other respondent data on a question-by-question basis. 

I would be very grateful for your participation in this survey, and if you have any questions or concerns you wish to address prior to participating, please email me at 2650467H AT student.gla.ac.uk. 

You can access the survey here. 

Thank you in advance for your participation!

Best wishes, 

Emily Hill.

My source:
To view the list archives go to: https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=RECORDS-MANAGEMENT-UK

CFP: Nonsense in Language and Thought

Guest editor: 
Krystian Bogucki (Polish Academy of Sciences)

Deadline for submissions: 
the 31st of July 2026 

Description:

Studia Semiotyczne (Semiotic Studies) invites submissions for a special issue of the journal. Papers should be written in English and prepared for blind review. 

An interest in nonsense was a hallmark of the early analytic philosophy. Bertrand Russell (1908) thought that a theory of nonsense could help us avoid some daunting paradoxes in logic. Ludwig Wittgenstein (1922, 1953) and Rudolf Carnap (1931) recognised nonsense as a fundamental concept for philosophical criticism. They claimed that much of philosophical discourse is defective in the most fundamental way: it is neither true nor false, it does not consist of thoughts and propositions ? it is nonsense. According to the early Wittgenstein, philosophers want to describe the nature of the world, thought, language and ethics, but they unwittingly fall into nonsense. The Tractatus was supposed to free us from this troublesome position by presenting a perspicuous notation. On the other hand, the later Wittgenstein claimed that we should compare deceptive philosophical images with our ordinary ways of thinking and speaking in order to avoid nonsense. Philosophical problems arise when language goes on holiday, so we must always remember the everyday use of concepts. For Carnap, propositions should be reducible to sense data and constructed according to the rules of logical syntax in order to be meaningful. 

Later, the topic of nonsense was discussed by Alfred Ayer, Gilbert Ryle, Willard V. O. Quine, Arthur Prior, Richard Routley and Georg H. von Wright, among others. Since the late 1970s, however, the interest in nonsense has faded. Only recently, some important works have been published. The first important stimulus came from foundational works on theories of nonsense (Cappelen 2012, 2013; Camp 2004; Glock 2015; Magidor 2009, 2013). The second source of the revival of interest in nonsense was Wittgenstein scholarship on the austere and substantial conceptions of nonsense (Conant 2001; Diamond 1995, 2005; Glock 2004; Hacker 2003; Moore 2003; Sullivan 2003). Some works also examined the relation of nonsense to other phenomena (Gotham 2017, Keller and Keller 2021, Shaw 2015, Sorensen 2003). 

The important questions to be addressed in the forthcoming volume are (to name but a few):

• What are the sources of nonsense? 
• Are some parts of philosophical and non-philosophical discourse nonsense?
• What is the relation between nonsense and figurative speech?
• Is it at all possible to be wrong whether our own thoughts are meaningful? 

We hope that the special issue of Studia Semiotyczne will further strengthen and deepen the scholarly interest in nonsense. 

Possible topics include, but are not limited to:

Theories of nonsense
Nonsense and logical syntax
Nonsense and category mistakes
Nonsense and figurative speech (e.g. metaphor, metonymy)
Nonsense and fiction
History of the concept of nonsense (in particular Wittgenstein's and the Vienna Circle's views on nonsense)
Nonsense and understanding
Nonsense and illusions of sense
Nonsense and quantification
Nonsense and linguistics
Nonsense and ineffability
Nonsense, knowledge-how and knowledge-that
Logics of nonsense
Nonsense and semantic paradoxes
How to diagnose philosophical nonsense?
Metaphilosophical and methodological issues concerning nonsense

In order to submit the paper one is kindly asked to submit the manuscript by sending it to:
krystian.bogucki AT ifispan.edu.pl and studiasemiotyczne AT pts.edu.pl 

All submitted papers will be double-blind peer-reviewed.

My source (and emphasis):
Philos-L "The Liverpool List" is run by the Department of Philosophy, University of Liverpool 
https://www.liverpool.ac.uk/philosophy/philos-l/

Wittgenstein's - Tractatus

Apparently, Wittgenstein walked away from philosophy after publication of the Tractatus. He thought he had solved the problems of philosophy, logic and reality.

In trying to ‘see’ Hodges’ model, in mathematical terms, there may be lessons in Wittegenstein’s approach, both in content and style. Of course, as a non-mathematician, I probably should leave well-alone; and stick to nursing. But that is the problem: from 1987-88 there is a need for a different perspective, even if this is a personal challenge. As with many ‘reviews’ here, we can look at Wittengenstein’s work, reflect upon it, and consider how it relates to the purposes, structures and content of Hodges’ model.

The Tractatus’s first line then, offers a warm welcome.

‘The world is everything that is the case.’ [I]

Making the decision to become a nurse and enrolling as a student makes you an educational and workforce demographic case.

Once a student in the university lecture theatre, you hopefully whether consciously, or not are exposed to the theory – practice gap; as you yearn to be on your first placement. Now it you who is seeking ‘cases’. As we live, and statistics roll and tally, the question of caseness (and categories) is key, one that is carried around even if not always active, recognised as such.

As noted in the previous post, we can for Hodges’ model (and other models, frameworks it must be said) think of ‘case’ as a, or the situation. 

A mathematical approach to Hodges’ model involves looking at things, concepts, people as objects. This includes patients and carers. In terms of a project worthy of pursuing in nursing and other disciplines involved in healthcare, this mathematization presents a non-trivial challenge. A fully-deserved response would be: 'What have you done to the aptitude for care and caring attitude? You've cancelled - subtracted it!' Humour aside:

'In order to know an object, I must know not its external but all its internal qualities.' [2.01231] 

Is this equivalent to us getting to know our patient / client and their socio-political context? 

‘The way in which objects hang together in the atomic fact is the structure of the atomic fact.’ [2.032] 

It is a help that Wittgenstein points to structure (crumbs of understanding are welcome here, as incremental steps). In formulating Hodges’ model we first identify the axes. It is the axes that then provide a space, four domains in total, to frame the objects that we decide; or, as the situation dictates, what concepts are placed in the domains of Hodges' model.

There is a successive series that follows, combining place, space and logic: ‘The proposition determines a place in logical space: the existence of this logical place is guaranteed by the existence of the constituent parts alone, by the existence of the significant proposition.’ [3.4]

‘The propositional sign and the logical coordinates : that is the logical place.’ [3.41]

‘The geometrical and the logical place agree in that each is the possibility of an existence.’ [3.411]

‘Although a proposition may only determine one place in logical space, the whole logical space must already be given by it.
(Otherwise denial, the logical sum, the logical product. etc., would always introduce new elements -in co-ordination.) 
(The logical scaffolding round the picture determines the logical space. The proposition reaches through the whole logical space.)' [3.42]

While Wittgenstein came to view ‘the picture theory of meaning’ as incorrect, as a conceptual framework and diagrammatic resource Hodges’ model is closely tied to this form of representation.

Of course, the logic at work here, is far from mathematical, but there is surely a logic.

'Formal concepts cannot, like proper concepts, be presented by a function.' [4.126]

'There is therefore really a sense in which in philosophy we can talk of a non-psychological I.
The I occurs in philosophy through the fact that the "world is my world'".
The philosophical I is not the man, not the human body or the human soul of which psychology treats, but the metaphysical subject, the limit - not a part of the world.' [5.641] 

'Although the spots in our picture are geometrical figures, geometry can obviously say nothing about their actual form and position. But the network is purely geometrical, and all its properties can be given a priori.

Laws, like the law of causation, etc., treat of the network and not of what the network describes.' [6.35]

There is much more in this work, and much that remains a challenge. Many commentators have written and said in interviews that the Tractatus rewards re-reading and some sentences stay with you for life (The Great Philosophers BBC TV). 

I'm still seeking mine.

https://www.gutenberg.org/files/5740/5740-pdf.pdf

'Anthropological Theory of the Didactic' ATD - in learning mathematics

INTRODUCTION

Several studies have discussed the specific knowledge taught and learned in precalculus, calculus, and analysis courses, from different perspectives: for example, concept image and concept definition (e.g., O’Shea, 2016), APOS theory (e.g., Martínez-Planell, Trigueros Gaisman, & Mcgee, 2016), and the Anthropological Theory of the Didactic (ATD; e.g., Bergé, 2016). Our starting point is the general and relatively vague question of when in an undergraduate degree in mathematics does a student need (need in the sense of to succeed in the course) to engage in mathematical activities that may substantially, or meaningfully, lead to developing mathematical practices. We consider and frame this question within the ATD (Chevallard, 1999), which provides theoretical tools for modelling any human activity or practice. The semantic distinction between these two words is essential to us. Our hypothesis is that the kinds of didactic constructs to which professors and students are exposed are decisive in fostering the emergence of practices out of collections of local, particular, and relatively short-lived activities. From the theoretical stance we take, this means the development of mathematical knowledge out of local, particular, and relatively short-lived mathematical activities.' p.487.

THEORETICAL FRAMEWORK 

“Activity and practice”

'As mentioned above, we have come to see the semantic difference between activity and practice as pertinent to our work. The ATD’s notion of praxeology provides a fundamental model for defining mathematical practice, which, in the context of the theory, is equated to mathematical knowledge. According to the model, any practice (or piece of knowledge) can be represented by a quadruplet [T, τ, θ, Θ] involving four interconnected components: a type of tasks T, which generates the practice, the corresponding collection of techniques τ developed to accomplish T, the discourse used to describe, justify, explain, and produce the techniques (i.e., their technologies θ), and the underlying theories Θ that serve as a foundation of the technological discourse. As students progress in their studies of mathematics, they engage in numerous activities, which progressively determine the practices they develop'. p.489.

Laura Broley and Nadia Hardy. (2018). A study of transitions in an undergraduate mathematics program. In PROCEEDINGS of INDRUM 2018 Second conference of the International Network for Didactic Research in University Mathematics. pp.487-496. ERME topic conference.
https://indrum2018.sciencesconf.org/data/Indrum2018Proceedings.pdf

THEORETICAL CONSTRUCTS 

'ATD “postulates that any activity related to the production, diffusion or acquisition of knowledge should be interpreted as an ordinary human activity, and thus proposes a general model of human activity built on the key notion of praxeology” (Bosch & Gascon, 2014). The praxeology 𝛱 is represented by a quadruple [𝑇/𝜏 /𝜃/𝛩]: its praxis part (or know-how) consists of a type of tasks 𝑇 together with a corresponding technique 𝜏 (useful to carry out the tasks 𝑡 ∈ 𝑇 in the scope of 𝜏). The logos part (or know-why) includes two levels of description and justification: the technology 𝜃, i.e. a discourse on the technique, and the theory 𝛩, which often unifies several technologies. 

The elaboration of a reference epistemological model (Florensa, Bosch, & Gascon, 2015) as sequences of praxeologies, for a given body of knowledge, is an important step in any research carried out in the ATD framework. It is the tool that will be used by the researcher to describe, analyse, put in question or design the specific contents that are at the core of a teaching and learning process. In order to build such a model, “mathematical praxeologies are described using data from the different institutions participating in the didactic transposition process, thus including historical, semiotic and sociological research, assuming the institutionalized and socially articulated nature of praxeologies” (loc. cit. p. 2637).' pp.498-499.

Charlotte Derouet, Gaetan Planchon, Thomas Hausberger, and Reinhard Hochmuth. (2018). Bridging probability and calculus: the case of continuous distributions and integrals at the secondary-tertiary transition. In PROCEEDINGS of INDRUM 2018 Second conference of the International Network for Didactic Research in University Mathematics. pp.497-506. ERME topic conference.
https://indrum2018.sciencesconf.org/data/Indrum2018Proceedings.pdf

I came across this source as I'd read about the way chemistry as a discipline co-opted some mathematical symbols, but adapted them for their own use.

Previously: 'math' : 'threshold concept' : 'liminal' : 'learning'